Pre-Service Teachers' Perceptions of the Effectiveness of a Virtual Learning Environment to Support a Learner-Centred Approach

Abstract

The aim of the research was to apply a qualitative study approach to explore pre-service teachers' perspectives towards a virtual learning environment to establish the reasons to determine its effectiveness to support learner-centered approach. The population of the research included a total of 94 pre-service teachers, studying the last year of the Degree in Primary Education. The qualitative sample of the study was theoretical sampling, systematic, non-probabilistic, sequential, and cumulative. Qualitative data were collected through individual semi-structured interviews. The findings suggested participants' positive perspectives towards the VLE to support learner-centred approach in which they were placed at the centre of the learning process, created knowledge, and had the opportunity to develop an important set of skills needed in the current society and for lifelong learning. It was favoured a constructivist learning in a constructivist environment that involved the students in the development of knowledge having an active role.