Abstract

The complex learning system's growth now relies on the increased use of VLE, technology applications. Most education and are urged to acquire as many as possible VLE technology to aid their lectures and studying system. Based on the thorough background information on the excellent delivery of theory services and the Technology Acceptance Model (TAM), a strategy concept is formed. This master-plan gives a comprehensive overview of the critical factors that bring the success that affects the lecturers' smooth use and benefits of VLE as well as the real use. These critical aspects are linked to the institutions, the extent of the technology, and the consumers. These include help, technical aid, information support, and motivation. Technical influence comprises of system features and knowledge worthiness. User effects comprise of lecturers' attitudes concerning VLE services, individual creativity, and the lecture method.

Table of Contents

1.0 Introduction............................................................................................................................... 4

2.0 Literature Review..................................................................................................................... 5

1. 0. Aims and Objectives.................................................................................................................. 6
   1. Aims of this project................................................................................................................ 6
   2. Objectives............................................................................................................................... 7

1. 0. Methods...................................................................................................................................... 7
   1. Data collection and study sample.......................................................................................... 7
   2. Results.................................................................................................................................... 7
   3. Discussion............................................................................................................................... 9

5.0 Conclusion............................................................................................................................... 10

6.0 Reference................................................................................................................................. 11

Appendices..................................................................................................................................... 12

1.0 Introduction

Virtual education is defined as an instruction in a studying environment, where the tutor and the examined (student) are distinguished by time or distance, or both, where the teacher gives the course content with the aid of course administration applications, media assemblage items, the website and video zooms (Trafford and Shirota, 2011). A virtual learning environment (VLE) comprises software tools aiding the learning management, tutoring, and conducting pieces of research with the internet's help, specifically the World-Wide Website. As pieces of knowledge and communication are used more often through the internet, they have formed part of numerous tertiary learning institutions' necessary educational facilities. In the same way as e- mails the VLEs are spread across the institution from a central point, majorly to improve the current academic processes They are not meant to replace the existing tools and practices.

According to (Foss, 2009), the VLEs started as early as 1973 when students from Stanford University commenced pursuing computer-based studies. Over the next years that followed after that, programmers in software development came up with games connected with pieces of instructions, learning, testing, and drills and later the invention of the electronic whiteboard system. In the year 1989, Tim-Berners Lee, a British engineer who was still young, gave out a proposal of a document for sharing information through the internet dubbed as "web of notes with links". He named it the World Wide Web. This led to the development of various courseware delivery systems or the ‘Learning Management Systems” that sprouted in the 1990s. By the year 2010, nearly all the big institutions had incorporated the e-learning courseware. The development of social networking sites, enhanced the interaction of VLEs, making them more collaborative with an efficient conversation.

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In the VLE, apart from the other web-based domains, identifying the user is generally straightforward. As a result, student log in using unique identification codes. Therefore, not just anybody can access these platforms. Anonymous logins are usually not possible to go through e- learning courses. Every user naturally possesses a unique ID. Therefore, visitors can be recorded in the log files are accessed appropriately.

According to (Limniou and Smith, 2010), the VLE allows students to benefit from the learning at their own pace and the chances to acquire new techniques without necessarily moving to the actual class environment while following their sessions. They also get the sense of a feeling that they gained knowledge through self-assessment, as there is always a scope that one can download at the end of the session and print it to give them their achievement record.

For tutors, the usefulness of the VLE is also vast. They can set the learning sessions and practical courses for all the students at the same time. This is possible no matter the distances between them, allowing the teacher to work from anywhere if there need be. A mixed learning approach can also help them maintain their students more concerned with the course, utilizing part of their time performing their practical studies and the theoretical part on what they were learning through the VLE.

2.0 Literature Review

The VLEs, as we have observed, have various benefits and therefore is crucial to look into which software choices are available for offering these services. If an institution decides to use the VLE, the next step will purchase the most appropriate software. This VLE software can be linked back to past decades where they were only used for seminal purposes like the one that was once developed by Engelbert in 1962, which made the computer a vital tool in offering solutions to various kinds of problems. From the rich history of evolution, today's current

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software offers a wide array of choices, and it is not easy to give a detailed analysis of them. Therefore, it is essential to critically formulate the need to build a firm on the grounds of narrowing down preferred choices for selection (Sockalingam, 2013).

