MODELLING OF VIRTUAL LEARNING ENVIRONMENT: PRIORITIES OF A NEW LEARNING POLICY STRATEGY

Abstract

The research explores problem contexts of the modelling of virtual learning environment. School communities are facing learning difficulties under the rapidly evolving global conditions. Considering the tendencies in changing learning processes, it is essential to reflect upon and provide a basis for the contours of the modelling of a virtual learning environment. While in search of new learning conceptualization strategies, it is very important to properly understand the inclusive and activating context of open learning space, as well as to properly assess the content elements and anticipate the possible features of expression. The process of modelling of the virtual learning environment is analysed through reflexive approaches. The contemporary school is now moving onto the logic of organizing learning services, revealing new trends of expression: skills, information, knowledge, networking relations between learners and the creation of learning values. Virtual learning environment is positioned as an inevitable vision. This vision aims for the learner to be in the centre of learning, while learning itself would be understood as a social process, where learners create a confidence-based culture, design a course of personalized learning for themselves, apply different methods and styles of learning in regard to the objective of the learning object. The goal of the new learning policy strategy is to establish learning environments that would create conditions for people of different interests and capabilities to receive customized education, adapt to various life situations and aims, as well as combine formal learning and self-education. Keywords: virtual learning environment, modelling, new learning strategies, contexts of educational content, competences, priorities of educational policy.