Navigating the Shortcomings of Virtual Learning Environments Via Social Media

Abstract

It is undeniable that the higher education landscape worldwide has changed with the emergence of virtual learning environments (VLEs). These systems offer learning space and resources for teachers and students regardless of time and place. Although they significantly contribute to the achievement of learning objectives and outcomes, their usage is generally limited. This article uncovers the shortcomings of the use of VLEs for language learning in several Malaysian institutions of higher learning. It also aims to highlight the use of social media in addressing the barriers. Adopting a qualitative approach, data were gathered via in-depth interviews. Employing the dimensions proposed by Chun, Kern and Smith, the hindrances related to VLEs were examined. The findings revealed that instructors faced obstacles linked to the technology, students' experience and expectations as well as language learning environment. Social media helped them in addressing these obstacles.

Learners’ Expectations towards Virtual Learning and its Effect on Mathematics Performance

“…Connectivism could be an appropriate theoretical framework to describe the mechanism of online learning because it appropriately describes learning in the technologically enabled network (Goldie, 2016) whereas expectations of the learners in online learning are significant variable that defines connectivist approach to learning (Kebritchi et al, 2017;Murugaiah & Yen 2019;Nortvig et al, 2018). The foundation of connectivism is based on valuing others' perspectives, connections over interdisciplinary ideas, updated information, and risk bearing mechanisms (Siemens, 2005).…”

“…In recent decades virtual learning (VL), also called online or remote learning (Kerimbayev, 2016), has emerged as an alternative to face-to-face learning. In VL, especially in an asynchronous mode, students can learn at their pace, place, and time (Kerimbayev, 2016;Mupinga, 2005), which can contribute significantly to learning performance (Murugaiah & Yen, 2019). Additionally, online learning has some Learners' Expectations towards Virtual Learning and its … International Journal of Instruction, January 2024 • Vol.17, No.1 shortcomings related to learners or instructors (Kebritchi et al, 2017;Murugaiah & Yen, 2019;Nortvig et al, 2018) however the disparity between online learning and the expectation of students may affect their learning performance (Newlands & Coldwell, 2005).…”

“…In VL, especially in an asynchronous mode, students can learn at their pace, place, and time (Kerimbayev, 2016;Mupinga, 2005), which can contribute significantly to learning performance (Murugaiah & Yen, 2019). Additionally, online learning has some Learners' Expectations towards Virtual Learning and its … International Journal of Instruction, January 2024 • Vol.17, No.1 shortcomings related to learners or instructors (Kebritchi et al, 2017;Murugaiah & Yen, 2019;Nortvig et al, 2018) however the disparity between online learning and the expectation of students may affect their learning performance (Newlands & Coldwell, 2005). Several factors may affect to students perform in online classes such as parental education, students' geographical locations of schools and their homes (Westbrook, 2014) whereas the lack of infrastructure and resources, diverse teaching strategies (Mupinga et al, 2006), and negligence of concerned stakeholders (Blömer et al, 2020;Uygur et al, 2020) have created barriers to virtual learning.…”

Yes, We Can (?) - A Critical Review of the COVID-19 Semester

“…The anonymity of the virtual classroom, in extreme cases with no video on the student's side, e.g., to preserve internet capacity or similar arguments, created a new situation of less interaction, which could not be controlled by teachers with the usual procedures like direct verbal requests to answer questions. Considering the technologies, although virtual tools can contribute massively to conveying content and attaining learning goals, their usefulness is also limited [31]. They cannot be applied to every kind of knowledge conveyance, tacit and experience-based knowledge, in particular, needs to be handled differently.…”

Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment

“…Technology barriers to the education provider, primarily in the form of high cost of technology infrastructure requirements need to be overcome before widespread adoption of a virtual learning environment is seen. The potential to overcome these barriers through the application of containerisation provides the motivation behind this presentation (Katz & Council of Independent, 2016;Puvaneswary & Siew Hwa, 2019).…”