Are VLEs Being Used Successfully in Secondary Schools - Essay Example

The emergence of web-based products showcases a variety of tools that can be used to enhance teaching and learning in an ever changing environment where pace, progress and achievement is determined by the pace at which teachers teach and learners learn (Alstete and Beutell, 2004). These tools will be effective depending on learners, teachers, institution and willingness in adapting to major changes. Universities and colleges were the first to investigate and implement VLEs in education, followed by Local Education Authority-run schools (Catherall, 2010). As with all other systems implemented within schools without any real time trial and tested period, the VLE might be open to harsh criticisms. An article by Becta (2003) defines Virtual Learning Environment (VLE) as “a standardised, computer-based environment that supports the delivery of web-based learning and facilitates on-line interaction between students and teachers.” It also goes on to state that parents, teachers and learners can access this web based system from any internet connection. This means that having access to a secure site will facilitate the delivery of course materials and enhance activities such as on-line interactions between students and tutors, uploading and downloading resources, on-line tracking and assessment of students’ progress. However, for these features to be possible, all teachers, parents and students would have to be computer literate and this will obviously require appropriate training, which is bound to be time consuming. Research shows that VLEs can be a fantastic tool for learning. However institutions will have to outline appropriate principles and practices and protocols to govern transfer of data as well has bring about a willingness to culturally change the way how teachers deliver lessons and the pace at which learners learn (O’Hagan, 1995). According to a survey conducted by Tom Browne and Martin Jenkins for the Universities’ and Colleges Information Systems Association (UCISA) computing and information systems would be under significant pressures and thus centralisation would be essential for the use, implementation and technical support of virtual learning environments, as well as a cultural change in the attitude towards teaching and learning on the part of staff and students. It was found that most institutions are using VLEs for different purposes while others were uncertain in deciding which is best for the main purpose of the individual institution’s faculties and departments (Browne and Jenkins, 2003). Although this study covers the statistical usage of VLEs in Higher Education by Colleges, Universities, students and staff, they fail to address the issue of how this has impacted on course delivery and learning. The author is also right to state that institutions were apprehensive in choosing a VLE system due to the continuous technological development (Erskine, 2003). A Virtual Learning Environment was said to bridge the gap through the utilisation of distance learning, part time workers and geographical accessibility (Kurchner-Hawkins, 2003). However, a research carried out by Secker (2004, 35) found that students with low information technology skills would be at a disadvantaged in using the VLE to access courses and interact with other students and instructors. It has also emerged that technology courses are the first to implement web based courses. This could be due to the other faculties’ inefficiency in information technology skills, maturity of learners and increased learners’ motivation (Secker, 45). This research also cited that learners who are comfortable with technology and have a positive attitude to VLE systems would suffer less anxiety and stress (67). Although VLEs are mostly student centred and resources are available anytime, research has found that there is no real difference in terms of academic achievement between learners using VLEs and traditional learning environments (Visser, 1999). According to Barron, (1999) VLEs are just an alternative mode of teaching which include internet based courses, teleconferencing, and virtual reality courses. But Weller (2006) stated that with the use of Web 2.0 learning environment has to be changed to suit learners. He added that virtual learning environment should be seen as an open source where information is distributed openly, while other applications are streamlined on a monthly, weekly or daily basis in light that online behaviour is monitored on a regular basis (136). Some institutions may not agree with the point about VLEs being open source, because according to Becta (2003) VLEs are web browsers with secure access to specific users who are registered with appropriate usernames and logins. Although each institution is registered to a particular Virtual Learning Environment licensed provider which normally authorise levels of access to individual users, the main administrators within an institution for a particular area can access all users accounts registered on that site, thus being able to see relevant material which can be transferred between courses and users. Therefore Weller (2006) might be correct in saying that this is an open source environment where information and features can be shared. Although research is ongoing in this area and new technologies and software are presently being developed to improve teaching and learning through the use of VLEs, the Government is now backing the use of VLEs in Secondary and Primary Schools within England (Konrad, 2003). Much research has been carried out on VLEs in Universities and Colleges offering Foundation Education and Higher Education. However, schools were not a part of the early deployment of these systems and have just started to test the efficiencies and benefits of VLEs to an age group which is more controlled and less responsible (Stille, 2000). The real benefits to schools may not be realised for years. Local Education Authorities and head teachers, however, see it as the way to move forward, thus keeping pace with the present generation and technologies. The Office for Standards in Education, Children Services and Skills (OFSTED) (2009), evaluation on VLEs development across colleges, primary, secondary schools, work-based learning