Technical papers | Virtual and managed learning environments
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Virtual and managed learning environments
Contents
What is a virtual learning environment (VLE)?
What types of VLE are there?
Where are VLEs being used?
What are the advantages of using a VLE?
What standards relate to VLEs?
What issues should I consider when buying a VLE?
What are the implementation issues in relation to VLEs?
What is a virtual learning environment (VLE)?
A virtual learning environment (VLE) is a standardised, computer-based environment that supports the
delivery of web-based learning and facilitates on-line interaction between students and teachers. A VLE might
consist of a variety of components designed both to assist in conventional classroom learning as well as
support distance learners gaining remote access to an institution’s course and assessment materials.
Functions and activities offered and supported by a VLE might include:

importing and/or creating course materials

the delivery of course materials

on-line interactions between students and tutors

on-line tracking and assessment of students’ progress.
VLEs are generally browser-based, providing teachers, students and parents with easy access from any
computer with an internet connection. Most browser-based systems are password-protected to offer a
secure, closed environment and to prevent unauthorised third-party access. Some products may require
additional software such as plug-ins or CD-ROMs on end users' computers in order to access digitally-held
course materials. Applications such as word processing, presentation and spreadsheet tools may also be
required for carrying out on-line class activities or assignments generated via the system.
VLEs are often discussed in the context of managed learning environments (MLEs). A VLE is, in fact, an
integral part within an MLE, which is itself a system with much broader scope. MLEs include the whole range
of an institution’s information systems and processes (including its VLE if it has one) and relate more to the
totality of an institution’s processes and standards, rather than to individual products and tools.
The following diagram, devised by Becta and adopted by the Joint Information Systems Committee (JISC –
responsible for promoting innovative use of information technology in FE and HE in the UK), illustrates the
relationship between MLEs and VLEs:
© Becta 2003
http://www.becta.org.uk/
published January 2003 – Archived April 2005
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Technical papers | Virtual and managed learning environments
© Becta 2003
http://www.becta.org.uk/
published January 2003 – Archived April 2005
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Becta | Technical paper | Virtual and managed learning environments
What types of VLE are there?
There are a number of established companies and brands producing VLE systems with products continually
emerging alongside new and developing learning technology standards. WebCT and Blackboard, in
particular, have established a strong foothold in the UK higher education sector in recent years.
Examples of other major commercial products include Granada’s LearnWise, FD Learning’s Learning
Environment and TekniCAL.com’s Virtual Campus. VLE projects developed within HE institutions include
CoSE (originally developed at the University of Staffordshire and now being marketed by Cambridge
Scientific Publications), Colloquia (University of Wales Bangor) and Prometheus (developed by the George
Washington University in the US).
VLEs should be considered in the context of other types of related products. Content management systems,
VLEs and MLEs generally all offer varying degrees of functionality:

content management system (CMS) stores, loads and replays content. It may also enable
teachers to organise and sequence this content for delivery to students. Such systems might
have the facility to communicate these sequences to other teachers, allowing lesson structures
to be used by more than one person. Content management systems do not keep track of
students’ progress. Ideally, a CMS should allow users to import content from a range of
different sources.

virtual learning environment (VLE) performs the functions of a CMS but also keeps track of
students’ progress as they work through the learning resources it stores. A VLE can be
considered part of a managed learning environment MLE if the data it records on students’
progress are passed to the college or school management information system (MIS).

