Developing a Virtual Smart Total Learning Environment for Future Teaching-Learning System

2020 ◽  
Author(s):  
Mohammad Ali Akour ◽  
Anupam Das
Keyword(s):  
Learning Environment ◽  
Learning System ◽  
Teaching Learning

scholarly journals Innovative Shift in Smart Learning Environment

2020 ◽  
pp. 36-44
Author(s):  
Hadya S. Hawedi ◽  
Abdulghader Abu Reemah A. Abdullah
Keyword(s):  
Learning Environment ◽  
Information And Communication Technologies ◽  
Learning Outcome ◽  
Learning System ◽  
Organizational Setting ◽  
Smart Learning Environment ◽  
Smart Learning ◽  
Learning Platform ◽  
Search Tool ◽  
Teaching Learning

Innovations in smart learning represent a domain of knowledge transfer platform to boost the effectiveness of the educational practices and learning outcome. The uniqueness of this form of electronic-assisted has been widely accepted as it provides its users with a powerful multi-search tool to access learning content that meet their intended needs. The transformative changes in the learning platform provide a flexible teaching/learning online outlet that has increasingly been adopted to improve learning outcome. In this study, the effectiveness of innovation in information and communication technologies (ICT) as a platform to rapidly transformed learning environment is discussed. Potential of smart learning environment is discussed and relevance of its flexibility in the learning environment and adaptable features for training workers in an organizational setting. This review extensively highlights the position of smart learning system in improving conventional learning and organizational practices that are limited in scope and their functioning environment.

scholarly journals Evaluation of MoblrN m-learning system: Participants’ attitudes and opinions

2020 ◽  
Vol 12 (3) ◽  
pp. 150-164 ◽  
Author(s):  
Nadire Cavus
Keyword(s):  
Learning Environment ◽  
User Profile ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Mobile Technologies ◽  
Report Generation ◽  
Analysis Technique ◽  
Mobile Learning Environment ◽  
Statistical Analysis Technique ◽  
Teaching Learning

The advance of pervasive technologies such as mobile technologies and various mobile devices has brought opportunities for educators to design and perform interactive learning activities and has also enabled educationalists to access the virtual learning environment anytime and anywhere without restrictions of time or place and without too much additional effort. The m-learning system, MobLrN, has been developed by the researcher. Different from the m-learning systems developed by other researchers, the MobLrN m-learning system contains all teaching/learning components for m-learning, such as access control, user profile, learning materials, assignments, self-tests, quizzes, performance measurement, announcements, and report generation. Thus, instead of using different systems for different activities, the instructors can use the developed mobile system for all of their teaching activities. The main porpuse of the study was to identify whether the developed m-learning system is acceptable or not as a mobile learning environment. Data were collected through a questionnaire. Descriptive statistical analysis technique and the percentage method were used. The obtained results confirm that the MobLrN m-learning system was deemed to be useful for instructors and students for the future. The system is oriented to anyone who may have an interest in mobile technologies, and all higher education institutes. Keywords: m-learning system; m-learning environment; m-learning; evaluation; distance learning      

scholarly journals Towards new roles for learners and teachers in a language learning system?

2012 ◽  
Vol 20 (1) ◽  
pp. 41
Author(s):  
Anne Chateau ◽  
Hélène Zumbihl
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Strategies ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Flexible System ◽  
Traditional Language ◽  
Teaching Learning ◽  
Pair Work ◽  
Pedagogical Goals

In a flexible language learning system, developed at a French university and gradually improved through Action Research, different elements are combined: individual work on a virtual learning environment (VLE), pair-work and counselling appointments. One of the objectives of the system is to help the students involved progress towards autonomy – defined as “the ability to take charge of one’s own learning” (Holec 1981: 3) or “as the capacity to take control over one’s own learning” (Benson 2001: 2) – in their learning of English. The implementation of the system involves a new conception of the different actors’ roles. Teachers become tutors, or counsellors, as defined by CRAPEL (Gremmo, 1995; Ciekanski, 2005) with new specific pedagogical goals (Bertin, Gravé & Narcy-Combes, 2010) and the learners have a new role to play. The introduction of two new guidance tools over the last years – a logbook, and specific sections in the existing forum of the VLE – were meant to help the students develop a reflexive approach and thus enhance autonomization, or developing learners’ capacity to learn (Holec 1990: 77), and, in a second time, to promote the development of collaborative learning strategies and encourage the students to use strategies which they would not primarily have thought of. The guidance tools used in this specific language learning environment such as the counselling appointments, the logbook, and the forum, may influence the roles played by the different actors, but also the representations they have of their own roles, which may have an impact on their motivation and thus on the autonomization process (Dickinson, 1995). From the creation of the flexible system five years ago, the research has studied a population of 610 students through quantitative and qualitative analyses (Chateau, 2008; Chateau & Zumbihl, 2010). Focusing on the results obtained with the last population of students, the paper discusses the differences between them and the previous populations, and in particular whether the evolution of the roles played by the different actors, as compared with traditional language teaching/learning situations, has been enhanced.

