Educational Technology; VLEs and learning Theories in the

21st century
Nelson Baquero
Peer reviewers
John Craig
Dr. Kerry Rice
Abstract
The purpose of this research paper is to explore different virtual learning environments (VLE) in
the 21st Century, making emphasis to authentic teaching and learner instruction that supports
traditional psychological and non-psychological learning theories. A second interest for this
research paper is to reflect on past learning theories, yet most important, focusing on the learning
theories that have developed recently, in the area of industrial, business, and academic education.
This research also explores behavioral learning theories and their connection to technological
developments, in an effort to identify virtual learning environments that implement new
alternative mediums for training corporations and academic instruction in the field of education.
Introduction
When examining the technology and the educational settings for the 21st century it is not
surprising to find many different learning environments for industrial, business, and academic
institutions. Virtual Learning Environments (VLEs) have been defined as "computer-based
systems that helps learning" (Stewart, 2009, p.8). At the university level, in Asian countries,
engineering departments have agreed that virtual environments can bring about creative
behaviors in students. As a result, learners use their creativity in order to become effective
contributors in our society. As an example at the Multimedia University in Cyberjaya, Malaysia,
presents an experimental intelligent interactive multimedia textbook designed in a virtual
education environment(VEE), used by local and international students (Hui Ng, & Komiya,
2002). Other authors define VLE as implicit and explicit based on globalization processes that
bring humans together in a relation digital work (Weiss, Nolan, Hunsinger, & Trifonas (2006,
p.1090).
In the field of Educational Technology, the use of the internet has created virtual environments
that expand all over the world. Basic theories of learning, such as constructivism, have
emerged in order to adapt to VLE curriculums and Instructional Designs. As a result we are
seeing more creative instructional designs never before taught on-line and in distance learning. In
addition, by the use of computers in the classroom, instructional designs systems have been
developed in order to incorporate virtual environments (Jain, Howlett, Ichalkaranje, & Tonfoni,
2002). By exploring the foundations of known theories of learning such as; Constructivism social
development (Vygotsky, 1978), social cognitive learning (Bandura, 1977), and multiple
intelligences (Gardner, 1983), some targeted questions worth mentioning, will highlight the
concerns of many researches and educators. Questions such as; will there be a consensus for

fulfilling basic needs in our society in VLE? Will the 21st century follow the pattern for VLE in
academic education? Will there be a transformation in our economy and business in a VLE?
Would a human being be completely satisfied and happy learning in a purely VLE?
Defining the Virtual Learning Environment (VLE)
In todays technological society, virtual environments are extensively used in teaching and
learning, yet there still exist misrepresentations of what VLE entails. Maggie Leese (2008)
gives an appropriate definition of VLE, when it describes the elements involved in it. For
instance the environment is computer-based and it involves sharing of information between other
students and tutors. Secondly VLE has the potential to improve communication and offering
support to the students. For some computer literate individuals it makes perfect sense to conduct
collaboration projects and executions of educational tasks. For others less computer literate,
learning or teaching by means of a computer brings about feelings of confusion, complexity, and
mental cognitive-overload. According to the cognitive load theory (DeStefano & LeFevre, 2007;
Xie & Salvendy, 2000), the working memory can be viewed as a system of limited capacity that
can only handle a limited number of elements at the same time, and its performance is affected
when the number of tasks exceeds the limits of working memory.
Another aspect that brings attention in defining VLEs in our 21st century is the proper use of a
computer in order to increase cognitive learning. In the article "Ofsted: boot up learning portals.
Ofsted defines a VLE as a "computer-based system that helps learning by allowing staff and
pupils to gain access to materials and resources such as notes and handouts, practice tests, video
clips and links to useful internet sites (Stewart, 2009). Through research and investigation the
term virtual learning implicates more than a simple use of a computer connected to a network
or a global environment known as the World Wide Web, and involves accessing cognitive
information via hypertext. As expressed by Madrid, Oostendorp, and Melguizo (2009, p.73):
Hypertext design is directed not only to enable information access in an easy way, but also to
lead to an optimization of readers allocation of cognitive resources and to an enhancement in
learning . Therefore, the potential that exists for cognitive learning is endless when computers
are used as a communication tool for teaching and learning.
When focusing on the many possibilities for defining a VLE, the terms resources and sources of
information, just as someone would apply these to a physical library, come to mind. For
example, re-creating an entire city is now possible. According to Weiss, Nolan, Hunsinger, and
Trifonas (2006), virtual learning environments are implicit and explicit based on globalization
processes that bring humans together. These authors also give an example of a virtual learning
environment, developed by The Advance Technology Center at the University of Missouri, called
Virtual Harlem a digital model of the 1930s Harlem, in New York. By using the theory of Elibrary to introduce Harlems History, through a network or 3D electronic media, a realization of
a virtual library brings Harlems History accessible to the entire world. However E-library and
Museum Learning Networks currently in existence are not being used to their potential and are
yet to flourish. In concordance to situated learning theory (Brown, Collins, & Duguid, 1989),
suggest that learning needs to be understood in the context of human activities and socio-cultural
environments. Therefore VLE must continue to be researched and explored in the 21st century in
order to fully benefit from their use.

