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Abstract: The article is devoted to the complex consideration of the concept of "virtual learning environment". The purpose of the study is to clarify the definition of "virtual learning environment" in the course of the scientific literature examining. The study of virtual learning environment begins with identifying the genesis of the phenomenon of virtuality. It also highlights a number of inherent features through the analysis of selected sources, and clarifies its definition. The author provides translation of a number of interpretations of the concept of "virtual reality" by the foreign authors. The advantages of virtual reality in teaching and learning set forth by M. Hamada in 2008 are listed. The terminological analysis of principal concepts is provided and their clarification in the process of comparison of the concepts of "information educational environment" and "virtual learning environment" is hypothesized. With the content analysis method, the commonalities and particular definitions of the studied concepts are identified. The more exact definition of the notions of "virtual education environment" and "information educational environment" based on the identified differences and similarities is set forth. Using an integrated approach to the definition of the studied concept, which allows to consider the research subject as a set of elements to be studied by the combination of the corresponding methods, we can make a conclusion about the complexity of the studied concept.