Virtual Learning Environment free essay sample

1.) INTRODUCTION The issue of integration of technology into the teaching process is a crucial part of future development in the teaching and learning process. The benefits that accrue to students in universities and other learning institutions using e-learning are well documented. Over the past years in majority of countries, academic institutions and other institutions of higher learning have been diversifying in delivery of instruction to learners through internet media. These internet media include Virtual Learning Environment system (VLEs), online classrooms and asynchronous distance learning amongst other growing educational technologies. Learner-centered instructional techniques help students connect with new knowledge and information to what they already know, to increase and improve on the quality of education they already have and also to seek meaningful knowledge and evaluate their own thinking processes. In addition, the internet provides possible benefits such as new methods of communication, flexible access to resources and different methods of assessing lecturers and students. We will write a custom essay sample on Virtual Learning Environment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, for lecturers, formulating internet resources that are appealing, educationally sound, stimulating and easy to use is often time consuming and involves considerable expertise. The applications of VLEs assist lecturers to formulate resources faster and it does not require development of technical skills. Typically, the application of VLEs enables the users to easily upload their materials and resources, offers an integrated set of internet tools and provides a consistent look and feel that can be customized by the user. Therefore, the employment of technology to support learning is largely prevailed by the use of VLEs. A Virtual Learning Environment (VLE) is a software program devised to facilitate instructors in the management of courses for their students. It aims at helping students and teachers with course administration. It can also track the student’s progress which can be monitored by both the learners and instructors. VLEs are mostly viewed as being helpful in distance learning but in practice they are equally beneficial in supplementing face-to-face classroom. In this paper, the main concern will how technology has been used in EFL teaching. EFL (English as a Foreign Language) courses among a variety of other courses offered in institutions of higher education, have witnessed changes in the recent years which include high enrollment rates, increasing  diversity of students and less resources. In addition, EFL courses are likely to be enrolling students who are mature, possessing other qualifications other than the already existing A-levels or at times studying part time. These students have different backgrounds, preferences and skills in the way they learn. Moreover, these students have expectations of studying current and new trends in technology. VLEs can provide EFL students and their instructors a wide and flexible accessibility to resources and materials in accordance with the changes in technology. This is particularly advantageous to students studying on a part time basis. Motivating and engaging EFL students pose a great challenge to their lecturers. VLEs can help solve this problem by putting together up-to-date, interactive and interesting electronic resources besides additional supporting resources and materials. VLEs can open up opportunities for new methods of communication and learning, and also support collaborative learning as well as independent learning. In the United States, for example, the EFL population has been raising over the past years. Therefore, the language need of EFL and ESL students have prompted teachers to devise new and innovative methods of educating these students. The Teachers of English to Speakers of Other Languages (TESOL) have come up with accessibility standards that will apply to EFL and ESL students. All EFL students should have access to services provided by their institutions, should be given appropriate curriculum, and have equitable and fair assessments. They should also be offered a positive learning environment. A majority of EFL tutors have chosen technology as an aid in meeting and satisfying the above standards. In EFL pedagogical issues are more common in the employment of technology. Pedagogical content knowledge focuses on the strategies used in teaching, that is, those strategies that bring about the best learning experience for every learner. It involves learning different teaching approaches that make the learning process more suitable to the students. In this case, the tutor should be flexible in adjusting instructions to cater for the various learning styles, interests and abilities. The major essence of pedagogical studies is to know how to best teach a concept so that the learners will receive the best learning experience. The different teaching approaches employed may differ from one tutor to the other. In EFL courses, teachers can use pedagogical studies and include technology knowledge. This  is referred to as technological pedagogical content knowledge (TPCK). The development of TPCK by tutors is crucial to effective teaching with technology. EFL teachers are emphasized in TPCK since they are viewed as autonomous agents with the power to significantly influence the integration of appropriate or inappropriate technology in teaching. The TPCK framework builds upon the work of Shulman (1987, 1986) by describing how a tutor’s understanding of pedagogical content knowledge and technology can interact with one another to bring up effective teaching with technology. In this TPCK model there are three basic components of knowledge which include; technology, pedagogy and technology. The interaction of these bodies of knowledge is equally essential to the model, which is represented as, technologica l content knowledge, pedagogical content knowledge, technological pedagogical content knowledge and technological pedagogical knowledge. The interaction of these models can be demonstrated in the figure below. 