Distance Learning for Students with Special Needs through 3D Virtual Learning

2014 ◽  
Vol 5 (2) ◽  
pp. 15-27 ◽  
Author(s):  
James M. Laffey ◽  
Janine Stichter ◽  
Krista Galyen
Keyword(s):  
Distance Learning ◽  
Special Needs ◽  
Teaching And Learning ◽  
High Functioning Autism ◽  
Virtual Learning ◽  
Autism Spectrum ◽  
Virtual Learning Environment ◽  
Small School ◽  
Small School Districts ◽  
Students With Special Needs

iSocial is a 3D Virtual Learning Environment (3D VLE) to develop social competency for students who have been identified with High-Functioning Autism Spectrum Disorders. The motivation for developing a 3D VLE is to improve access to special needs curriculum for students who live in rural or small school districts. The paper first describes a number of innovative features developed to translate a targeted curriculum and to undertake teaching and learning to meet special needs in a 3D Virtual Environment. Secondly the paper describes results from a field test of iSocial at 3 sites with 11 students. The results show promise for improvements in social competence, but also challenges for distance learning delivery of 3D VLE.

Distance Learning for Students with Special Needs through 3D Virtual Learning

2016 ◽  
pp. 594-607
Author(s):  
James M. Laffey ◽  
Janine Stichter ◽  
Krista Galyen
Keyword(s):  
Distance Learning ◽  
Special Needs ◽  
Teaching And Learning ◽  
High Functioning Autism ◽  
Virtual Learning ◽  
Autism Spectrum ◽  
Virtual Learning Environment ◽  
Small School ◽  
Small School Districts ◽  
Students With Special Needs

iSocial is a 3D Virtual Learning Environment (3D VLE) to develop social competency for students who have been identified with High-Functioning Autism Spectrum Disorders. The motivation for developing a 3D VLE is to improve access to special needs curriculum for students who live in rural or small school districts. The paper first describes a number of innovative features developed to translate a targeted curriculum and to undertake teaching and learning to meet special needs in a 3D Virtual Environment. Secondly the paper describes results from a field test of iSocial at 3 sites with 11 students. The results show promise for improvements in social competence, but also challenges for distance learning delivery of 3D VLE.

scholarly journals Geography Teacher Approach to Using Virtual Learning Environment in Education of Geography

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 118-126
Author(s):  
Rimantas Kontvainas ◽  
Marina Radčenko
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Motivation For Learning ◽  
Information And Communication ◽  
E Learning ◽  
Teachers Attitudes ◽  
Almost All

XX–XXI century technological breakthrough created a new ideology and philosophy of education that influenced all education system: new teaching and learning measures have created new teaching methods. Education of nowadays is associated with the use of information and communication tools. We often mentioned the words “virtual learning”, “distance learning” or “e-learning”. In general, these terms can be regarded as synonymous, because they generally mean a distance learning. Predicting the perspective of distance learning for this type of education has been established a special software that provides the proper functioning of various e-measures. This program is called open source virtual environments development software (usually just a “virtual learning environment” or in short VLE). In the period of 1996–2000 virtual learning environment has been created for distance education. In Lithuania the use of the virtual learning environment is growing. Almost all high schools have their own virtual environment. The interesting of VLE is growing and in the secondary schools. That is why it is important to find out what motivates teachers to use or not to use VLE. This article aims to analyze the geography teachers‘ attitudes towards education by using a VLE. The survey revealed that most of teachers, which are working with the VLE, indicates that virtual learning environment is useful, unlike teachers, who do not use VLE. They guess that virtual learning environment is useful only partly. Many teachers began using VLE to improve their classification and to make their traditional way of teaching more interesting. Teachers indicate that the VLE is improving learning process and its results, because teaching becomes interactive and therefore more interesting, resulting in increased motivation for learning.

Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education

2021 ◽  
pp. 1557-1579
Author(s):  
Li Hsien Ooi ◽  
Lay Huah Goh ◽  
Arathai Din Eak ◽  
Cheng Teik Ong
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Facilitation

Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.

scholarly journals Impact of Coronavirus 2019 on Students with Special Needs

2021 ◽  
Author(s):  
Ebrahim Rahbar Karbasdehi
Keyword(s):  
Special Needs ◽  
Emotional Disorders ◽  
Teaching And Learning ◽  
Disease Outbreaks ◽  
Well Being ◽  
Autism Spectrum ◽  
Children With Special Needs ◽  
School Closures ◽  
Students With Special Needs ◽  
Face To Face

Introduction: Emergency school closures are often used as public health interventions during infectious disease outbreaks to minimize the spread of infection. However, Over 80% of children in the world have had their education impacted by coronavirus. For children with special needs who receive special education services, access to face-to-face education and other resources at school is of particular importance. These services focus not only on academic achievement, but also on social, emotional, psychological and physical health and well-being. The American Academy of Pediatrics advocates for students to attend school in person. Students with special needs are divided into seven educational groups: hearing impairment, visual impairment, physical-motor disorders, intellectual disabilities, behavioral-emotional disorders, autism spectrum disorder, specific learning disorder, and severe and multiple disabilities. Each of these groups should have a different way of teaching and learning than other groups and normal students. For proper planning and accommodation of children with special needs, we must prioritize safety. In order for these students to be able to use rehabilitation services, face-to-face education conditions must be provided for them in accordance with health protocols.

Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education

2018 ◽  
pp. 154-176
Author(s):  
Li Hsien Ooi ◽  
Lay Huah Goh ◽  
Arathai Din Eak ◽  
Cheng Teik Ong
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Facilitation

Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.

scholarly journals Learning Analytics in a Virtual Learning Environment: the challenge of mapping socio-affective scenarios

2020 ◽  
Vol 8 (6) ◽  
pp. 190-204
Author(s):  
Jacqueline Mayumi Akazaki ◽  
Leticia Rocha Machado ◽  
Ketia Kellen Araújo da Silva ◽  
Patricia Alejandra Behar
Keyword(s):  
Social Interactions ◽  
Undergraduate Students ◽  
Social Relations ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Strategies ◽  
The Social ◽  
Visualization Of Data

Virtual courses are increasingly being offered in Brazil, making it imperative to develop technological resources and research to help in the teaching and learning processes in this modality. One approach is to analyze student's socio-affective profile in Virtual Learning Environments (VLE). The co-operative learning network (ROODA) VLE has two features called the Social Map (SM) and Affective Map (AM), which can both contribute to the visualization of data regarding social interaction indicators and students' moods in the environment. The SM presents the social relations formed through indicators, which are the absence; collaboration; the distance from the class; evasion; informal groups and popularity, enabling the identification of the participating subjects in the form of sociograms. The AM identifies students' moods graphically through indicators, which are excitement, discouragement, satisfaction, and dissatisfaction. Thus, this article aims to map the possible recurrent socio-affective scenarios in a VLE using Learning Analytics (LA). LA is defined as measurement, collection, analysis, and reporting of data about students and their contexts to understand as well as optimize learning and the environments in which it occurs. It can also contribute to the understanding of student's learning profile, based on social and affective aspects, thus allowing the teacher to develop pedagogical strategies consistent with the needs of each subject. The importance of integrating the possible social and affective scenarios was verified using LA, making it possible to deepen the comprehension of the subjective and qualitative questions regarding the students' interactions in the VLE. In this study, the scenarios are understood as the intersection between the Affective Map and Social Map indicators identified in a VLE. It has both a qualitative and quantitative approach. The choice is qualitatively justified because the research object involves social and affective phenomena that were subjectively expressed in texts and social interactions manifested in the ROODA VLE. It is quantitatively justified by the need to measure the mapping of socio-affective indicators through social parameters and moods applying LA. The subjects were undergraduate students who participated in distance learning courses at a Brazilian public university that used the ROODA VLE in the second semester of 2019. Data were collected from social and affective maps to identify if there was a relationship between them. As a result, based on the existing indicators of social interactions and moods, the socio-affective indicators were created using LA in order to analyze the students’ behavior in relation to the forms of interaction and communication that occur in the ROODA VLE.

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

Three Stages in the Social Construction of Virtual Learning Environments

2012 ◽  
pp. 1518-1529
Author(s):  
Ken Stevens
Keyword(s):  
Rural Communities ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Daily Basis ◽  
Virtual Learning Environments ◽  
Small School ◽  
Learning Partnerships ◽  
E Learning ◽  
Three Stages

Schools located in rural communities are often physically small in terms of the number of students who attend them in person on a daily basis, but through the introduction of e-learning partnerships, they can become large educational institutions based on the enhanced range of teaching and learning they can provide. Small school capacities can be enhanced by e-learning and the creation of virtual learning environments. Structurally, the capacity of schools can be enhanced by internet-based inter-institutional collaboration. Pedagogically, e-learning can enable schools to share teaching and learning within virtual learning environments spanning participating sites to facilitate student engagement with ideas, people and places in new, interactive ways. Three stages are identified in the development of teaching and learning in the virtual structures that complement traditional schools.

Cloud Computing Enabled Virtual Learning Environment

2013 ◽  
Vol 4 (3) ◽  
pp. 52-65
Author(s):  
Rabindra Ku Jena
Keyword(s):  
Cloud Computing ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Cost Effective ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Technological Advancement ◽  
Learning And Teaching ◽  
Information And Communication ◽  
E Learning

Recent advances in Information and Communication Technology (ICT) provide an opportunity to build a self growing and sharing virtual environment for teaching and learning. Cloud computing is one of the latest technological advancement in ICT domain. Cloud computing technologies have changed the way applications are developed and accessed. A Virtual Learning Environment (VLE) is a system for delivering learning materials to students via the web. Cloud computing is provides one of the most emerging cost effective solution for virtual learning and teaching environment. This paper discusses how cloud computing has been contributing to virtual learning environment and an overview of the current state of the structure of Cloud Computing based e-learning is discussed. The readers will also find a brief overview of cloud computing and the different efficient cloud based virtual learning models. Towards the end different offers from different cloud vendors are discussed.

Sign in / Sign up

Export Citation Format

Share Document