Virtual Learning Environment

• VLEs are part of the "digital infrastructure" for leaarningin modern FE and He.
• "As far back as 2013, 95% of FE colleges and 100%of universitiesreported having a VLE"(Mayhew).
• A VLE is a form of intranet, a website that is only open to a specific group of people, in this case, students and staff.

• Typically, each course has its own section of the VLE. Like the physical learning environment (lecture halls, libraries and labs, etc).

• VLE is a site of learning in two senses: it is a place where information is imparted and a space for active participation in the course.

• Information is provided primarily in the form of downloadable documents and videos.

* Participation comes in the form of interactive exercises, online assessments.

♣ Equality duties mean both virtual and physical environments must be accesible.
♣ "The virtual learning environment helps us go form thatsimplistic mono-culture of text to something that is rich, that's varied, that's diverse, that plays to different peoples' different strengths, as well as helping them skrit aroung their potential weaknesses." (McNaught A.)
♣ For example, lecture recordings can be helpful across the board.
♣ Different types of assessment can help make a course more varied and interesting for all students.

Digital content is accesible when it is designed to be usable for everyone.
Uploading lecture slides is good practice becuase it allows the student to prepare for the lecture, and it is particulary helpful for dislexic students who may struggle to read the slides at the same time as concentrating on the lecture. Digital accesibility in VLEs makes for goo teaching for all students.

Accesible formats also work well on mobile phones, something tha students increasingly expect from websites. Digital accessibility is good design and a vital component of an inclusive learning environment.
Students mus be aware that online learning isn'tsuitable for all students, tutors and subject material; there're some practical activities that have to be taught in traditional classrooms or laboratories and it cannot be completely replaced. Students need access to a computer with an Internet connection. There can be problems if students are sharing computer at home as there may be insufficient time to access participation inlearning activities such asonline discussion groups.

Universities are starting to provide wireless networks, within university buildings and across campuses, that are accesible to students with their ownlaptops and similar devices. Student usually need a specific orientation programmer for their online learning in addtion to any general inductionthey may have received. There're likely to be diffculties if students don't know how to apply and adapt their skills to an online learning environment. The tutor needs to enjoy technology to be an enthusiastic online tutor and a transition to the new medium won't work if they are in a high state of anxiety about using it.

University managers have sometimes stated the following views about online learnig that they perceive as obvious advantages over traditional face to face delivery:
• No classrooms or other onsitefacilitiesare needed.
• Students don't need to travel to the university and no parking is needed.
• It is possible to reach student markets anywhere in the country or the world.

However, our experience of the reality is somewhat different.

Good process across an institution therefore dpends on the following:
• An Internet platform for delivery needs to be available.
• The purchased MLE or VLE is likely to need its own designated staff to support itand ongoing investment and tecnocal servivcing.
• Issues of language and learning culture may be problematic with an international audience and therefore require extra resources.

Feedbackfrom students who are experiencing online learning needs to be taken into account when making these changes in order to limit student attrition.