An empirical investigation on the effectiveness of virtual learning environment in supporting collaborative learning: A system design perspective

Abstract

This study theoretically develops and empirically tests a model that explains how virtual learning environment (VLE) characteristics can ultimately influence learning effectiveness by directly affecting leaner's control over the learning material and leaner's communication and interaction with peers and instructor. The findings of the empirical study shows that system accessibility, ease of navigation, system interactivity and system support serve different roles in achieving effective learning outcomes. This study also demonstrates the feasibility of incorporating different learning theories into VLE design and how they would inform different perspective of learning. © 2009 Springer Berlin Heidelberg.