2.) THE POTENTIAL ADVANTAGES OF A VIRTUAL LEARNING ENVIRONMENT IN A UNIVERSITY VLE allows students and lecturers to interact freely without any time and location barriers. This enhances collaboration and communication among the individuals which builds a unique space where student cohorts develop into community and identity: a community of learners. Most case studies indicate that VLEs is particularly good at bringing individuals together to create what is generally referred to as a community of practice. VLEs enables the teacher to create an area where the students will interact through debates on the key areas of their studies, regardless of time zones and their physical location. 2.1) Benefits for student learning Virtual Learning Environment consists of a collection of integrated tools which enable student tracking, management of online learning, assessment, providing a delivery mechanism and access to resources. These tools can assist students in a number of ways. i. Communication First and foremost the tools support communication between the teachers and students, between the students themselves and across student groups through asynchronous online discussion boards and real-time or synchronous chats. Students can use these facilities to create new ideas and improve or build upon their existing knowledge through online discussions and debates. Other communication tools that can be employed include timetables, calendars and diaries. These tools provide information on key issues of the course such as reminders about submission dates for assignments, TV or radio programs to listen to or watch and additional meetings whether face-to-face or online. In some cases, VLE may contain email facilities that enable communication on a one-to-one basis or on a one-to-many basis. This is advantageous since it keeps messages about the course separate from other email communications. ii. AssessmentVLEs contain tools for summative and formative assessment. For instance, self-tests can be used by students to test their understanding of basic course concepts. Quizzes, on the other hand, can provide guidance for both the student and the tutor; results can highlight key areas that have not been fully understood by the students and those that the tutor should pay particular attention to in the later sessions. The feedback given by tutors is essential in helping students develop an understanding of a subject. iii. Enables students acquire computer-assisted learning materials There exists a wide range of interactive EFL simulations, materials and models freely on the web. One of the advantages of VLE is that they enable students to incorporate computer- assisted learning programs such as interactive tutorials or simulations into their course site. This assists in providing ready-made structures for the course materials. iv. Addition of links to the already existing online materials These facilities are especially useful in encouraging students to make good use of the current resources, read around their subject and develop research skills. Students can post links based on certain assigned sources or topics through the tutor, or through their discussion boards, or on their own web pages. This is very essential in developing and encouraging students’ research skills and in creating new materials that can be employed elsewhere. On the other hand, lecturers can post links that will enable the students to prepare for tutorials and lectures, and encourage students’ research into topics connected to project essays and work. When course materials are uploaded in VLE, cost of paper-based distribution to the students is adequately reduced. Students can  download the resources and view them offline or they can print them. Therefore, adequate printing facilities are an important success factor for the use of VLEs. However, according to Ramsay (2000), the use of the VLE as storage of course materials may not increase the students’ total learning experience. He considered a second-year undergraduate student in EFL and stated that there is need to include only the most important course materials in VLE and be precise on the main aim of including the material. The use of discussion boards for particular course materials can motivate students to reflect more on their contributions and also provide electronic records of the students’ contributions. However, students lack motivation to use and participate in discussion boards. The students’ participation can be improved by linking discussion board posting to the course assessment, embedding a discussion board into the activities of the course and finally limiting the life span of a discussion board activity. 2.2) Benefits for teacher instructionThe advantages for tutors using VLEs lies on the fact that they center on improving the learning experience and employing the tools within the VLE to help with the administration and management of the course. i. Administrative tools. Instructors can benefit from VLE using administrative tools. VLEs provide information to the tutor on how often the students accessed VLE course materials through the tracking tool. They can also provide information on when and what the students have read and done in the online discussion board. For those students who study through distance learning, the lecturer can be in a position to monitor if the students have been engaging in online communications and associated materials. ii. Collaboration and communication VLE provides lecturers an opportunity to encourage communication and collaboration. For example, VLE can provide a discussion board or a virtual space where staff, students and other learning specialties can interact, discuss, share ideas, learning and materials. Communication tools used in VLE usually include discussion boards which have the facility to share files, Noticeboards, e-mail and virtual chats. The establishment of a discussion board for a whole course can cut down on the number of questions for each individual student. This is because answers to one student’s questions are posted in the discussion board for all students to see. Although this is encouraging peer support, it is essential to consider how the board will be moderated and to set ground rules and regulations. iii. Active engagementIt is usually difficult to find a way and time to allow and ensure students’ active participation in face-to-face sessions. In online discussion boards, the lecturer can help students to engage more actively in the course and with the learning process at a place and time that