Abstract
In 1998–1999, two institution-wide changes were introduced at University College Northampton: a Virtual Learning Environment (VLE) and a modular framework. These changes prompted the Modern Languages Department to review its learning and teaching strategy and adopt a VLE so as to facilitate student access to online module specific information and computer-mediated practice activities. The under-usage of the latter led to further innovations that are presented in this study. The objectives of this paper are to illustrate the authors’ application of (a) major educational theories underpinning their adoption of a VLE and (b) two major principles, reflection on action and reflection for action, with a view to investigating “VLE-ffectiveness”.
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