How do learning theories relate to VLEs

Studies and research of VLEs bring forth many aspects of class instruction and many
contemporary learning theories, focusing on learners psychological behaviors and cognitive
learning styles, in an effort to explain authentic learning in a virtual environment. For example,
social cognitive theories defines individuals efforts into ones learning accomplishment as a
means to communicate and transfer knowledge at all levels of cognitive development through
self-efficacy. According to Banduras (1997), social cognitive theory, self-efficacy refers to the
learners beliefs about his or her capabilities in performing a particular behavior. When applying
this theory in a computer or virtual based learning environment, two new terms, web-specific
self-efficacy (WBSE) and knowledge creation self-efficacy (KCSE), emerge in research by Irene
Chen, Nian-Shing Chen, and Kinshuk (2009). In their article Examining the Factors Influencing
Participants Knowledge Sharing Behavior in Virtual Learning Communities, the term (WBSE)
emerges in order to define a learners beliefs about his or hers capabilities in using the functions
of a virtual learning environment. The other term, (KCSE), refers to a learners beliefs about his
or hers capabilities in articulating the ideas and experiences. By reflecting on a more traditional
learning theory, such as self-efficacy, to its application in the 21st centurys context, will help
develop learners abilities and capabilities.
According to Deweys (1938), learning by doing theory, all true learning is based on experiences,
and in order to continue learning one must continually question and evaluate their own
experiences. VLEs provide learners an opportunity to engage in activities that continually
question their performance and encourage evaluating their thinking. An example of this virtual
environment is known as Second Life, where an avatar represents someones behavior and the
outcomes are based on the learners behaviors. Such activities include writing or typing in
multiple user communication via a toolbar-chat, attending lectures, presentation, demonstrations,
and submitting homework among others. The Simulation Linked Object Oriented Dynamic
Learning Environment (SLOODLE) has function in Second Life VLE (SLOODLE island!), to
allow high school students to participate in submitting assignments electronically and taking
quizzes using QuizChair which takes another technological approach by using sounds and
visual effects in order to develop students interest in learning (Kemp, Livingstone, &
Bloomfield, 2009).
According to Social Development Theory by Vygotsky (1978) social interaction plays a
fundamental role in the development of cognition. It applies equally to voluntary attention, to
logical memory, and to the formation of concepts. Therefore, as a child interacts or engages in a
social behavior it contributes to their development. Equally important is for educators of the 21st
century, to be qualified to engage students in VLEs, as technology and higher education requires.
But that is not all that is required, according to Carraher and Schliemann. Regarding the subject
of everyday cognition, the computer does not define a learning environment. Software does not
work on its own but depends heavily on the spirit of inquiry that teacher or researchers are able
to establish together with students (Jonassen & Land, 2000). Acknowledging that even in
todays highly mathematical computing, a social context must be achieved between new
knowledge and former knowledge, in order to define the social roles of teachers and students. As
an example, in the business field, IBM researchers link instant messaging with virtual
environments in an effort to create instructor-learner collaborative virtual meeting spaces that

