Virtual Learning Environments

Growth of Virtual Learning Environment (VLE)

Virtual learning systems were evolved from digital learning websites, created and developed by teachers around the world to enhance the teaching and learning process in, and out of the classroom using technology tools deployable online (Weller, 2007). In this research, the learning management system, Moodle is used to implement the E-learning system www.elearning4research.com. In earlier days, the main feature of Moodle learning management system was used in the creation of discussion forums among students community. Moodle was released for public use in the year 2001 under the General Public License agreement. Before the arrival of learning management systems, many lecturers, to emphasize particular

Its use has become so common that students in higher education institutions expect the teacher to present their lectures using virtual learning environments. Its role in higher education continues to draw attention but it must be made sure that the learning management systems is not one of those primary means of facilitating what educators have always done; rather, it is something that has an important role on how educators engage with their students. A number of research studies have visually examined the impact of web predicated learning systems in the teaching and learning settings and there is still debate about its effect on student learning. Researchers suggested that the utilization of web mediated learning environments did affect students’ perceptions of the lectures and the person distributing the lecture. Concretely, student favored online lectures and thought of lecturers who utilized them as more organized. Students additionally felt that they took notes preponderant, their notes were more organized, more facile to understand, and subsidiary for study for

The globalization of economic systems, rapid technological advances and society’s incremented prospects of teaching and learning have superseded past certainties with emerging and useful frameworks. Dynamic change has become the order of the day. Faced with the growing technologies of today, educational leaders need to understand the forces for change operating at three different calibers, namely; within the wider educational environment; within the school and education systems; and within individuals. Students have prospects to reflect on and analyze transformation in their organizations and systems utilizing a number of difference models and frameworks for rewriting, implementing and evaluating change processes and outcomes. When applied, these change perspectives are habituated to avail scholastic educational leaders to manage change ethically, compassionately and