It's not technology that determines the success of a VLE - it’s the users
The vital questions to ask when embarking on a virtual learning environment (VLE) change at your organisation and why there is no silver bullet.
Throughout the last seven years of running VLE reviews across the UK further and higher education sectors, I’ve spoken to many of our members about what it means to provide an effective digital platform to support teaching, learning and assessment.
The conversation has moved on in recent years. With wider access to more capable devices, there are more opportunities for learners, students and staff to connect, engage and interact with their institutions, So, what does your VLE need to do for you?
You don’t know what you don’t know
The most important part of this conversation is around what success looks like for your institution. Many VLEs are effective platforms, but which one best fits your (institution’s) needs? And what questions should you be asking to find this out?
When conducting VLE reviews, one of the most common reasons for wanting a change of platform is down to recommendations from individuals who have experienced another platform at a different institution. New and fresh ideas from staff should always be encouraged, but further investigation into how change can impact users must take place first. What works well at one institution may not suit another.
The right kind of change can be a powerful tool to reinvigorate attention and motivation. But change for change’s sake can have a very different impact. Institutions and leaders that take an empathetic approach to understanding their users are more likely to choose the right solutions that best fit their needs.
Understanding the current picture of what works well, or what doesn’t, is crucial to making informed decisions about next steps. The success and effectiveness of a VLE platform comes from the engagement of its users. Without their buy-in, a platform could sit idle like a supercar locked away in a garage: high performing, but not much use.
So how do your users feel about their VLE? If you don’t ask, you don’t know.
VLEs don’t teach, people do
This is one of the biggest and most obvious points to make during a VLE review.
So often it is easy to get blinded by the lights. I’ve seen incredible VLE platforms, from all the main providers, where considerable development has gone into the visuals, the processes, the training, but even these have suffered from the VLE Achilles heel: consistency of use. Digital offers so many opportunities, but how do people at your organisation feel about using it?
When speaking to learners and students during VLE reviews, their most common gripe is a lack of consistency in their VLE experience. Accessibility, mobile use and organisation of pages also feature highly amongst concerns.
Recent conversations have shown that some educators use lists or a repository, some like to embed resources, some use picture or video, and nearly everyone has things in a different order to their colleagues. Whether this is due to a lack of understanding, leadership or confidence with the platform, it is paramount that the institution works to find out why this is happening and develops cross-campus guidance for use before embarking on change.
“In order to change the world, you have to get your head together first.” - Jimmy Hendrix
I’ve seen institutions spend vast amounts of time, effort and money migrating content and staff over to a new platform only to see the same issues manifest themselves in a matter of months because the issues were not with the platform, but rather how it was being used.
Making user-centric decisions
People are the key to a successful VLE and institutions must work with users to determine their VLE vision.
How do they want them to relate to the platform? What is its identity and role to support and enhance teaching, learning and assessment? If people are unsure how to connect and engage, they can’t be expected to know how to use it consistently and in conjunction with their colleagues and peers.
The first step during a VLE review is often to encourage cross-institution working to understand, define and agree what a successful VLE looks like at their organisation. There is no one-size-fits-all solution to great VLE integration and use, and no two institutions will look the same.
Get senior leadership involved and speak to all users, especially learners and students. Ask them how their ideas for success compare with the current situation, and if there are any barriers to achieving it.
Do this early, and often, so when it’s time to make a change at your organisation, you’ve listened, empathised and understood the needs of your users and you know what you want good to look like.
Regardless of whether you decide to move to a new platform or not, it is the practices, confidence and motivation of users that will be your biggest challenge and your greatest achievement.
Cultures are often engrained in an institution and take time to fully understand and adjust to change. To help promote success don’t ask “How do we change people’s behaviour?” instead consider “Why do people behave the way they do?”.
When you start to look at the ‘why,’ uncovering the challenges and opportunities of implementing change becomes that bit easier, and success becomes all the more likely.
Further information
Visit our VLE review service page for more information on how to enhance the student digital experience at your institution.
The VLE review team have recently hosted a helpful webinar outlining the challenges and opportunities of using MS Teams as a VLE.
About the author
As a subject specialist in the advice team, I am constantly engaging with projects and services that impact our customers. From running VLE reviews with customers, facilitating Vision for Change workshops or delivering on the digital leaders programme, I am connecting with people who are at the forefront of HE and FE education.