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Virtual learning platforms are great, so why is take up so slow? |
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Thursday, 17 September 2009 17:00 |
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 Virtual learning platforms, like much of the emerging technology over the last 10 to 15 years, has proven to enhance both the experience and outcome of learning for people of all ages. It has also improved the teaching and delivery experience for the teacher and tutor – so why are we so slow in implementing its use more widely?
In its latest report on the topic, Ofsted warned that the effective use of technology in the classroom is being hindered by the slow implementation of Virtual Learning Environments (VLEs). We could be benefitting more from its use if it was more widely exploited.
VLEs are virtual education platforms that give students continuous access to learning materials such as assignments, class discussions and course work which can then be retrieved or downloaded from a remote computer at any time.
Promoting the learning benefits
‘Virtual learning environments are still in the early stages of development, but more sharing of good practice amongst peers, collaborative working and further promotion of the benefits to learners will help develop the initiative more widely,’ said Christine Gilbert, Her Majesty’s Chief Inspector.
The government has high hopes for the use of the virtual learning concept, believing that such platforms encourage learners to become more involved by presenting information in a way that is both relevant and easily accessible.
VLEs can be used to help struggling or slow learners as the learning materials are freely available allowing students to spend as much time as needed to explore and understand complex parts of the curriculum.
Research also suggests that the interactive nature of VLEs work well for reluctant learners or those with special education needs because it provides a relaxed environment free of peer attention. The student can therefore learn at his or her own pace.
Ms Gilbert said: ‘Our survey shows that virtual learning environments can help to enthuse learners by allowing them to reinforce lessons seen in the classroom, catch up on missed work and improve their knowledge.’
Use of virtual learning environments in education
In terms of their use throughout the education system the survey found that primary schools were making the least use of VLEs but that where education material was made available, learners were content to use it and appreciated the opportunities it presented.
The report also warned that the impact of VLEs was underdeveloped and that of the 41 education establishments evaluated only three institutions had a clear strategy in place to maximise the benefits for learners.
One of the key findings of Ofsted’s report was that the best VLEs had ‘strong support from senior managers with good resources for development and maintenance’.
Ofsted recommended a three-pronged strategy to the Department of Children, Schools and Families (DCSF), the Learning and Skills Council and Providers to continue and improve the uptake of VLEs.
It recommended that the DCSF should: ‘continue to guide the development of electronically-based learning materials,’ with an emphasis on the 14-19 age group bracket and that the Learning and Skills Council ‘continue with the funding of work based e-learning and VLE development’ while sharing ‘good practice from current projects’.
It encouraged providers to ‘develop specific VLE strategies that identify senior management responsibilities’ while working to ensure that all VLEs were designed with the sole purpose of enhancing learning.
The report also recommended that providers carry out regular assessments of the impact of VLEs on learner performance and progression.
Tutors and virtual learning environments
One of the main areas in which tutors can, and have, really made use of virtual learning technology is in offering tutoring services online, usually by using a web cam and voice technology to teach students. In addition or as an alternative to this a tutor can provide an environment in which a student can submit work, find extra guidance and help or ask questions all over the internet (for more on this see our Guide to Online Tutoring and Virtual Learning Environments for tutors).
The Tutor Network would like to hear more about how tutors are making use of VLEs and what recommendations they would make concerning its wider use in the private tutor market. Perhaps you are a tutor who is making great use of VLEs – how has it changed teaching and learning for you and your student? Why did you decide to make the leap?
Or perhaps you have been slower in making use of it – what is stopping you from using the technology more widely?
Whatever your experience take part in the discussion in the forum; find out what others are saying and share your views here: Today on the forum: The Virtual Learning Discussion
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Last Updated on Thursday, 15 October 2009 20:01 |
