Abstract
This opinion piece considers the current value of Virtual Learning Environments (VLEs), and associated technologies such as e-portfolios, from the perspective of both lecturers and learners. Student satisfaction is discussed, and the relationship between VLE engagement and academic performance is considered. The piece concludes by highlighting the need for flexibility in the ways in which universities utilise technologies for teaching and learning.
Highlights
This opinion piece considers the current value of Virtual Learning Environments (VLEs), and associated technologies such as e-portfolios, from the perspective of both lecturers and learners
Back in 2006, Martin Weller from the Open University (OU) believed that VLEs acted as pioneers, paving the way for many more exciting technological developments in teaching, learning and assessment (Weller, 2006)
Other authors were anxious that VLEs were too traditional in approach, primarily acting as administrative tools (Blin and Munro, 2008), and even having the effect of inhibiting innovation in Higher Education Institutions (HEIs) technology (Stiles, 2007)
Summary
‘Virtual Learning Environments’ (VLEs), or ‘Learning Management Systems’ (LMS) started to appear in Higher Education Institutions (HEIs) in the late 1990s. Their uptake was rapid, accelerated by national and international policy (Konrad, 2003) and initiatives such as the Open University’s (OU) VLE project (Weller, 2006). Back in 2006, Martin Weller from the OU believed that VLEs acted as pioneers, paving the way for many more exciting technological developments in teaching, learning and assessment (Weller, 2006). There was a recognition that online learning, including VLEs, required sound design
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