include presentation tools (IBM, 2009). According to IBM, included in this virtual environment
are fully functional avatars and access to 3-D objects by integrating different locations around
the world, making it possible for individuals to record text or video from the virtual meeting
space (IBM, 2009).
A more recent learning theory, in virtual environments, shows how VLEs have expanded over
the internet to just about any type of field and for just about any type of learner. Jain, Howlett,
Ichalkaranje, and Tonfoni (2002), bring awareness of how the educational reform in curriculum
was felt across the globe over the past 10 years. They also mentioned the increased support for
theories of learning such as; constructivism, active learning, and learning-by-doing. As an
affirmation of this, innovations in educational technology have taken many forms such as;
courses taught on-line, distance learning, and usage of computer for instructional design for
classroom and virtual environments, at all levels. For example in the field of science a program
called The Virtual Cell (VCell), a 3-D visualization of a bio-environment has been made
possible with Virtual Reality Modeling Language (VRML), provides a navigable space
populated with 3D organisms. Experiments are performed in the form of question-based
assignments in order to promote deductive reasoning and problem-solving in an authentic
visualized context.

Positives and Negatives of VLEs

There are some positives outcomes and perhaps some drawbacks when implementing virtual
learning environments that are purely web-based content instruction. An example of a positive
outcome would be when a student uses the learning environment to enhance their knowledge and
develop their inner strengths by learning at a faster pace, and at their own convenience, when
using a computer. On the other hand, population that is not informed of the virtual learning
environment presents opposition and uncertainty. Perhaps thinking there is no certainty that real
learning is occurring. As Herrington, Reeves, and Oliver (2005) commented regarding virtual
schools: although virtual schools may facilitate better instruction than the traditional classroom,
there is no guarantee that this will occur.
During research and investigation of educational technologies, many college students had mixedmotions and expressed frustration regarding academic gains during their learning experience in a
VLE condition. According to Hove and Corcoran (2008), in their exploratory research to
determine greatest amounts of learning, three commonly used methods of instruction were
studied: traditional lecture (TL), slide-show-supplemented lecture (SSL), and VLE. Their studies
showed, in a pool of 154 students(78 women and 76 men- ages between 18 and 24 years old),
even though higher frustrations were expressed in a virtual learning environment, greater
learning occurred as compared to traditional lecture environment.
A good example of a positive outcome according to Thiam, Vaillant, Seng, & Komiya, (1999), at
the University Multimedia Telekom proposed a virtual education environment integrating
hardware and software components for the purpose of learning and teaching engineering courses.
The goal was to extend the role of technology by providing all-education function for students
and lecturers in a non-stop education service center. Other services to the user of VEE include:
Virtual learning environments (VLE), Virtual Teaching Environment (VTE), virtual classroom,
virtual laboratory, and virtual library. A configurable environment would apply the learning

by-doing theory in which students will customize up to a certain point the virtual interface. In
addition to these benefits, the article "Ofsted: boot up learning portals (Stewart, 2009) brought
out that "The best VLEs ... allowed learners to reinforce their routine work, or catch up on
missed lessons," and Ofsted continued by saying: "In those best cases, the material offered was
fun and helpful and was being used well by learners. In the least effective examples, documents
had been dumped on the system and forgotten."

Conclusion
With todays technology becoming more extensive and sophisticated, our views in the education
environment have also changed. Virtual learning environments (VLE) will continue to evolve as
technology continues to change. Taking into account, either by the increase in on-line training,
in-classroom, or asynchronous web-based supported instruction, organizations in our 21st
century will demand more from individuals. Due to the needs for high-skill manufacturing
economies with well-educated workforces, our behaviors for training and learning will continue
to evolve. Nevertheless effective asynchronous web-based materials, specifically for secondary
students, must be given a lot of careful consideration.
The search for new technology and effective delivery methods for instruction will produce highly
and motivated individuals whose interest will be in contributing to a better way of living
according to their intelligence and learning abilities (Gardner, 1983). Meaningful educational
technology programs will produce individuals whose main goal is to educate a society that will
adapt quickly to job descriptions and effectively perform as instructors and communicators that
will help people obtain the skills necessary to perform accordingly in the new virtual
environment.

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