Schools are failing to make the most of the internet to teach pupils online, according to Ofsted.

The education regulator said that pupils wanted to use computers to access lessons around the clock — even in the middle of the night and on Christmas Day — in its first ever evaluation of Virtual Learning Environments (VLEs).

But most schools and colleges are failing to set up comprehensive interactive websites, which can revolutionise education by allowing pupils to catch up on missed classes or giving parents the chance to see what homework has been set.

The Ofsted report found: “In most of the provision surveyed, the use of virtual learning environments to enhance learning was not widespread.

The exploitation of VLEs at curriculum level resembled more of a cottage industry than a national technological revolution. “The best allowed learners to reinforce their routine work, or catch up on missed lessons. In those cases the material offered was fun and helpful. In the least effective examples, documents had been dumped on the system and forgotten.”

Schools put notes and handouts on the VLE website, plus schemes of work, dates for assignments, links to other websites, presentations, video clips and practice tests.

Ofsted analysed 41 colleges, schools and other “learning providers”. It said that 35 of these offered virtual learning, but none gave comprehensive cover in every subject area.

Most schools and colleges were not particularly anxious about the cost (although smaller institutions said that they struggled with this). However, many establishments voiced concern about finding the time for staff to produce materials for virtual learning, and this was seen as a major challenge by some. The report said: “The main resource concern for all those surveyed was the unquantified cost of teaching staff to develop material for use on the intranet, and the routine work of specialist staff in maintaining the system and supporting tutors. “College estimates of the maintenance staff costs ranged from £1,000 to £50,000 a year.”

Teachers also worried feared that pupils without home computers could be left fall behind. Ofsted said: “There has been an expectation from the Government that increased use of technology should enhance learning. “Although much work is being done to introduce VLEs, their positive impact on learning is not yet obvious.”

Inspectors found that all schools and colleges that offered virtual learning were good in at least one subject, but none was good in all areas.

Many were still developing their full use, but the report said that this had been slow to take off.

Examples of good practice that it gave included a sports teacher who had uploaded videos showing an ideal high jump compared with a pupil’s attempt.

For one adult cookery class, recipes and shared tips and advice were provided.

Schools providing virtual learning said that students were more motivated and could catch up on missed lessons. This helped excluded pupils, and was useful for both children and teachers with regard to assignments and coursework.

Pupils who enjoyed very good virtual learning materials in one subject area, were frustrated that this was not replicated across the board, the report said.

“Girls tended to use the VLE in the early evening, while boys used it more often late at night,” the report said of one college’s research. “There were examples of VLEs being used on Christmas Day and in the middle of the night.

<NO>“Staff particularly welcomed the use of virtual learning to manage assigments. They felt this had largely solved arguments about whether deadlines had been met and whether learners had received feedback.”

One school had a section of its intranet designed for use by parents, so they could access school work and help their children. They could see details of assignments and projects.

Christine Gilbert, Ofsted’s chief inspector, said: “Our survey shows that “Virtual learning environments can help to enthuse learners, by allowing them to reinforce lessons seen in the classroom, catch up on missed work and improve their knowledge. However, they are still in the early stages of development.”

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