The Efficacy of the VLE

The VLE has been seen to offer various benefits in the field of education. In this part of the discussion the three essential factors in relation to the efficacy of VLEs will be discussed. These include: efficacy in learning, teaching, and training.

The efficacy of the VLE in learning

There are many technological innovations evident in the field of education that offer their users modern and interactive means by which to learn, particularly in class.

Stonebreaker and Hazeltine (2004) conducted a study to examine the VLE and determine the extent to which it can be deemed learner-centred and effective for the learning process. They judged the VLE to be unique in that students were the primary focus and their needs became the centre of the learning process (Stonebreaker and Hazeltine, 2004). The findings of this study reveal that, through VLEs, ‘knowledge transfer’ might be carried out effectively (Stonebreaker and Hazeltine, 2004).

Furthermore, the pursuit of VLEs in the learning process is also seen as a more effective means of learning compared to traditional processes. The study conducted by Chou and Liu (2005) compares the performance of learners exposed to a VLE with those who received traditional methods of learning. The research finds that the primary aim of integrating VLEs as a means of improving students’ learning is to allow them to develop ‘self-control, diffuse thinking models, diverse viewpoints and independent thinking’ (Chou and Liu, 2005: 40). Providing learners with flexibility and convenience is therefore why the VLE enhances learning effectiveness (Chou and Liu, 2005). The results of the study also reveal that those students who underwent education within the VLE achieved more than those taught in traditionally (Chou and Liu, 2005). The study conducted by Stiles (2000) discusses various factors influential in the academic

performance of students in a VLE environment. Stiles (2000) addressed a number of issues on the use of a VLE in higher education institutions. The article explains that certain key factors were evident as beneficial effects on the academic development of students in higher education. These included the design quality of the curriculum; the

use of appropriate VLE tools; and the application of various educational principles in which learning occurs (Stiles, 2000).

The efficacy of VLE in teaching

Modern day technology has produced a number of innovations, especially in the field of education. The VLE has been one of these innovations in the technological arena and play an important role in the development of the teaching processes.

An article by Prospero and Gioia (2007) suggests why there is a need to make use of the VLE as a pedagogical tool. They argue that teachers deal with people who are considered ‘virtual generation students’ (Prospero and Gioia, 2007: 73) and therefore they need to adopt a teaching style to match the learning style of their students (Prospero and Gioia, 2007). If the learners are identified as virtual learners, then the educator should also provide a virtual approach in order for learning and understanding to take place (Prospero and Gioia, 2007). The study concludes that teachers see an ‘improvement in the understanding of the concepts taught because of the use of the virtual learning environment’ (Prospero and Gioia, 2007: 79). The results suggest that teachers should adopt the VLE as a medium of learning if their students are exposed to various technologies. Additionally, it claims that the teachers can learn from their teaching if it matches their learning style and also that of the students.

Moreover, adaptations to virtual teaching methodology are also considered important. Vasileiou and Paraskeva (2010) propose a specific VLE method; role- playing techniques. The study focuses on the role of VLEs on the teaching process, ‘because of the vast innovation in technology; as well as personal development of teachers’ (Vasileiou and Paraskeva, 2010: 25). The strategy of role playing as an effective VLE method is the focus of this paper. Innovative teachers can thus

incorporate such a method into their pedagogy (Vasileiou and Paraskeva, 2010). The article also mentions that role playing can promote active participation of students, and is felt to ‘foster autonomy, responsibility, and solidarity’ (Vasileiou and Paraskeva, 2010: 29). The study concludes that ‘the innovative, pleasant, comfortable, impressive, challenging, and liberating virtual learning environment of Second Life can be

The efficacy of VLEs in training

The VLE has been seen to be used in various forms of training and development. In one article the VLE (Sahin et al., 2007) is discussed, aimed at providing teachers with the necessary training required for the utilisation of VLEs as a pedagogical tool (ibid). The primary aim of the programme was not only to impart knowledge about a VLE but the skills needed for its deployment in the classroom (Sahin et al., 2007). The programme not only made use of the VLE; it provided professional skills and content development. This literature therefore provides information about how the VLE is used as a means for training teachers on VLEs.

Another study, by Tweddel (2006), suggests that teachers who make use of VLEs should be furnished with the corresponding skills to use the tools in teaching. Tweddel mainly focuses on the importance of communication in the development of VLEs. The findings of his research reveal that, although there is a need for the development of the educators’ knowledge and skills, communication is also considered an important factor in the enhancement of the quality of virtual education.

Furthermore, Morell (2006) provides evidence for the use of VLEs as a means of professional development. In his research he identified the benefits associated with VLEs when used as tool for training educators. He in fact focused on teachers’

observations in lessons, lesson planning, and evaluation procedures, as well as the use of various other resources. The study by Morell is important for this thesis, as it focuses on the training of teachers through the use of VLEs. This research indicates that a VLE approach can be embedded with a CPD scheme to enhance the participating teachers’ professional (including ICT) knowledge and skills, along with improving their teaching practices.