From VLEs to learning webs: the implications of Web 2.0 for learning and teaching

TLDR

Virtual learning environments (VLEs) are currently widespread in universities, yet their future trajectory in e‑learning remains uncertain. The study examines how Web 2.0 is being integrated into institutions and what this means for teachers, learners, and higher education. It applies accepted technology‑innovation models to current Web trends to assess the depth of e‑learning embedding. The authors argue that optimism about VLEs’ impact is misplaced and propose Ivan Illich’s learning webs as a more promising framework for future developments. Keywords include VLE, learning webs, Web 2.0, education, training, e‑learning,.

Abstract

Abstract This paper reflects on the current position of virtual learning environments (VLEs) in universities and speculates about likely future directions for e-learning. Using accepted models of technology innovation and looking at current Web trends, it considers the extent to which e-learning is truly embedded in institutions, how Web 2.0 is being used by the upcoming generation and what this might mean for teachers, learners and higher education institutions. The paper concludes that optimism about the impact of e-learning on higher education based on the market penetration of VLEs is misplaced and suggests that Ivan Illich's concept of learning webs may be a more reliable guide to future developments. Keywords: VLEvirtual learning environmentlearning websWeb 2.0educationtraininge-learningIllich Acknowledgements This paper is based on a keynote address delivered to the Cranfield University e-Learning Seminar, 20 June 2007, Cranfield University, UK. The author wishes to thank various anonymous reviewers for the helpful comments and suggestions they made on earlier drafts of the paper.