ABSTRACT
Virtual learning environments (VLEs) are available as resources both for students and teachers to learn specific skills or knowledge. Distance virtual learning obviously has the advantage of availability at any time with a simple computer connection, does not eat into dedicated time, is available to all and can be accompanied by an assessment and even a certificate to warrant that learning has taken place (eg, TRIP Database, 2002). However, VLE programmes cannot encompass a great deal of variation, do not open up networks of communication and do not directly further community activity across professions. The centre could be linked to virtual learning environments or become linked to a managed learning environment (MLE). A computer network system that works consistently and provides means of access to quality information quickly and permits communication between teachers and students must be an essential resource for a centre to enhance learning and teaching, but the physical structure and facility does not in itself provide insight into what actions to take nor what motivates a community towards teaching enhancement.
