Learning in a Virtual Campus: The Pedagogical Implications of Students' Experiences

Abstract

This article is concerned with the experience of students currently studying in a university that has embraced a 'Virtual Campus' policy. The research examines students' perceptions of their experiences of virtual campus procedures and how they are reacting to greater use of Information and Communication Technologies (ICT) in their learning environment, their relationships with tutors and peer groups, and the possible adoption of new strategies for studying and learning. The results of the research allow tentative comments on the pedagogical implications of a Virtual Campus Programme, with implications for staff responses, particularly for those staff working within institutions with similar programmes or policies to those identified here.

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