Enhancing Iterative Learning – A Technology-Based Perspective

A challenge for many academic staff delivering taught provision to undergraduate business students in the United Kingdom (UK) is how to accommodate those learners confronted with numerical subjects not encountered since completing compulsory education. This paper considers the interactive and dynamic nature of the teaching and learning environment through which Video Based Learning resources support first year undergraduate students within the business numeracy subject area. Visualisation and evaluation of the learner/tutor relationship throughout the duration of the curriculum delivery is achieved through the construction of hypothetical models. The Structural Equation Modelling (SEM) method was undertaken to identify influential relationships within the theoretical models. Results indicate that the dynamic learning models developed within this study highlight that the learning process has a number of clearly defined stages. Each stage is both influential in securing an effective learning experience and cumulative in terms of supporting the learner towards both competence and assessment achievement within the study's educational framework.