managed learning environment (MLE) encompasses the whole range of an institution’s
information/content systems and processes (including its MIS and its VLE if it has one) that
contribute directly or indirectly to learning and the management of learning.
The Combined Higher Education Software Team (CHEST) has published a detailed comparison grid for five
popular VLE products (Blackboard’s Learning System (LS), FD Learning’s Learning Environment, Granada’s
LearnWise, TekniCAL’s Virtual Campus and WebCT Campus Edition Pilot), all of which were involved in the
recent JISC Interoperability pilots. This can be found at: [http://www.chest.org/datasets/vle]
The categories and headings used within this matrix provide a useful tool for distinguishing between different
vendors’ products and services.
Where are VLEs being used?
VLEs and MLEs are well established in the further education (FE) and higher education (HE) sectors,
particularly for open and distance learning.
Colleges in England have received funds under the National Learning Network (NLN) initiative to support the
development of MLEs. A survey, The State of ILT in FE Colleges (Becta, September 2001), carried out last
year on information and learning technology provision, access and policy in FE colleges in England showed
that systems developed in-house account for the largest share (17%) of the total number of VLEs in current
use. The most commonly cited commercial systems were Blackboard with 14% and Learnwise with 11%.
WebCT , Virtual Campus and NetG Skill Vantage each accounted for between 8% and 10% of the systems in
use.
More information on the use of VLEs in FE is available on the Ferl web site
[http://ferl.becta.org.uk/display.cfm?page=76].
VLEs are not yet widely used in schools. However, given the range of resources that will be available to
schools through the Curriculum Online initiative and the growing range of commercial VLE products, usage in
schools is likely to become much more widespread.
© Becta 2003
http://www.becta.org.uk/
published January 2003 – Archived April 2005
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Becta | Technical paper | Virtual and managed learning environments
What are the advantages of using a VLE?
VLEs integrate and provide easy access to a range of related functions. They offer a simpler and more
streamlined mechanism for the creation and publication of learning resources that are just as easy to access
as conventional web-based content, with additional assessment, support and tracking functionalities. You
may find that implementing a VLE consolidates the different aspects of online learning (such as content
delivery, student tracking, e-mail communications) which are already, or soon to be, in use.
VLE can help teaching and support staff manage and deliver a variety of daily tasks, including:

general class administration and organisation

the creation of lesson plans using existing resources

assessment and monitoring of students

allocation and marking of on-line assignments

discussion and support with students on line.
The various interactive tools of VLEs can also support learners with both class work and homework, and can
cater for individual learning styles. For example, students can:

submit and track their assignments on line via a personal home page

contribute to and participate in discussions with classmates and other schools via the various
conferencing tools

work at their own pace within and out of school – this is particularly beneficial to learners with
special educational needs, such as students in hospital or children unable to attend regular
classes for health reasons.
What standards relate to VLEs?
There is a great deal of work going on in relation to learning technology standards as a whole, much of which
relates directly to VLE and MLE developments. Emerging standards address interoperability between system
components, management information and learning content. Interoperability standards are important for the
following reasons:

If a VLE conforms to appropriate standards, adding or changing system components becomes
much easier.

Standards facilitate and streamline the transfer of management information (such as student
records) between different systems and institutions.

Standards help to enable the exchange, use, and reuse of learning content, ensuring
interoperability and preserving choice.
Of particular note in relation to VLEs are the IMS specifications. In 1997, as learning management systems
were emerging as a new type of learning technology, the IMS Project (part of the not-for-profit EDUCOM
consortium (now EDUCAUSE) of US HE institutions and their vendor partners) set out to tackle the problem
of interoperability. IMS later re-launched as a not-for-profit organisation, the IMS Global Learning Consortium
[http://www.imsglobal.org], and has been releasing new specifications addressing different areas on a regular
basis.
The recent FE interoperability pilots conducted by the JISC Managed Learning Environments Steering Group
(MLESG) investigated the feasibility of interconnection between systems within an MLE using IMS
specifications. The pilots demonstrated the importance of a standards-based approach to VLEs and MLEs
and showed that while interoperability between different components and systems is possible, much more
work needs to be done by all parties (including vendors, colleges, funding and standards bodies) in this area.
Various other groups are working in similar areas, including the IEEE [http://www.ieee.org], ISO (International
Organisation for Standardization, [http://www.iso.ch], and the European CEN/ISSS and Prometeus initiatives.
There are also other user-led bodies which are driving the development of specifications, including the
American Aircraft Industry (AICC) and the US Department of Defense’s Advanced Distributed Learning (ADL)
programme. Of particular note is ADL’s work in relation to the SCORM (Sharable Content Object Reference
© Becta 2003
http://www.becta.org.uk/
published January 2003 – Archived April 2005
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Becta | Technical paper | Virtual and managed learning environments
Model) initiative. These groups are working more and more together to produce internationally-agreed
standards covering all aspects of learning technology.
Agreed standards benefit all parties involved with learning content – content creators need only develop one
version of their product to work across multiple systems; VLE providers can offer systems that support the
import, development and use of content from multiple sources; and users can have a wide choice of both
systems and content.
Further information is available on the Centre for Educational Technology Interoperability Standards (CETIS)
web site [http://www.cetis.ac.uk]. More information about the interoperability pilots mentioned earlier is
available at [http://www.jisc.ac.uk/mle/interop/].
Whilst at present the standards relating to VLEs are continuing to evolve and are not geared specifically
towards schools, it is nevertheless very important to be aware of interoperability and “lock-in” issues when
investigating VLE products and systems.
What issues should I consider when buying a VLE?
There are an increasing number of products that offer some or all of the features of MLEs and VLEs
described above. However, it would be unwise to focus solely on whether or not a product exactly meets
MLE/VLE definitions. These terms are not fixed and definitions continue to change and evolve as new
products appear.
Instead, it is better to have a clear idea of what you are looking for in such a product. The various definitions
and components of MLEs and VLEs will assist you in this process, helping you identify which component
parts are most appropriate to your needs. This will enable you to focus on those products that are particularly
strong in those areas.
Two more important considerations when purchasing a VLE are modularity and interoperability. At a later
date, you may find you need to expand the system to include additional elements or functionality - this will be
more straightforward with a modular system than not. Similarly, you may wish to combine certain VLE
elements (particularly content) from a number of different suppliers. Choosing systems that adhere to
common (preferably open) standards will make the combination of different elements as straightforward as
possible.
Before choosing a VLE, it is essential to remember that the technology itself will not automatically enhance
the teaching and learning process. A learning environment can only be effective through consistent
interaction between the teaching staff of an organisation and its learners. As a starting point, the first
questions you should ask of a system are likely to be:

