Electronic Resources in the Virtual Learning

Teaching Quality Enhancement Fund
As part of the HEFCE strategy, all higher education institutions are
encouraged to strive towards excellence, not just in research, but in
teaching and learning. Building on the work of the FDTL to further the
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E-learning and the digital library
development of high-quality teaching, institutions were encouraged by
central government to develop strategy documents in this area. The
Teaching Quality Enhancement Fund (TQEF), launched in 1999, was
specifically designed to support institutions in the implementation of
their Teaching and Learning Strategy. Following a consultation across
higher education, ‘many argued that an institution-wide approach,
underpinned by a clear strategy [was] central to developing teaching
excellence’ (HEFCE, 1999). TQEF funds were put to a variety of uses in
different institutions, with some universities choosing to fund specialist
projects and others putting the money towards wider initiatives.
In 2001 the HEFCE undertook a detailed analysis of institutional
teaching and learning strategies (Gibbs, 2001). Gibbs examined how
teaching and learning strategies had developed in the period from 1998
to 2001. In particular, Gibbs recognised that teaching and learning
strategies had improved significantly during this period and contained
more of the components expected in a strategy document. Some
important components are identified as operational plans, change
mechanisms and means of monitoring. Specific targets that specify
outputs and particularly outcomes for students are also recognised as
being important components in a strategy. Gibbs recognised that plans
for evaluation are frequently absent from Teaching and Learning
Strategies and few pay attention to changing the ‘teaching culture’ or
‘addressing institutional blocks’. Gibbs was also concerned that while
innovations were being encouraged at almost all institutions, these were
not being embedded into the organisation.
The development of virtual learning
environments
The term ‘virtual learning environment’ was first coined in the late
1990s, although, as previously noted, in the US the term ‘learning
management system’ (LMS) has become more prevalent. The VLE is
defined as:
… learning management software systems that synthesise the
functionality of computer-mediated communications software (e-
mail, bulletin boards, newsgroups) and on-line methods of delivering
course materials (e.g. the WWW). (Britain and Liber, 1999)
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Electronic Resources in the Virtual Learning Environment
Parallel developments in computer-mediated communication (CMC) and
web technology were pivotal in creating what could be regarded as a
‘learning environment’. A VLE is a secure course website, with a number
of other tools available that allow communication, the creation of online
assessments and various other course management functionalities. VLEs
have a number of other important features that set them aside from
earlier developments, including student management, tracking and
monitoring capabilities. These allow students to upload assignments,
and tutors to record grades or marks. These systems are also becoming
increasingly integrated with student records systems: VLEs integrate
these tools in a secure ‘one-stop’ environment.
Managed learning environments
VLEs are increasingly being seen as ‘managed learning environments’
(MLEs) and it is important to distinguish between these two concepts.
JISC define MLE accordingly:
The term Managed Learning Environment (MLE) refers to the whole
range of information systems and processes of a college or university
(including its VLE if it has one) that contribute directly, or indirectly,
to learning and the management of that learning.
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Recognising the need for research and support in this area, JISC has
provided funding for numerous projects.
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They have also set up a
website to provide advice and support to the higher and further
education sectors about information systems for teaching and learning.
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Figure 2.1 shows how MLEs relate to VLEs.