scholarly journals Perceptions of Students and Teachers towards the Semester System of Tribhuvan University

2019 ◽  
Vol 4 (1) ◽  
pp. 19-34
Author(s):  
Abatar Subedi
Keyword(s):  
Learning Environment ◽  
Positive Direction ◽  
University Teachers ◽  
Perceptions Of Students ◽  
Extra Curricular Activities ◽  
Teachers And Students ◽  
Ict Tools ◽  
Master Level ◽  
Teaching Learning ◽  
Academic Resources

This paper intends to analyze perceptions of students and teachers towards the semester system of Tribhuvan University (TU). The result of the study is based on the data collected through survey questionnaire from 40 university teachers and 194 master level students. The perception is discussed in terms of learning environment, resources, use of ICT tools, contents and activities. The findings show that the perception of teachers and students towards curriculum, teaching/learning environment, and regularity of classes and viability of semester system are in positive direction. However, the availability of learning resources and use of ICT tools in day to day teaching/learning are not in satisfactory way in the perception of the participants. Their perceptions also reveal that facilities of extra-curricular activities, play grounds and canteen are inadequate. Similarly, the teachers and students perceive that availability of both human and academic resources is inadequate. The students experience show that there is teacher domination in selection of teaching methods; less use of ICT materials to promote learning; difficulty in completing courses in the stipulated time and not timely declaring exam result. However, this system has encouraged and empowered creativity among students for learning.

Effect of Digital Pedagogy in Ierventions in Rural Areas

2021 ◽  
pp. 227-240
Author(s):  
Sona Ahuja ◽  
Diksha Yadav
Keyword(s):  
Academic Achievement ◽  
Rural Areas ◽  
Online Teaching ◽  
Tamil Nadu ◽  
Learning Experience ◽  
Learning System ◽  
School Students ◽  
Digital Pedagogy ◽  
Set Up ◽  
Teaching Learning

The present study provides a description of the model of interactive digital pedagogy for remote areas and its impact on pedagogical satisfaction and academic achievement of students. This pedagogical intervention was designed to enrich and supplement the teaching-learning experience in remote and underprivileged schools through the use of technology. An interactive online teaching-learning system was set-up using a digital pedagogy. 150 school students and 80 prospective teachers from three higher secondary schools of Madhya Pradesh and Tamil Nadu participated in the study. Pedagogical satisfaction and academic achievement of the school students who studied in this set-up were examined. The results revealed that active learning, technological competence and learner autonomy were enhanced in an online environment when compared to an offline environment.

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

To Design an Effective E-Learning System in the Civil Servants' Job-Training

2010 ◽  
Vol 171-172 ◽  
pp. 523-526
Author(s):  
Fu Lei Zhang
Keyword(s):  
Learning Environment ◽  
Job Training ◽  
Learning System ◽  
Chinese Government ◽  
Educational Training ◽  
Knowledge Based ◽  
E Learning ◽  
Learning Policies ◽  
Uniform Manner

The Chinese government is pursuing e-learning policies which makes job-training with a knowledge-based society. To explain more fully the important role of the e-learning environment, this article undertakes some typical examples of the governments' job-training under e-learning environment. The main problems in servants' job-training in China are the low quantity in the servants' training, short of restriction, the uniform manner in the training and less fairness and availability of opportunities for educational training. In order to develop the e-learning system, the civil servant's job training policies are provided and the measures of the effective e-learning system are designed.

scholarly journals School libraries, information gap and social inclusion in Papua New Guinea – Making it happen

2021 ◽  
Author(s):  
Marlene Filippi
Keyword(s):  
Learning Environment ◽  
Social Environment ◽  
Papua New Guinea ◽  
Social Inclusion ◽  
Local Community ◽  
New Guinea ◽  
School Libraries ◽  
Information Gap ◽  
The Social ◽  
Teaching Learning

School libraries, just like the school community, do reflect the social environment in which they operate. This is the story of the emergence of one such library, within Papua New Guinea and its development through the assistance of AUSAID. It looks at an idea – Resource Based Learning - which has enabled the local community to take ownership of a resource centre which will now be able to provide a true teaching/learning environment for all of the community. It is more than a collection of books! It has the beginnings of a vibrant active resource for the whole community.

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