Virtual Learning Environment (VLE)

Generally, Virtual Learning Environment (VLE) can be defined as a learning environment mediated by computers and technology. Wilson (1996: 8) defined VLE as a computer-based environment that is a relatively open system, allowing interactions and encounters with other participants, and providing access to a wide range of resources. Analysing the given definition of VLE, one starts thinking about concepts such as eLearning, computer-aided instruction (CAI), web-based environment, multimedia, MOODLE and blended learning. As highlighted in Section

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2.4.5, NUST has adopted a blended learning approach, which allows a combination of instruction media, different instructional methods and a combination of online (eLearning) and face-to-face instruction. Using the internet as medium for distributing teaching materials and a platform for learning activities, can reduce both geographical and transactional distance. This is currently the case because VLEs have now become part of the essential educational infrastructure in many higher education establishments for academics, administrators and students. In this regard, it is important that institutions of higher learning offering distance education should explore all communication mechanisms to ensure that effective learning takes place. According to Piccoli, Ahmad and Ives (2001: 403), VLEs share many similarities with computer aided instruction (CAI), or computer micro-worlds as students can access the materials independently, individuals can follow different paths through it and can utilise different material displays. Piccoli et al. (2001: 403) aptly argue that the VLE concept is broader than CAI since it adds the communication dimension to previously individualised learning. With many communication media such as emails, mobile technology (WhatsApp, Facebook, Twitters and Messenger) and eLearning, I submit that institutions of higher learning especially those that are offering distance education should integrate these information and communication systems with the traditional learning environments. According to Piccoli et al. (2001: 403), traditional learning environments are defined in terms of time, place, and space. They further note that the definition of traditional learning environment is expanded by including dimensions like technology, interaction and control. In this context, VLEs allow students to access learning materials anywhere and promote dialogue which leads to effective learning. Table 2.1 below clarifies how Virtual Learning Environments differ from traditional classroom education.

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Table 2.1: Classification of dimensions of Learning Environments

Dimensions Definition Comparison Time The timing if instructions,

VLEs free participants from time constraints.

When instruction is delivered asynchronously in a VLE, participants retain control as to when they engage in the learning experience. Learners determine the time and pace of instruction.

Place The physical location of instruction. VLEs free participants from geographical constraints

Participants access the learning material and communicate with classmates and instructors through networked resources and a computer-based interface, rather than face-to-face in a classroom

Space The collection of materials and resources available to the learners. VLEs provide access to a wide array of resources

While it is feasible to expand the traditional model of classroom-based instruction to include the variety resources available in VLEs (Leidner & Jarvenpaa 1993, 1995), generally these materials remain only a secondary resource in instructional-led classroom education.

Technology The collection of tools used to deliver learning material and to facilitate communication among participants

In VLEs, technology is used to deliver learning materials and to facilitate many-to-many participants. Text, hypertext, graphics, streaming audio and video, computer animations and simulations, embedded tests, and dynamic content are some examples of delivery technology. Electronic mail, online threaded discussion boards, synchronous chat, and desktop videoconference are some examples of communication technology.

Interaction The degree of contact and educational exchange among learners and between learners and instructors

VLEs rely on information and communication technology to create the venue of knowledge transfer and learning progress. Unlike computer microworlds, VLEs are open systems that allow for communication and interaction among the participants. Unlike traditional education, VLEs support student-to-student and student-to-instructor connectivity throughout the learning experience in a technology-mediated setting.

Control The extent to which the learner can control the instructional presentation. Control is a continuum enabling the design of varying degrees of learner control (Newkirk 1973)

A certain degree of learner control can be built into traditional classroom instruction, but VLEs have the potential to provide far greater personalisation of instruction and a much higher degree of learner control than traditional classroom education. Traditional learning environments do allow students, when outside of the classroom, to control the pace and sequence of material, and the time and place of their study. VLEs, however, provide this flexibility during instruction as well.

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Table 2.1 outlines the difference between the traditional learning environments (TLEs) and virtual learning environments (VLEs). While the VLE looks flexible with added advantages over TLE, I contend that in order to fully implement VLEs, institutions of higher learning offering distance education should understand how their students can benefit from such technology. Another aspect for consideration is the training of staff on using the VLEs, creating excellent content and coming up with appropriate pedagogical uses of the environment.

Tait (2014: 6) submits that it is important to place the changes for learning driven by the digital revolution in a longer term perspective, and then more specifically, to link these to the student support dimensions of distance education. In this sense, the integration of eLearning and other ICT media would contribute effectively to the much-needed student support services. Ideally, students should be given freedom to choose their most preferred medium of communication for effective interaction with the other students and academic staff. E-learning is the use of technology to enable people to learn anywhere and anytime. Ahmed and Mahanta (2012: 46) defined eLearning as education via the internet, a network, or a standalone computer.

Additionally, eLearning applications and processes include web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Similarly, Wang and Hwang (2004: 410) submit that eLearning denotes “information and communications technology enhanced learning by delivering learning contents and activities via internet, intranet/extranet, audio/video…i.e. via an environment consisting of hardware, software and personnel”. From the two given definitions, it can be deduced that the concepts of eLearning, online learning and web-based learning are synonymously used to refer to learning by network technologies. It is my contention that to achieve effective administrative and academic support services through different technological media, institutions of higher learning must consider how and to what extent students are going to interact with the system and how students can best be equipped to make the best use of the tools available. In my view, these should be considered before the design, development, implementation and the use of VLEs.

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