Adaptable and Collaborative Virtual Learning Environments Supporting Soft Skills

The adaptation of virtual learning environments (VLEs) into academic and business cultures has increasingly become a dominant factor in their operation. Often seen as avenues providing flexible solutions and attributing to new approaches in maintaining and applying learning opportunities, the implementation of e-learning has the potential to provide new approaches to satisfy the requirements of learning. However this powerful tool introduces an avalanche of ethical and social aspects to contend with. An incentive for the deployment of these environments is the promise of advancements provided through technology, such as improved usability and communication. There should be focuses on both the ethical and social aspects to deploying an educational community (Gerdsen, 2001). Although their application is usually in a supportive role, alongside conventional teaching practices, the additional resources to maintain these environments can sometimes outweigh practicality and be limited when utilised. These environments should be seen as the opportunity to manifest wisdom and skill through innovative approaches and provide participants with efficient methods to self-reflect via each other (Barajas & Owen, 2000). Are advancements in technology truly producing innovative and unconventional approaches, which provide a seamless transition from conventional classroom teaching? This paper examines the problems associated with the deployment of virtual learning environments to sustain knowledge through collaborative and adaptable learning and focuses on the problems associated with supporting soft skills online.