3.3. Virtual Learning Spaces
3.3.2. Virtual Learning Environments (VLEs)
Internet technology has developed as a tool which incorporates in its repertoire compressed graphics, audio and video files, which are useful to make learning environments interesting and entertaining to interact with. Hence Truman (1995) argues that compression technologies combined with improved computer speeds at reduced costs are making access to interactive, multimedia instruction readily available to the desktop. In support, Klingenstein (1998) asserts that the delivery of content is an important component of virtual learning but the delivery of the atmosphere, the nurturing of inquiry and the building of a community of learners is equally critical. In order to provide learners with the environment that enables learning different institutions have tried to build their own learning spaces. Depending on their view of a learning space, different institutions have different views on what it is and how it functions. For
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example, virtual learning takes place on the Internet which removes the ability of students to raise their hands to ask questions (Alberta Government, 1996). Email and conferencing software replace the traditional question and answer model but both students and teachers need to realise that feedback is not instantaneous. Amory (2000) in the project document of The Virtual
Learning Space (VLS) project of the University KwaZulu Natal includes among others, learning through games. Amory (2000) argues, “The successful use of technology in the classroom requires the development of learning environments based on modern educational theory”. These examples illustrate that because virtual learning is based on technology its success depends on the technology used. Klingenstein (1998) in describing this more accurately contends, “Almost all pedagogy conceived under the rubric of virtual learning seeks to leverage information technology and so requires the implementation of powerful and readily accessible computer and networking systems”. Alberta Government (1996) explains that the effectiveness and efficiency of a virtual learning system are determined by the degree to which it adheres, but not
exclusively, to the principles that, the learner is the centre of the learning system, and the soft and hard infrastructures are well integrated to provide seamless access to services and technologies.
Therefore, the ICTs have made it possible for institutions to provide virtual courses in virtual classrooms. The virtual classroom has characteristics which are different from those of the traditional classroom. These characteristics by their very nature change the relationships between students, teachers and institutions. The virtual classroom environment is always
available; is flexible and therefore can support unstructured learning activities, collaboration and small-group discussions; and requires a live facilitator to guide, support and initiate learning (WIT, 2000)
Coupled with a need to help deliver content in a virtual learning environment (VLE), is the question of how technology can provide the broader environment that is necessary for effective learning. Virtual Learning Environments are software systems or packages which are used to support learning and are Internet or intranet based (Britain and Liber, 1998). According to these authors, learners and teachers both have similar views of the system but tutors have additional tools and privileges that allow them to add materials, create conferences and track students’
progress. In a few cases students have areas for conversation that is private from the tutors’
view. VLEs include notice-boards, course outlines, e-mail, conference tools, class lists and homepages, assignments, assessments, synchronous collaboration tools, multi-media resources, file upload areas, calendars, search tools, book-markings and navigational models. A large number of education and commercial VLEs are available. Commercial VLEs are: WebCT
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(http://www.webct.com), TopClass (http://www.wbtsystems.com), Virtual-U
(http://www.vlei.com), Blackboard (http://www.blackboard.com), Web Course in a Box (http://www.madduck.com/wcbinfo/info.html), etc. Higher Educational institutions VLEs are:
ARIADNE (http://ariadne.unil.ch/tools/), CoMentor (http://comentor.hud.ac.uk/), CoSE
(http://www.staffs.ac.uk/COSE), etc. There has also been an increase in the availability of Open Source systems such, Moodle (http://moodle.org/) and the Open Learning System
(http://www.ols.ac.za).
The VLEs gave rise to usage of different types of learning methods and helped to remodel educational systems. Alberta Government (1996) uses the following criteria to define virtual learning environments:
(i) They are created when distance, information and telecommunication are used to provide educational services which transcend barriers of time and place associated with
traditional lecture-type teaching;
(ii) They are supported by a virtual learning system which is composed of two co-dependent infrastructures: a services support network (soft infrastructures which include educational products, instruction, and learner services) and an electronic network linking learners and educators with services (hard infrastructures which include sending, receiving and carrier technologies);
(iii) They serve individuals and groups, facilitate synchronous (same time) and asynchronous (different time) learning, and provide educational services which can be accessed from homes, institutions, communities and workplaces;
(iv) They provide opportunities for learners to increase their participation in the management of the learning process, often creating changes in the relationship between teachers and learners; and
(v) They challenge educational organizations and bureaucracies to modify or remove formal and informal restrictions which have traditionally limited learner access and institutional responsiveness, e.g. transferability, geographic and programmatic jurisdictions,
attendance and residency requirements.
Students are, hence, seen as the primary beneficiaries of VLEs. Consequently, the following points summarise the main characteristics of VLEs: (i) Flexiblility of time and place, (ii) Easy to cope with increased student numbers, (iii) Easy to share and re-use, (iv) Enhance
collaborative work, (v) Central to student-centred learning, (vi) Helpful in reducing the administration burden, and (vii) Enhance asynchronous learning networks. All these features
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support social constructivist practices. The following section will investigate some of the online course models which could be employed in the delivery of course material.