Is Online Learning “Virtual” or Real?

The term VLE (virtual learning environment) has been with us since at least the 1990s. Back then, academic institutions in the U.S. and the U.K. started using not only e-mail but also “distributed learning environments” such as course web sites for teaching. AUB began using a course management system called WebCT twenty years ago, later moving to Moodle. Until recently, these VLEs were considered complementary to classroom teaching and learning at best, more often merely supplementary, or extra. Most teachers (and their students) could easily do without them. Currently, however, with physical distancing measures due to COVID-19, most education is taking place online. Should VLEs therefore continue to be considered “virtual”? Shouldn’t we consider a new name for them perhaps?

If we consider synonyms (or near synonyms) for VLEs, we will come across the following:

• CBI (Computer Based Instruction)
• CMC (Computer Mediated Communication)
• CMS (Content Management System)
• Distance Learning/ Remote Learning
• E-Learning
• LCMS (Learning Content Management System)
• LMS (Learning Management System)
• LP (Learning Platform)
• MLE (Managed Learning Environment)
• OLC (Online Learning Centre)

Of course, there are multiple ways for teachers to use VLEs; for example, focusing on one platform, such as the institutional Moodle or Blackboard, or integrating several platforms for one course. An example would be using Zoom or Webex along with one of these course management systems. Going as far as allowing Facebook or Whatsapp as supplements may be considered extraneous or peripheral, and probably unofficial by the institutions hosting the courses. Still, this has become part of many students’ lives, along with their teachers'. In fact, some educators may dislike using their institutions’ central VLE, finding it restrictive, opting for “loosely coupled teaching” as noted by Martin Weller back in 2007 in “The VLE/LMS is Dead”. 

This is all real life for large numbers of students and educators these days, day in, day out. Should it continue to be referred to as “virtual” teaching and learning? Give it a thought and let me know what you think. It is a bit like wondering whether the novel coronavirus should continue to be referred to as “novel” indefinitely.

Word of the Year 2020

 

Unsurprisingly, the Merriam-Webster word of the year is pandemic, a word defining this era, as the dictionary editors put it. It earned this status not only due to an extreme number of lookups, but also based on increasing lookups year after year. There was a peak of interest in it in February 2020, after which there was no decline. By March 11, when the WHO confirmed that COVID-19 was a pandemic, searches had multiplied by over 115,000% compared with March 2019. The Greek origins of the word may be of interest: pan, meaning all, and demic, relating to demos, people. As one would expect, coronavirus was next on the list of Merriam-Webster, having multiplied more than 162,000% in the past year.

The Oxford English Dictionary could not settle on just one word of the year this time, publishing a report entitled “Words of an Unprecedented Year”. These include, besides terms such as coronavirus, COVID-19, lockdown, superspreader and social distancing, entries such as bushfire (mainly relating to Australia); impeachment and acquittal (mostly surrounding Donald Trump), and black lives matter, which spiked after the recent killing of African Americans.

Here are the words of the year of some other dictionaries:

Collins: lockdown

Dictionary.com: pandemic

Cambridge: quarantine, which – according to the editors – has gained a slightly new sense, synonymous with lockdown.

Let’s hope that, with the vaccine around the corner, the 2021 words of the year will revolve around vaccination, recovery, and brighter prospects for the world.