‘Over the last two decades, there has been a shift in the way teachers and researchers write about student learning in higher education. Instead of characterising it as a simple acquisition process based on teacher transmission, learning is now more commonly conceptualised as a process whereby students actively construct their own knowledge and skills. Students interact with subject content transforming and discussing it with others in order to internalise meaning and make connections with what is already known.’ Nicol, D. J. and Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education (2006), Vol 31(2) 199-218
The quote from Nicol and Macfarlane-Dick (2006:2) summarises the changes which have taken place in student learning. VLE can help extend and enhance the student learning experience outside and beyond the lecture and seminar. They support student interaction with content, at a time, place and device of their choice, either individually or in collaboration with peers and staff who teach and support learning. This involves a conceptual shift from traditional transmission pedagogies to more social constructivist ones and a further shift from role of teacher to facilitator of learning experiences.