Impact of Implementing a Virtual Learning Environment (VLE) in the EFL Classroom

Abstract

This descriptive qualitative research study aims to identify the impact of implementing a virtual learning environment (VLE) in English as a foreign language (EFL) courses at a public university in Colombia. About 210 students and 5 teachers composed the sample of convenience for this study. As for the research instruments, questionnaires, class observation notes, quick surveys, and teacher narratives were used to gather information related to students' perceptions and attitudes towards the use of this technology in class as well as the existing conditions for such implementation. The study shows that students feel enthusiastic and motivated towards the use of VLEs, and they suggest that all teachers should indeed include them in their lessons. Students also realized that even though they are part of a digital age in which the use of personal digital devices is commonplace, it is sometimes challenging for them to deal with some types of educational technology. On the other hand, findings suggest that the capacity of laboratories and computers, as well as Internet connectivity, continue to be the main threats to implementing VLE. Nevertheless, when those hindrances were overcome, the experience of technology-based learning turned out to be satisfactory for those EFL students.Keywords: virtual learning environment, VLE, educational technology, students' perceptions, English as a foreign language, EFL ResumenEsta investigación cualitativa descriptiva tiene como objetivo identificar el impacto de la implementación de un Entorno Virtual de Aprendizaje (EVA) en los cursos de inglés como lengua extranjera (ILE) de una universidad pública colombiana. Aproximadamente 210 estudiantes y 5 profesores conformaron la muestra de conveniencia para este estudio. Como instrumentos de investigación, se realizaron cuestionarios a profesores y a estudiantes al inicio y al final del semestre académico para recopilar información relacionada con las percepciones y actitudes de los estudiantes hacia el uso de la tecnología en sus clases de inglés, así como la descripción de las condiciones existentes en dicha implementación. El estudio muestra que los estudiantes se sienten motivados hacia el uso de un EVA y sugieren que todos los docentes deberían incluirlo en sus clases. Los estudiantes también expresaron que a pesar de pertenecer a la era Íkala Leonardo Herrera Mosquera 480Medellín, ColoMbia, Vol. 22, issue 3 (septeMber-deCeMber, 2017), pp. 479-498, issn 0123-3432 www.udea.edu.co/ikala digital en la que es común el uso de herramientas tecnológicas, algunas veces el trabajo con algunas tecnologías educativas supone un reto para ellos. Por otra parte, la capacidad del laboratorio y los computadores, así como la conectividad a internet continúan siendo una amenaza para la implementación del EVA. Sin embargo, una vez se superan estas limitaciones, la experiencia de aprendizaje apoyada en la tecnología resulta satisfactoria para estos estudiantes de ILE.

The Impact of Virtual Classroom Template on the Development of Cognitive Skills, Infographic Production Quality and Usability

“…It has an effective impact on increasing the achievement related to cognitive skills of instructional infographic. The result of the current study is consistent with the results concluded by Cappiccie and Desrosiers, 2011, Falloon, 2012, Karabulut and Correia, 2008, Mosquera, 2017, Scharf, 2015, Teo, McNamara, Romeo, and Gronn, 2015, and Wang, Jaeger, Liu, Guo, and Xie, 2013. E-learning effectiveness depends generally on the degree of interaction between the learners and teacher, learners' adherence and self- guidance level.…”

“…It also included technological features contributed to increasing the value of student-directed learning and immersion in the virtual environment. many studies have examined the impact of these environments from the perspective of students concluding that students have positive attitudes and increasing enthusiasm and motivation towards the use of these environments in all educational courses (Alves, Miranda, & Morais, 2017;Mosquera, 2017;Omar & Geer, 2018). The success of e-learning environments is highly dependent on a set of elements, including: the quality of the training course design, the educational situation, the learning process organization, and the selection of the e-learning tools, methods and templates that suit the nature of the educational situation, the scientific content and students' needs and characteristics.…”

The Impact of Virtual Classes on Second Language Interaction in the Saudi EFL Context: A Case Study of Saudi Undergraduate Students

“…Video chatting may be especially valuable for EFL learning environments; it has been found to increase L2 production and also foster more sophisticated output (Chun, 1994, Kern, 1995, Kern et al, 2004. In general, students seem to perceive virtual classrooms for EFL learning positively and report good experiences using the platforms (Herrera, 2017).…”

Teachers’ intention to continue using virtual learning environment (VLE): Malaysian context

“…VLE, usually applied in schools or higher institutions has been known as an effective medium to enhance the quality of teaching and learning. Furthermore, the development of sophisticated inventions of ICT tools including VLE has shifted the nature of teaching and learning (Barker & Gossman, 2013;Mosquera, 2017). Nowadays, the new kind of pedagogy strategies such as blended learning and on-line learning has become common with the aid of VLE.…”