Virtual Learning Environments

The rapid development of technology has expanded the interaction and integration of international communities. This has led to an explosion in accessible information, diversification of the population world-wide, and destruction of many physical barriers to communication. It has been forecasted by many that the introduction of some of these technologies such as virtual learning environments (VLE) to an educational institution results in more efficient processes. These benefits are expected to extend into the classroom, where it is projected to improve the learning experience and aid performance of participants. These postulated effects, however, are based on idealistic situations where, the assumption is that, correct contextual application

The truth is that learning technologies were created to serve a specific function. Use of this instrument other than its intended purpose increases the likelihood of destructive interference. Consider a girl, Sally, who buys several packs of pencils to create a picture frame. The intended purpose for a pencil is to write, but here, it is being used to build a frame. Sally will benefit from the pencils in the context of a frame but, it is highly unlikely that anyone would benefit from the original purpose. Similarly, the motive behind this acquisition will influence how the technology is interpreted and used. Many educational institutions jump on the bandwagon, not really taking time to understand the technology and the type of value that the technology is supposed to add to the learning experience (DeLange et al 2008). A practical example of this would be the use of an interactive white board called a Smart Board. The board has the potential to promote teacher-student interaction by reducing the stress of taking notes. Notes written on the board can be saved and broadcasted to students allowing them more time to focus on the lesson. With a materialistic approach, the smart board will remain unplugged, only serving as an ornament while its contribution to the learning experience will be reduced

To fully experience the effects of technology, one must be familiar with the parts, the function of each part and operation of the learning instrument. Without this knowledge, the benefits of learning technologies will not be experienced and may become an interruption in the learning process. Along with the manipulation of the instrument, the user is then required to skilfully blend the technology into the class using appropriate contextual implementation techniques and teaching pedagogy. This sentiment is reflected by Nair (2014) in his article, “Learning, teaching and technology in higher education”, where he emphasised that learning technology will work as long as they are used correctly by teachers. Whichever approach is chosen by the teacher, the selection and execution of the technology must be compatible. Issue of the teaching vs. technology compatibly is popular among UWI students. The major complaint is the volume of information in presentations versus the short time allotted for delivery. According to Swain (2008), this is a misuse of the technology which results in overwhelmed students. She believes that PowerPoint presentations are most beneficial when the points being projected are brief. Her point is further expounded by Fennis (2004) who laments that the use of technology does not guarantee an improved experience but is heavily dependent on whether