The Virtual Learning Environment (VLE)

One of the objectives of the literature review is to explore the importance and relevance of VLEs for the purpose of training teachers. The information gleaned suggests how they can provide benefits for professional teacher training . This specific discussion indicates six courses on VLE, reflecting the six important ICT functions mentioned above to support teaching, as illustrated in Figure 4-3.

4.4.1 Training in Presentation

One of the functions of a VLE is its ability to provide training in the presentation or utilisation of education material. The VLE can enable teachers to access state-of-the art technologies, and so gain useful training or experience (Al-Ajlan, 2008). The

presentation of learning is therefore one of the most important functions of a VLE as an environment that promotes the use of such tools in imparting knowledge.

4.4.2 Electronic Mail (e-mail), Chat Rooms and Blogs

Other functions of the VLE are the use of e-mail, Chat rooms and Blogs. Modern day technology has provided users with a wide variety of functions through various communication tools. The advancement of web-based Chat rooms, instant Messaging tools and current mobile phone technologies have all facilitated the creation of a well- developed VLE able to act as a viable platform for interaction between teachers and students (Waring and Boardman, 2004).

Such means of communication are viewed as an important part of the VLE because media such as ‘instant Chat’ and ‘Messaging’ provide interaction essential to understanding learners’ instructional and communication needs (Clegg, 2003). These can therefore be considered as an identifiable function of the VLE, and lines of communication between students and their teachers can be opened and developed further.

4.4.3 Video-Audio-Image

Another function of the VLE is the transmission of video-audio-image, which can provide users with the opportunity to learn through 3D imagery (Dillenbourg et al.,

videos, images and audio that can enhance their learning and their presentation of information (Hiary and Abu-Shawar, 2009). For the use of the visual and auditory function, the VLE is therefore considered beneficial to both teachers and students.

4.4.4 The Provision of the ‘E-test’, ‘quiz’ and ‘survey’

An additional function of a VLE is the ability to provide tests, quizzes and surveys via technological media and with the help of the internet. Various articles have identified how a VLE can provide students and teachers with opportunities for assessment using such technology. One aspect is the use of technology for the delivery of quizzes or tests; another associated benefit is immediate assessment (Lu, Yu and Liu, 2002).

Moreover, the VLE can promote various learning activities; programmes can provide students with self-assessment quizzes and online testing; discussion forums; electronic assignment submissions; surveys and similar learning tools (Hiary and Abu- Shawar, 2009). The ‘e-test’, ‘quiz’ and survey, as functions of the VLE, give teachers and students the chance to practice different assessment procedures.

4.4.5 Management

Management can refer to how any teaching or learning course should be carried out, and this aspect therefore needs to be considered as another function of the VLE (Lu, Yu and Liu, 2002). A VLE can provide students with their own management of the

learning processes through the use of modern day technology that can enable processes such as the delivery and student tracking (University of Warwick, 2006).

A VLE can also provide structure to training and learning processes through student management, which is an essential factor in attaining learning goals (Waring and Boardman, 2004). The VLE can thus function as a management tool with regard to the instruction, learning processes, and assessment of student learning.

4.4.6 Spreadsheet Training

The final function of a VLE is to allow training for assessment procedures through the use of spreadsheets. Spreadsheets are commonly used by teachers as a means of collating information and data required for the assessment of students. A VLE can enable teachers to keep an automatic log for each student with necessary data on

assessments (Brandl, 2005). Thus, a VLE and its use in the training of teachers in the various assessment tools can promote quality learning and teaching through quality assessment.

4.5 Continuing Professional Development (CPD)

In this section of the study, the need for CPD on ICT for the support of the teaching processes is discussed. The literature review reveals six important CPD outcomes that should be implemented amongst teachers. These include: greater confidence in the use of ICT; increased staff communication; improved competence, more efficient

administration; more cost effective assessment procedures; and better understanding of ICT, as illustrated in Figure 4-4.

Figure ‎4-4: Continuing Professional Development Outcomes

In order to gain a thorough understanding with regard to the CPD outcomes, each aspect is discussed below:

4.5.1 Greater Confidence in the Use of ICT

In the literature review, CPD was a major focus. One of the associated outcomes was the confidence in the use of ICT. Most of the relevant literature shows that individuals who have undergone CPD are provided with the knowledge and motivation relating to information to make use of such technology in their teaching (Ming et al., 2010). Moreover, it is also found that there is a need to developing the essential skills for the

use of ICT, and the provision of CPD can promote this along with supplying confidence through the acquisition of training and knowledge (Al-Rabaani, 2008).

4.5.2 Increased Staff Communication

Another positive outcome of CPD is the fostering of staff communication. CPD may enhance the skills, knowledge and opportunities of staff and can interact amongst themselves and with their students. This is considered important because it is deemed beneficial for trainers to be able to interact with each other through the sharing of knowledge and ideas during the training programme (Booth et al., 2003). CPD, through such interaction, could also provide a means through which decision-making is able to take place within the professional setting, with regard to areas such as the ICT system (De Lange et al., 2003). Interaction at this level can therefore be considered essential to the overall professional development of academic staff.

4.5.3 Improved Competence

In the literature review, CPD was felt effective in promoting the competence in participants. The demand for highly skilled individuals is significant and so CPD is deemed an important factor for professionals (Abuelma’atti, 2002). It is found that CPD can provide professionals with the training in skills and knowledge associated with their area of expertise necessary to compete in the workplace.

Moreover, CPD can provide opportunities for empowering teachers with the essential skills and knowledge for their personal and professional growth (De Lange et al., 2003). Professional development can therefore be related to both the individual and the overall profession.

4.5.4 More Efficient Administration

Within education, CPD is deemed beneficial for those employed in educational administration. CPD in education has therefore been ‘tied to a continuing professional development’ (Loveless and Ellis, 2001: 13). In education, CPD is considered valuable as it can enhance the managerial skills of those professionals involved in upholding quality within education. It can therefore play an important role in the production of well-rounded and competent educational leaders.

4.5.5 More Cost Effective Assessment Procedures

CPD may provide an alternative method of assessment in a cost effective manner, particularly within the area associated with assessment procedures. Such a programme can provide economical assessment of the performance of teachers as training and assessment often take place at the same time (Al-Rabaani, 2008). In fact, the

monitoring of the performance of teachers is essential to ensure quality education for students.

However, as assessment takes time and considerable expense, it may be deemed necessary for teachers to be first assessed to determine their need for training and only to proceed with a programme of combined assessment and training where necessary. This may be the reason for CPD’s facilitation of a more cost-effective combined assessment programme.

4.5.6 Better Understanding of ICT

Finally, the most important outcome of CPD relates to how such a programme is able to promote a better understanding of ICT. This is considered particularly important at the present time, when emphasis is placed on the need for competence in ICT. As a result, there is a need for individuals to undergo a process of CPD (McHarg et al., 2006).

It is evident that those who have undertaken such programme in ICT have gained confidence, increased their skill and gained a better understanding of the use of

technology (Newland et al., 2006). This is an important factor in the personal and professional development of those involved in the process.