Numerous open distance electronic learning (ODeL) institutions have embraced a virtual learning environment as a platform to facilitate e-learning. Although ODeL institutions have embarked on the use of a virtual learning environment (VLE), there is still a need to rethink e-learning processes to make content delivery exciting and interactive. The purpose of this study was to explore the experience of university staff using a VLE to study online courses. The use of VLE enhances content delivery, and university staff must embrace a new interactive learning environment to be on par with peers globally. The connectivism theory was adopted as a guiding framework to explore the staff experiences of a VLE. The use of VLE enhances content delivery and university staff have no choice but to embrace a new interactive learning environment to be on par with peers globally. As this study was empirical, a qualitative approach was used to sample seven staff members who studied e-courses using a VLE. This study was conducted at the University of South Africa (UNISA) which was a natural setting. The participants accessed the VLE within UNISA in their offices to share information with classmates globally. Data were gathered through an open-ended questionnaire. The thematical analysis was applied for analysis. Trustworthiness in this study was credibly maintained through member checking of each participant to confirm whether the information tallied with what transpired during the collection of data. The main research question that guided the gathering of data was: "What are the university staff members' perceptions of the use of a VLE?" The findings revealed that VLE was an enabler of content delivery as it is not bound to a specific time and place but can be accessed anytime and anywhere. It may be concluded that the use of VLE helped to develop the participants' digital skills and motivated them to design online learning courses. It is recommended that university staff be empowered to use other VLE interactive tools, to promote participation and engagement among the students, because VLE is not bound to a specific time frame or location.