Document Type

Academic Paper

Publication Date

Fall 2011


Action research


As increased personalization afforded by social media changes the way we use technology in our daily lives, so too will Education have to rethink virtual learning space [VLS] design for program delivery. This longitudinal study investigates what happens when stakeholders are enlisted in a participatory design process of developing a social media-based VLS for teaching, learning, communication, and access over an entire academic program. A critical analysis indicates that a flexible personalized virtual learning environment [pVLE] emerged over 2½ iterations. Students accessed content, linked PLEs, engaged in learning activities, and interacted with colleagues. The majority indicated that the environment positively impacted their learning. Successfully engaging stakeholders in a collaborative goal of shaping their program experience requires a conceptual shift towards fluid ownership in what have been traditionally institution-centric environments. This challenge needs to be addressed before VLS design can achieve its full potential and engender change in educational practice.


This is the author's version of a paper presented at the 2011 E-Learn (AACE) conference.

This paper is © 2011 AACE. Use of this manuscript must be for noncommercial and personal use only.

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