Does the system already contain materials? If so, how often is the content upgraded? Are
materials available from the producer, or is the system purely a shell in which you place your
own materials?

What are the licence requirements? What is included in the purchasing price and what is not?

What about installation, technical support and training? Is training face to face, on line, or
both?

How easy is it to write and submit content? Can you use standard applications to create
content, or do you have to use a bespoke authoring tool?

How open is the system - does it allow you to share with other resources or systems you might
have? Does it talk to your management information system (MIS), for example? Is it
compatible with other VLEs?

Are all the other functions - communications, student tracking and assessment - easy to use
and well designed?

Is there an e-mail or web-based user group you can join and monitor before purchase to see
what sort of comments existing users have?
© Becta 2003
http://www.becta.org.uk/
published January 2003 – Archived April 2005
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Becta | Technical paper | Virtual and managed learning environments

Can you get a demo or an evaluation version to install and test before buying? Has the
supplier included any case studies on their web site of other educational institutions using their
product?

Is the VLE you are interested in configurable to the look and feel of your organisation?

Does the supplier offer a hosting service, where the VLE is hosted on their servers?
What are the implementation issues in relation to VLEs?
There is much more to a successful VLE implementation than just the purchase and installation of software.
Establishing a VLE is a very complex process and involves much more than simply purchasing the right ‘off
the shelf’ system. The implementation of a VLE must be carefully managed from both a technical and
organisational perspective.
From a technical perspective, sound network infrastructure within the institution is essential to support the
simultaneous delivery of content to a range of learners.
From an organisational management perspective, implementing a VLE will have a huge impact on processes
and procedures within an institution, making communication and co-operation from students, teaching and
support staff essential at all stages of the process. Implementing a VLE should not be regarded as a ‘one
shot’ operation; rather, it should be a continual process, with regular opportunities for review and
improvement.
Training and on line support usually accompany a VLE, although basic IT knowledge should be sufficient to
use and administer the system. If set up and managed correctly, a VLE should not require intensive technical
support. Some products allow the school or college to host their VLE remotely, usually by the company
supplying it, thereby outsourcing all the installation and technical maintenance problems.
JISC has published an information pack covering the main issues you need to think about when preparing to
implement a VLE. This pack can be accessed via [http://www.jisc.ac.uk/mle/reps/infopack.html].
Note: given the rapid pace of developments in this sector, the terms and descriptions used above should be
considered as guidance only, rather than being definitive.
© Becta 2003
http://www.becta.org.uk/
published January 2003 – Archived April 2005
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