Design of virtual learning environments for deep learning

Although the advent of VLEs (Virtual Learning Environments) has promised more flexible and independent learning, concerns have also been raised about the quality of their pedagogical effects. This article presents the results of a study aiming to explore the relation between approaches to learning and studying, and perceptions of use of a VLE in a module taught at a British Higher Education College. Literature review focuses on the theory of approaches to learning and studying, which advocated that students' positive perceptions of the academic environment are linked to desirable learning outcomes and proposed the existence of three distinct approaches to learning: the deep, the strategic and the surface approach. The results of the study are presented and the relation between approaches to learning and use of the VLE is explored. The article consequently investigates the requirements for appropriate design of the online environment. Recommendations are aiming to highlight the importance of specific elements in the design and delivery of online courses through VLEs. Reflection, inquiry, analysis and synthesis are key characteristics that play a crucial role in the demonstration of desirable approaches in an online learning context