is convenient to both the lecturer and the student. This is of specific importance to part-time students. It is often difficult to form groups of the part-time students and full-time students studying the same course especially when it requires face-to-face meetings. Therefore, VLEs are an important place for the two groups to discuss and interact freely without any inconveniences and without the necessity for physical meetings. iv. Signposting Teachers can support the collaboration and communication among students in the VLE by making specific signposting and making a variety of up-to-date data, multimedia and online materials accessible for students. This could include web-links, web resources, the institution’s online library materials, online articles, searchable online database or even graphics. The materials could also be developed by the lecturer, for example, diagrams, lecturer’s notes and images. These materials are linked to other online activities in VLE which benefit those students who conduct intensive studies, those who need additional support and for those who are willing to study at higher levels. v. Saving time  VLEs enables tutors to save time since much time would be lost through students copying complicated diagrams and references; these materials are transferred to the VLE. It also reduces the time and costs associated with photocopying. vi. Posting course information and course material s The most convenient and straightforward way for teachers to ensure that  students access course materials such as handouts, reading lists, assignment details, lecture slides and marks whenever they want, is to avail them through the VLE. The lecturers can periodically upload course materials into the VLE, which functions as a course archive. VLEs also have announcement facilities where the instructors can post updates and announcements. Whenever a student logs into the program, they will automatically receive the updates and the latest announcements. This makes communication of course arrangements flexible especially for the working and part-time students. 2.3) other benefitsVLEs can be linked either through a web link or directly to other online learning tools which are not part of VLE tools. These may offer further functionality such as Write Note which is a referencing tool for students. This software is contained in the Write Note sever but can be linked to online discussion and course resources. In addition VLEs can connect directly with the university’s library or learning center. 3.) IMPLEMENTING VLEs IN A UNIVERSITY A majority of institutions of higher learning across the world are investing in implementing VLEs in their organizations to support the teaching and learning process. However, without an effective implementation, the overall objectives and benefits of VLEs may not be achieved. Hence, the universities should ensure the development of well-designed strategy for the successful implementation of an effective VLE. Implementation of VLEs in any university has been essential since; i. It improves and enhances the students experience ii. It provides great consistency across courses or modules iii. It also provides harmony across delivery systems. 3.1) The model For the implementation of VLE in any organization, A. Holzl suggests a system model for a holistic approach. His model is derived from the metaphor of the â€Å"fire triangle†. This metaphor states that the fire triangle is made up of three elements or sides, that is, oxygen, heat source and fuel. Without any of the elements the fire cannot continue or start. Holzl’s triangle for implementing a VLE in a university consists of; a) Training and development b) Infrastructure c) Organizational culture Infrastructure, in the case of VLE, refers to the IT software and hardware which provides access to the students and staff which have to access or create the environment. Training and development include the students and the academic staff being trained to ensure that they have the appropriate knowledge and information literacy. Finally, organizational culture which is the most important and the one that is often ignored includes attitudes and personal models of learning, policies, organizational climate, assessment and grading system, staff rewards among many others. All these elements stated above either encourage staff and students for implementing VLEs or punish them and create barriers for participating. Most universities invest heavily and pay particular attention on the first two and do little or nothing on the last one. Like a fire triangle, for successful implementation of VLEs in a university there must be equal, coordinated and integrated investment in all three elements of the proposed model. This is an organizational development approach (OD). Most universities have a staff development department but very few universities have an organizational development department. 3.2) Case studiesIn literature, there are several studies and research papers that have been developed to discuss the experience of implementing e-learning in a number of universities around the world. There are not many but they can form a starting point to discuss the effect and experience of implementing e-learning in a university. Beastall and Walker discussed an implementation program of the VLE at York University (UK) based on the change management approach. This program involved a four-year cycle of pilot projects and evaluation ending up in a full availability rollout at the end of the four years. These researchers explained that for a successful implementation of a change management, there should be clear strategic top-down management which should be combined with bottom-up active involvement in order to successfully implement change that focuses on the needs of the students. Sharpe et al. explains the implementation of e-learning at Oxford Brookes  University. The implementation plan focused on the levers used to ensure sustainable embedding and effective uptake. In their strategy, the main focus was the participation of academic schools in employing a range of changing practices. They established that the key factors included: flexibility in practices of schools and institutions that enable them to contextualize their plans for change and the facilitation of user groups that offer staff and students opportunities to voice their views about e-learning. Beckton discussed the adoption of the VLE at Lincoln University, UK. He mentioned that the resistance offered by academic staff and students in the adoption of change could be remedied through the creation of a specialized development unit. The first task of this unit was to increase awareness on the use of the VLE and its advantages across the university. He claimed that the greatest success in implementation of VLE could be achieved by focusing on the needs of the users of the system. The main point of concern should be focusing on what the users of the system required and give them the opportunity to express those needs instead of developing a system focusing on what it can do for them. In summary, according to these case studies, the implementation of VLE in a university requires careful strategic planning in order to prepare the users and ensure their commitment to proper and efficient use of the system. 