Application of new learning policy strategies within virtual environment

Abstract

The following research examines the modelling dimension of the virtual teaching/learning environment and its implementation practice. School com- munities working in a rapidly changing world undoubtedly face learning-re- lated challenges. As the tendencies of the teaching/learning change process become more evident, it is necessary to reflect on and substantiate the con- tours of modelling the virtual teaching/learning environment. When looking for new ways of conceptualising teaching/learning strategies, it is especially important to have a good understanding of the inclusive, operationalising con- text of the open learning space, adequately assess the elements of the content and anticipate the possible characteristics (features) of their expression. In the following article, the virtual teaching/learning environment modelling process is analysed by employing reflexive approaches. The modern school is moving towards the logic of organising teaching/learning services and revealing new directions of expression: skills, information, knowledge, learners’ networking and creation of learning values. The virtual teaching/learning environment is positioned as an inevitable vision that aims to put the learner at the centre of the learning process and for learning itself to be understood as a social pro- cess in which learners develop a trust-based learning culture and a personal- ised learning process, as well as apply different learning styles, methods, and techniques according to the purpose of the learning object. The aim of the new teaching/learning policy strategy is to create learning environments that en- able people of different talents and interests to receive appropriate learning, adapt to different life situations and goals, and reconcile, say, formal learning and self-education.