providers, adult and community learning providers and one local authority between the period of January and May 2008 found out that “the use of the VLE to enhance learning was not widespread” despite the backing from government officials and funding by the Local Education Authority. In most of the institutions surveyed, the VLE was mostly used by enthusiastic staff and teachers at a particular subject level. It was also used on the basis of availability of computers and internet within classrooms and workshops (OFSTED, 2009). The VLEs can either be used to its full potential or it can be used as a dumping ground for information and resources. The OFSTED study found out that while some VLE allows learners to use the VLE in order to catch-up on lessons, submit assignment or reinforce lessons, other VLEs were only used to upload documents and resources. In institution where the use of the VLE was more frequent with learners, they found that it lacks constituency across the different subject areas or that materials were not helpful in enhancing learning (OFSTED, 2009). The major problems faced within schools and learning centres are brought about by lack of information technology skills among most of the teachers. Many teachers are not computer literate and schools would find it difficult to roll out a technology system such as VLE with effectiveness without constant training for specific user groups, as reported by Ofsted. They found out that the users who managed to use the system successfully had competence in computing gained from providers who had provided general and constant training as well as encouragement and specialist help in different curriculum areas. It is a well known fact that with maturity, a person appreciates different levels of details and information. The OFSTED study found out that if learners are properly introduced to a VLE system they will develop a positive attitude, therefore the researcher was correct in stating that VLEs were most effectively used by learners who were more mature and were taking higher level subjects or studying remotely. On the other hand, young learners in colleges mostly used it for administration purposes and not necessarily for academic purposes .They also discovered that the use of the VLE in the primary school level was very limited. In some of the secondary schools evaluated, it was found that appreciation and usage increased with age. The OFSTED report recommends that in order for VLEs to be effective and successful, greater developmental work has to be carried out by institutions, Becta, Local Education Authorities, the Learning and Skills Council as well as the Department for Children, Schools and families. This developmental work should be aimed at: assessing the suitability of teachers’ personal skills, 1. Identifying senior management responsibilities in institution VLE strategies, 2. Putting in place quality assurance, 3. Routinely assessing the impact of the VLE on learner’s outcome and 4. The establishment of VLE as a whole school initiative so that users can see the real benefits of such a system. When assessing all major negative factors that are normally attributed to the use of VLE within different institutions, one has to wonder if it is worth investing money and time into such a system that will become obsolete with the change in technology. One could argue that institutions could and should equip teachers with computing knowledge that is lacking and classrooms with more advanced technological equipments which will most definitely enhance teaching and learning (Skill and Young, 2002). As most of the study was conducted on the use of the VLE in higher education, it is logical to conclude that this is system that is meant for mature learners who are mentally equipped to understand and appreciate such a system. They do not necessarily need excessive encouragement and inspiration to use virtual learning environments (Kurchner-Hawkins, 2003). These researches are sending mixed signals in regards to VLE capabilities and it usages. According to schoolzone (2009) the major concerns amongst school officials who are responsible for choosing VLE systems within schools are that they did not understand the real benefits offered by the VLE and view them as being an obstacle in improving students performance rather than a tool of enhancing the learning process. They also believe that a cultural shift is needed in schools for VLEs to be implemented, understood and used properly. It is evident in most of the studies that if such a system is adapted and developed properly then it can have an immense positive impact on learners and institutions (O’Hagan, 1995). Learners are using social networking websites on a daily basis to communicate with families and friends, therefore, if institutions adapt the most effective features of the VLE for a particular age group in a constructive and well managed environment then they should be able to grasp the attention of learners within that group (Visser, 1999). Another study which highlighted some of the major impact to learners and benefits of the VLE is one carried out by Becta ICT Research (2004). This research found that the use of a VLE can be of great benefit to schools in terms of formative assessment, cover for absent teachers, extra support for students, availability of resources for students lagging behind, exam practice and helping teachers to collaborate, thereby managing time and resources more effectively. Will Virtual Learning Environments ever replace teachers and traditional classroom? That is a question whose answer remains unknown. However if the current trend in technological advancements was to be taken into account, one might make the assumptions as stated in an article by Alstete and Beutell, (2004) that in the future Virtual Learning has the potential to dominate or possibly replace traditional classroom environments. As we are all aware, any one can achieve a higher level of education qualification through distance learning and the Open University system which is mainly aimed at adults. However organizations and other employers mostly recognise classroom based qualification more than the same level of qualification that has been achieved online (Secker, 2004). Therefore if we are going to change the mindset and shift