To assist in the delineation of the landscape, a considerable note may be taken that VLE software has usually been built to create the image of particular contexts, shown in two critical components of development. Some universities had developed some small systems as research projects to achieve specific learning requirements and have slowly developed into complex models with tools that can run through great functionalities. In numerous cases, these projects were initiated by a financial source from the grants or government funding and then hatched into a bigger academic society, with the software accessible at some nominal licensing fees. Moodle and Sakai are examples of such systems (Efiloğlu Kurt & Tingöy, 2017).

On the other hand, in line with commercial, more products have also been developed to meet the business world's demands, apart from education itself. However, on this software's success, the tertiary institutions commonly adopted them for academic purposes, intending to enhance the corporate solutions, for example, the Blackboard and t Desire2Learn.

1. 0. Aims and Objectives
   1. Aims of this project

To find the impact (Negative and positive impact) of VLE on educational institutions in the UK.

To find ways to improve virtual learning services.

To gain knowledge about the virtual learning environment.

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1. 2. Objectives

Conduct secondary and primary research and collect quantitative and qualitative data. Analyze the research outcomes.

1. 0. Methods
   1. Data collection and study samples

The required data for performing the research hypothesis were gathered using a questionnaire-based method. Based on the study of previously conducted research pieces, the acceptance of VLE was studied to help in the preparation of questionnaire samples for his research. When designing the questionnaire, the extent and reactions applied for describing the incorporation of the VLE were acquired from the UTAUT Model study. The questionnaire was developed in the English language, specifically. According to an article by (Efiloğlu Kurt & Tingöy, 2017), a study sample involved 522 undergraduate students from Leeds University in the Queen's land, United Kingdom, using the VLE. These questionnaires were finished by the students who were involved in the research evaluation. The research mentioned above material used Leeds as the case study is sole for two reasons. Similar technology has been applied there before at the undergraduate stage of studies. The second reason was the ease of data access during the collection. For this research, fifteen samples were sent to students with the institution to give their views if they are welcome this kind of learning.

1. 2. Results

The responses from the questionnaires are tabulated below, along with the presentation in the bar graphs. The students' thoughts are depicted by these results given below.

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The above responses to questions 1,2,7 and 8 were tabulated and presented using the compound bars for analysis. It is observed that many of the students are well pleased with the software that is used for university VLE.

Responses for Question 03 & 04

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From the above presentation, it is also evident that the students agree with implementing the VLE within the school. Nearly, more than half of the population is from the above two tabulated results.

1. 3. Discussion

From the above results, VLE is most welcomed by the students in most higher institutions of learning. VLE has a lot of benefits compared to its drawbacks. Most students today prefer accessing their classroom at home to save them on the extra cost of leaving. It saves on the resources that would have used to set up actual lectures in lecture halls. It then allows the students to accomplish the sense of self-achievement of the knowledge they acquire. There is room for the student to build a comprehensive skill for knowledge acquisition. The professors also find it easy to handle many people who are staying apart in terms of distance and time.

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5.0 Conclusion

The VLE is appropriate in tertiary institutions of learning; most students would prefer it in coursework that does not require most time for practical sessions as far as theory studies are concerned. The higher learning institutions should at least incorporate this in some of their programs. VLE is a technology thing, and we live in the era of technology, so this will also help embrace technology. The software has numerous advantages that outstrip the disadvantages margin, so it worth implementing the VLE.

6.0 Reference

Efiloğlu Kurt, Ö. and Tingöy, Ö. (2017). The acceptance and use of a virtual learning environment in higher education: an empirical study in Turkey, and the

UK. International Journal of Educational Technology in Higher Education, 14(1).

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Foss, J. (2009). Lessons from learning in virtual environments. British Journal of Educational Technology, 40(3), pp.556–560.

Limniou, M., and Smith, M. (2010). Teachers' and students' perspectives on teaching and learning through virtual learning environments. European Journal of Engineering Education, 35(6), pp.645–653

Sockalingam, N. (2013). The Relation between Student Satisfaction and Student Performance in Blended Learning Curricula. The International Journal of Learning: Annual Review, 18(12), pp.121–134.

Trafford, P., and Shirota, Y. (2011). An Introduction to Virtual Learning Environments. [online] Available at: https://www.gakushuin.ac.jp/univ/eco/gakkai/pdf_files/keizai_ronsyuu/ contents/contents2006/4803/4803paul/4803paul.pdf.