The Use of the VLE in Training (CPD) to Support ICT

The relevance of VLE has been interpreted mainly in parallel to increased emphasis on academic performances and achievements (Littlejohn, 2002). Also, it is held to enhance professional skills and knowledge compatible with the complex demands of professions in the present age of globalisation (Littlejohn, 2002). Professionals often wish to

develop their academic skills and professional ability, although being in touch with the actual profession is also considered vital. This is a key factor that has led to increased popularity for open and long-distance learning programmes and highlights the potential of VLEs. Higher education institutions can now offer their courses and seek

opportunities for professionals, irrespective of their professional orientation and obligations.

The use of multiple information sources has been an important way to maximise retention and attainment of learning goals within any setting. However, the majority of higher education institutions have used VLEs to facilitate other traditional learning and transmission strategies (Matheis et al., 2007). The reason for this might be the lack of proper ICT knowledge and skills of the users; these deficiencies can be overcome through continuing professional training within a VLE setting with relevant ICT tools.

However, because of the differences of administrative procedures, locations, financial circumstances and attitudes of the teachers and administrators, the nature of VLE-based CPD might vary between different educational institutions. Nonetheless, the major aim of a VLE should be to provide a platform that can be utilised by learners with different levels of expertise and different racial and socioeconomic backgrounds, and varied IT skills. This should also be able to capture diversity within learning by ensuring that the varied learning approaches and impediments that affect individual students are dealt with under a single VLE platform (Hove and Corcoran, 2008). This has therefore been an important aspect considering the high level of emphasis placed on diversity of institutions of higher learning.

In addition to guiding students and ensuring access to multiple educational resources, a VLE can play an important role in ensuring that tutors in higher learning institutions develop an appreciation of ICT. Standen et al. (2002) have noted that ‘interaction devices would free both tutor and learner to concentrate on achieving goals in the environments’. In addition, ‘increased use of ICT in education results in a better platform for interaction between tutors and students’ (McComas et al., 2002: 187).

Creativity has also been an important consideration in the adoption of effective learning and instructional strategies. It is significant that the development of effective instructional strategies has been deemed vital to the attainment of learning goals, and dependent on the level of interaction between students and tutors. The use of multiple platforms for interaction between students and tutors has been made possible by the use of VLE aids and the development of effective learning strategies (Clegg, 2003). The use of ICT and multiple communication avenues for instant Chat and instant Messaging have ensured continued interaction considered the key to developing an understanding of learners’ instructional and communication needs.

Since ICT has to be adopted in the development and running of a VLE, interaction between tutors and ICT is inevitable, and requires sufficient ICT-related knowledge and skills from the users’ part. However, the concern is that, at both the learning and implementing phases, during the ICT adaptation process some negative attitudes toward technology and its application in education might arise in teachers’ minds (Clarke et al., 2005; Littleton and Whitelock, 2004). One of the reasons is the age gap between lecturers and their students, which may create a discrepancy in their thoughts and practices regarding learning. Besides, to cope with the rapid changes of ICT tools and facilities both students and teachers will have to be up to date with the needed knowledge and skills. According to the literature review, the use of a VLE in a CPD programme seems to be a solution for these problems as it may offer an open and long distance learning opportunity for university teachers to improve their teaching (Al- Almaie and Al-Baghli, 2004), and also to increase their use of ICT. However, these assumptions need to be investigated in a reliable way.

Therefore, an investigation is required into whether VLE-based CPD can enhance the use of ICT in teaching by teachers, particularly in Saudi Arabian higher education context. It is also important to find out whether the ICT-related knowledge, attitudes, and skills of the teachers are affected by this type of professional development scheme.

3.5.7 Conclusion

The literature has shown that VLEs can provide teachers and learners with various ways of using technology to enhance the quality of education. VLEs have been found effective in creating open and flexible learning environments, which also indicates their possible role as a vehicle for continuing professional development. As well as young people, it has been shown that the mature population considers a VLE an effective medium for learning and development. However, according to the review, in order to match with this technology-supported teaching and learning method, users need to gain both ICT-related knowledge and skills. In addition, this type of new learning

environment may represent risks for teachers. Moreover, in a traditional educational culture, the new role of teachers and the task of ensuring proper infrastructural and administrative support might pose further challenges.

Although Saudi Arabia has seen various benefits from VLEs within its educational system, there has been a lack of CPD to enhance the use of ICT in

teaching. Therefore, using VLE as a medium for CPD represents an appropriate means to increase ICT usage in the country’s universities.