in education systems, we would definitely have to think about a cultural shift in society on a whole. According to OFSTED (2009), mature users of VLEs seem to adjust better than younger users. With this insight Virtual Learning Environment will never replace traditional secondary schools for a number of reasons such as that younger students definitely needs constant guidance, a framework to build on, their association with peers and face to face contact with teachers. All these factors are what form these young learners’ developmental process and self being (Catherall, 2010). Schools function around the main instruction methods that are stipulated by government. This pedagogy caters for a students overall development, therefore with any aspect of teaching and learning these different skills must be addressed as a whole or in different parts. A research carried out by Erskine (2003) found out that the virtual learning environments normally provide the visual, physical and auditory response or feedback that can be appropriated for the development of mental and mobility skills. The research also found that through the use of VLEs, task speed and the rate at which information is presented can be reduced so as to be as effectual as possible. Furthermore, proper use of VLEs normally leads to a reduction on the complexity that is associated with the task environment, hence making available minimal but relevant information whose concepts are easy to focus on and understand (Stille, 2000 and Konrad, 2003). Thus catering for a child’s development areas such as motor skills, creative and critical skills, personal and social development and experiential knowledge through appropriate activity cannot be dismissed. The tools for doing this have to be made available for teachers, and this can be done through the creation of VLEs. This can be good news to schools, however that would lead to some extra workload for teachers most of whom research has shown would find it difficult to tailor and administer some activities online. This situation can be remedied by incorporating some easy-to-administer tools such as video conferencing, forums, creative activity, online experiment, and annotations. This could be achievable, however teachers would have to be creative and get a grip with the ever changing technology world. When this happens, the learning environments is set to get only better and a lot more fun, thereby enabling learners to efficiently internalise whatever it is they are required to learn without a problem (Alstete and Beutell, 2004). In regards to the traditional classroom, teachers, government regulations, learners and course content, VLE can be quite effective. However, this is possible if and only if appropriate time, effort and teamwork are put in place and everyone is willing to help the system work. Teachers and Senior Leaders have to come together and work out a strategy that will map the way forward in implementing such a system over a period of time. VLEs are easier to implement and can be used in secondary schools due to the fact that there are a limited number of courses aimed at different age groups within a specific subject . Departments can delegate appropriate virtual teaching jobs to teachers with special expertise (Kurchner-Hawkins, 2003). Since most school communities are relatively small, managing VLEs with the help of well trained teachers is not at all difficult. There is also need for awareness in most of the schools in the UK to enable students, teachers, parents and school administrators to come to terms with the many benefits of virtual learning technology (Barron, 1999). This way, the VLE system will be acceptable in all levels of education and this is bound to enhance education quality. References Alstete, J. W. and Beutell, N. J. 2004, “Performance indicators in online distance learning courses: a study of management education”, Quality Assurance in Education, Vol. 12 (1), 6-14. BETCA 2008, BETCA Research Project: 2007/2008, retrieved from http://research.becta.org.uk/index.php?section=rh&rid=13640 Barron, T. 1999, “Harnessing online Learning”, Training and Development, Vol. 53(9), 23 – 44 Browne, T. and Jenkins, M. 2008, Technology enhanced learning survey, UCISA Publications, retrieved from: http://www.ucisa.ac.uk/publications/tel_survey.aspx Catherall, P. (2010). Some Perspectives on Skills Requirements, Needs Analysis and Development in an e-learning context. Oxford: Chandos Publishing. Erskine, J. 2003, Learning and Teaching Support Network: Resource Guide in Virtual Learning Environments (VLEs), retrieved from: http://www.hlst.ltsn.ac.uk/projects/Specialists/erskine.pdf Kurchner-Hawkins, R. 2003, Preparing and supporting e-learners: The organizational change imperative. In: Piskurich, G. (nd), Preparing learners for e-learning, San Francisco, LA: Pfeiffer. Konrad, J. 2003, Review of educational research on virtual learning environments – implications for the improvement of teaching and learning and access to formal learning in Europe, retrieved from: http://www.leeds.ac.uk/educol/documents/00003192.htm OHagan, C. 1995, Empowering Teachers and Learners through Technology. SEDA paper 90, Birmingham: SEDA. Office for Standards in Education, Children’s Services and Skills 2009, Virtual Learning Environemnts: An evaluation of their development in a sample of educational settings. Ofsted, Ref. no. 070251. Schoolzone 2009, Impact of VLEs and LPs, retrieved from: http://www.schoolzone.co.uk/business/Impact%20of%20VLEs%20and%20LPs%20-%20exec%20summary%20and%20quotes.pdf Secker, J. 2004, Electronic resources in the virtual learning environment, Oxford: Chandos. Skill, D. and Young, A. 2002, “Embracing the hybrid model: Working at the intersections of virtual and physical learning spaces”, New Directions for Teaching and Learning, Vol. 92 (1), 23-32 Stiles, M.J. (2000). Effective learning and the virtual learning environment. The Learning Development Centre, retrieved from: http://www.staffs.ac.uk/COSE/cose10/posnan.html Visser, J. 1999, Changing the learning environments: The real and not so real of reality and virtuality, retrieved from: http://www.unesco.org/education/educprog/lwf/dl/virtual.pdf Weller, M. 2007, Virtual Learning Environments – Using, choosing and developing your VLE, London: Routledge. Read More