The London School of Economics and Political Science (LSE) recently confronted a pressing challenge in the realm of education technology. Its University of London (International) programme students exhibited a reluctance to embrace the Virtual Learning Environment (VLE) as enthusiastically as expected. Feedback from students indicated that the existing VLE system was lacking in the appeal and functionality needed to incentivise their engagement. This raised concerns about the slower evolution of VLE technology compared to other forms of educational technology. This article will explore the policy implications of such challenges and discuss potential solutions for promoting the advancement of VLEs in the education sector.
One of the main issues highlighted by LSE’s experience for its University of London programmes is the slower rate of evolution in VLE technology compared to other educational technologies. While ed-tech solutions have made significant advancements, VLEs have not kept pace. This mismatch poses several concerns for educational institutions. Students may disengage from VLEs, leading to a less-than-optimal learning experience. Furthermore, the inability to harness the full potential of VLEs could hinder institutions’ capacity to provide effective, flexible, and modern education in an increasingly digital world.
To address these challenges, educational institutions and policymakers must consider several key policy measures.