3.3) Trials and potential difficultiesMost organizational changes are unsuccessful due to different forms of resistance. For example, some individuals in the organization may be against implementation of the VLE. Therefore, it becomes necessary to identify why individuals resist change. People are most essential assets in any organization and hence their commitment can be the main factor in determining the successful and effective implementation of any IT project. For the implementation team, it is important for them to know the reasons behind the resistance and this could help them in planning to address the issues so as to overcome the resistance. In literature and theory, there are several reasons behind the resistance in the adoption of VLE or any other form of e-learning in an institution of higher learning. According to Goolnik, some of them include; i. Academic faculty may feel that they have less control over their working lives than before. ii. Some of tutors feel that it might lower the quality of the courses. iii. They are afraid of the ownership and intellectual property rights of the resources produced. iv. Some fear for lack of official recognition for the work done under the new technologies. v. There is deficiency in IT skills and also lack of time.vi. Some lecturers feel that getting involved with e-learning and VLE is not part of their role. Salmon argued that resistance may occur because the employment of VLEs in a university involves the migration away from the traditional teaching practices and most of the faculties prefer to preserve their familiar and existing pedagogical practices. Some individuals may be instant adopters of new technology while others may be short-term, long-term or they may never use the VLE. It is therefore imperative to consider each type of individual and formulate the best practice to overcome any possible resistance. Resistance can be overcome by involving the academic staff in the development and designi ng of the e-learning system such as a VLE and also in the understanding of the need for change. It is essential for them to understand their roles which will ensure their commitment and involvement. Most senior managers expect cooperation from their workers which is the main cause of resistance in most universities. According to Sharma et al. resistance can be decreased by; educating the stakeholders and workforce on the importance of e-learning; allowing the affected individuals to contribute in the implementation process and also bargaining with the external and internal stakeholders. Finally, resistance is the key failure of most e-learning projects in most universities; therefore, learning its main causes could lead to a better planning and a successful implementation of the VLE. 4.) A STRATEGY FOR IMPLEMENTION AT UNIVERSITY OF HAIL, SAUDI ARABIA The University of Hail is already using CIT in the department of English as a Foreign Language. A large number of teaching materials are obtained on internal webpages and e-mail lists are commonly used to communicate with students. One member of the academic staff usually updates the intranet on behalf of the other academics. However, there is a need to implement VLE in the university. For successful implementation of VLE in the university of Hail, the proposed framework should follow a proactive approach. Evidence shows that institutions that apply the proactive or practical approach in the implementation of VLE experience fewer problems  and are in most cases successful compared to those who apply the reactive approach. In a practical approach, the team deals with unwanted problems proactively and hence enhancing efficiency and effectiveness. The framework is composed of multiple tasks or strategies that ensure s uccessful implementation of VLE in the university. The figure below illustrates the visual presentation of the framework.i. Analysis of the institutional context When planning for any change program, it is important to take the institution context into consideration. The institution strategies and goals should be critically analyzed in terms of its strengths, weaknesses and opportunities and the change tactics are then advanced. At this stage it is essential to work at the departmental level and develop commitment and ownership by involving departmental heads and other senior managers. One should make them aware of best practices that already exist. ii. Sufficiency of resources. Availability of resources is very crucial in the implementation of e-learning. Deficiency of infrastructure and human resources may impede implementation of VLE in a university. These resources also include support and training funding. iii. Selection of a VLE that supports the language of students and academic staff VLEs should be backed with the language of the academic staff and students in the university. Language barrier could hinder the appropriate use of the VLE. Intercultural particularities should be taken into consideration when selecting VLE basic language to be applied. At a relatively low cost, electronic conversion tools could also be installed to convert the learning resources that have been created from one language to another. The calendar should also be considered as one of the intercultural problems from different countries use different calendar formats, for example, lunar and solar calendar formats. iv. Getting people support and ownership Individual tutors’ motives must be well