Reclaiming pedagogy in virtual learning environments: educator and student perspectives

Universities face intensifying pressures to do more with less as funding and staff numbers reduce, yet while Virtual Learning Environments (VLEs) are widely promoted in pursuing efficiency in delivery, their pedagogical potential for supporting personalised learning remains underdeveloped. This longitudinal study investigated how structured challenge and iterative reattempt opportunities can reconcile depth with scale across 21 UK institutions (n = 583 students, 25 educators). Participants engaged with short, scaffolded tutorials supported by automated, criterion-linked feedback and flexible opportunities for reattempt. Findings revealed that structured digital lessons promoted motivation, agency, and sustained participation, while educators reported greater efficiency, consistency, and reduced marking load. However, extracurricular delivery disadvantaged time – and financially-constrained learners, highlighting the need for embedded, equitable access within timetabled provision. The study demonstrates that learning deliberately designed for VLE delivery can deliver efficiency without disengagement, offering a scalable model for student-centred digital pedagogy in higher education.