learning - Academic Conferences Limited

Some Reflections on the Evaluation of Virtual Learning
Environments
Nabil Ben Abdallah and Françoise Poyet
ELICO (Équipe de recherche de Lyon en sciences de l’Information et
COmmunication), Lyon, France
nabil.ben-abdallah@iut-dijon.u-bourgogne.fr
francoise.poyet@free.fr
Abstract: This paper aims at pondering over the evaluation question of the VLE. We have carried out an
overview of concepts and methods commonly used in Human-Computer Interaction (HCI) in the evaluation of
information systems and then we have discussed the limits of their application on the VLE. We are proposing to
evaluate the latters according to an activity-oriented approach. It will allow us to expand our field of study to
learning situations in which a VLE can be integrated. The learning activity is thus observed not only through the
interactions of motivated learners and teachers with VLE but also with the objects and objectives of learning
implemented via VLE. This observation is based on the theoretical framework proposed by activity theory. The
Engeström model as a form of conceptualization of the structure of activity is essentially explored to understand
the elements interacting in a learning situation integrating VLE. We conclude our contribution by the application of
ideas developed by observing the use of a VLE in a learning situation of information seeking and involving small
groups of students.
Keywords: VLE evaluation; activity theory; usability; utility; practical acceptability; social acceptability
1. Introduction
The increasingly generalized use of Virtual Learning Environments (VLE) in different learning
situations places the issue of the evaluation of their impacts on learning as well as on the
organizations at the core of designers and managers’ concerns regarding the systems of learning.
VLE is not only a technical solution integrating heterogeneous technologies, it is also a space of
information around which a social space that organizes and structures the various interactions
necessary for any learning activity can be formed and developed. Several studies and research have
been carried out (Britain 2004; Colace 2006; Keller 2005; Dobson 2001) to help the actors of learning
to choose the appropriate VLE so as to cope with specific situations of learning, to assess the
consequences of the use of these VLEs on learners and on learning itself, and to identify interaction
problems with these VLEs.
In this work, the learning activity is observed not only through the interactions of motivated learners
and teachers with VLE but also with the objects and objectives of learning implemented via VLE. This
observation is based on the theoretical framework proposed by activity theory. The Engeström model
(Engeström 1987) as a form of conceptualization of the structure of activity is essentially explored to
understand the elements interacting in a learning situation integrating VLE.
The data resulting from the analysis of the activity system of learning based on the model of
Engeström enable us to get, on the one hand, data on the degree of practical and social acceptability
of VLE, and on the other hand, data that can be used to improve the methods of usability and utility
evaluation of VLE. We conclude our contribution by the application of ideas developed above by
observing the use of a VLE in a learning situation of information seeking and involving small groups of
students.
2. What is a VLE?
According to Weller (Weller 2007, p.5) a VLE is: "a software system that combines a number of
different tools that are used to systematically deliver content online and to facilitate the learning
experience around that content". Other authors such as Colace and al. (Colace 2006, p.2) admit that
a VLE or a eLearning platform is organized in three macro-components: "In our opinion the most part
of contemporary eLearning platform can be viewed as organized into three fundamental macro
components: a Learning Management System (LMS), a Learning Content Management System
(LCMS) and a Set of Tools for distributing training contents and for providing interaction". In the light
of these definitions and some others, we are considering that a VLE is a particular computer system
allowing to create learning situations with specific learning objectives (e.g. learning such a type of
knowledge). A VLE is usually conceived with the aim to train the learning actors into achieving these
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