understood and addressed to other individuals. This is because, resistance to change is expected and therefore preparations must be considerably sufficient to enable individuals realizing changes gradually. This task can be done in two different stages, that is; a) Creation of the user coalition group that covers all stakeholders It is important for a user group to be established so as to cater for the balance between organizational, technical and pedagogical consideration in the entire university. This group should comprise of representatives from all interested sectors such as senior management, technical team, students, academic staff from all departments taking part, and registration staff. Involving the group’s feedback in the planning of the system could give an excellent view of the problems that may arise and how to solve them. b) Design training programs to empower people to effect change A comprehensive program that entails workshops, training programs and seminars should be developed with the help of the human resource department of the university. This helps to equip staff and students with the required IT skills. Introductory courses should be offered on how to use VLE such as creating content; using different tools; creating and contributing in discussion boards. This will enable planning for VLE to be integrated into the university system. c) Creation of the change agents team to communicate the change vision Change agents should be selected out of the user coalition group whose main function will be managed and facilitate change in the university. They should educate students and staff on the importance of VLE and also plan and monitor the implementation. The team should constantly communicate with top management in order to always gain their support and approval. They also need to communicate constantly the new strategies and visions and sell the VLE to the suitable addresses. The major objective of establishment of a change team is to ensure that as many people as possible are optimistic towards change. Successful adoption of VLE in a university can be achieved by channeling communication through channels such as opinion leaders and change agents instead of channeling from formalized, distanced recommendations from the management. d) Increasing the awareness of the selected VLEAfter designing the training programs, staff and students should be encouraged to undertake personal VLE training that should cover content development, IT skills so as to fully develop their understanding of the VLE. Training should comprise of transformation of academic practice in the collaborative development and sharing of teaching and learning resources. Its main objectives should be skills development, personalized learning pathways and student focused activities via online involution of students and teachers. Support and training available to students and staff is crucial for the successful implementation of a VLE. v. Setting of clear targetsIn the establishment of change in any organization, it is important to set quantitative assessment benchmarks and measures. In the establishment of VLE, the easiest attainable target could be that all courses offered in a university could have some kind of web presence of a particular date. However, such a target could result in encouraging students and staff to use the VLE for their own sake but not promoting them to employ VLE in improving their experience and knowledge. Other measures could be introduced, for example, content oriented measure or interaction oriented measures. In interaction oriented measures, rate of involvement in discussion boards and forums or frequency of announcement la id could be employed. In content oriented targets, the content placed by the tutor could be measured such as placement of lecture notes, objectives of the course and of the resources placed and placement of table of contents among others. vi. Establishing VLE help desk Help desks should be established so as to provide technical assistance to students and academic staff who experience any difficulties in the employed of VLEs. vii. Gradual implementation of the VLE across the university The implementation of the VLE system in a university should be conducted in a gradual manner. This helps in controlling support services, assess feedback procedures and control the pace of the rollout of the system. The implementation should start in colleges where the use of IT is maturing. This enables the administrators of the system to try out the system, to identify any problems or bottlenecks that arise and report such issues to the implementation team. 5.) CONCLUSION The objective of this paper was to formulate a review of learning styles in Virtual Learning Environments employed in the teaching of English as a  Foreign Language. The following conclusions were made. VLE has to be functional and clear so as to obtain the best learning results. If there are multiple courses in the VLE they should be unified to get easy and simple access to course information and learning resources. Technology can be effectively employed in EFL studies. EFL studies have recently been experiencing large numbers of student enrollment, increasing diversity of students and less resources. The EFL population has also raised over the past years in the majority of countries in the world. Hence, the language need of EFL and ESL students have prompted teachers to devise new and innovative methods of educating these students. The tutors have opted to use pedagogical studies and include technology knowledge that will simplify their work load. Finally for the successful implementation of a VLE in University of Hail Saudi Arabia, the implementation strategy should follow a proactive approach. The following strategies should be put into place; i. Analysis of the institutional contextii. Sufficiency of resources iii. Selection of a VLE that supports the language of students and academic staff iv. Getting people support and ownership v. Setting of clear targets vi. Establishing VLE help desk vii. Gradual implementation of the VLE across the university References Beckton, J., 2009. Lumping and Splitting. Rolling out a new VLE at the University of Lincoln. e-Learning: A Reality Check Do We Practice What We Preach?, 8th-9th January. Benchicou, S. A. M. a. N. D., 2010. 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