Students’ Perspectives on User Engagement and Disengagement in Virtual Learning Environments (VLEs) in Higher Education

Abstract

This article extends previous research into digital user behavior in learning contexts by examining Gen Z, regarding their digital engagement and managing knowledge transfer in virtual learning environments (VLE). The study adds to the literature on the challenges faced by learners in making use of VLE and the implications for managing innovation in the delivery of knowledge transfer. Data collection was undertaken using a mixed-method approach, combining both an online survey of 200 learners and interviews with 12 instructors and 22 learners about their experiences and perceptions of using VLE. The findings show inconsistencies in user experiences including evidence of disruptive behavior among learners and negative user perceptions, rather than perceiving VLE as an enhanced value proposition. Our insights extend the study of using VLE by furthering the understanding of factors that influence learners’ VLE engagement and course satisfaction from their experiences and perceptions of the VLE. Furthermore, we are developing a new model to demonstrate that VLE engagement requires a redesign of the business model for delivering knowledge transfer.