Digitally-Mediated Learning Environments and Information Literacy for Active Ageing: A Pilot Study

2020 ◽  
pp. 80-90
Author(s):  
Liliana Vale Costa ◽  
Ana Isabel Veloso ◽  
Fernanda Martins
Keyword(s):  
Pilot Study ◽  
Learning Environments ◽  
Information Literacy ◽  
Active Ageing ◽  
Mediated Learning

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

Students' Attitudes towards the Use of a Virtual Learning Environment with the Presence of Advertisements: Pilot Study

2021 ◽  
Vol 9 (2) ◽  
pp. 165-173
Author(s):  
MB Mutheiwana ◽  
KL Sharp ◽  
M Motale
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
South African ◽  
Learning Environments ◽  
Research Study ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Measuring Instrument ◽  
E Learning ◽  
Students Attitudes

Objective - As Higher Education Institutions (HEIs) begin to investigate how they can increase revenue and decrease costs, the Virtual Learning Environments (VLEs) already implemented in most HEIs may be the solution. The opportunity for including advertisements on a VLE allows HEIs to minimise the significant financial implications associated with the development and use of a VLE, without reducing the value of the service provided. While incorporating advertisements onto VLEs makes sense financially, there is limited knowledge on how students will respond to the presence of advertisements on VLEs. Consequently, this research study reports on the findings from a pilot study conducted to determine the legitimacy and reliability of a measuring instrument being employed to investigate students' attitudes towards the use of a VLE with the presence of advertisements at a South African university of technology. Methodology/Technique - A measuring instrument, including constructs of self-efficacy, technology experience, perceived ease of use, perceived usefulness, satisfaction, pre advert presence and post advert presence on a selected VLE was employed in this research study. A six-point Likert scale, ranging from 1= strongly disagree to 6= strongly agree was used to avoid the utilisation of a seventh scale item of neither agree nor disagree. After the initial pre-testing of the questionnaire, carried out to verify face and content validity, was completed, a non-probability, convenience, judgement sample of 50 students from a South African public higher education institution situated in the Gauteng province was taken. The gathered pilot data was analysed using the Statistical Package for Social Science (SPSS), Version 25.0. Findings - The findings indicate that the measuring instrument was deemed legitimate and reliable with regards to investigating students' attitudes towards the use of a VLE with the presence of advertisements. Novelty - Only one previous study has been conducted with regards to evaluating students' attitudes towards advertising on HEI VLEs, which was conducted in the UK. In addition, other studies closely related are concerned with students' attitudes towards e-learning and do not evaluate students' attitudes towards the use of a VLE with the presence of advertisements. Attitudes contribute to understanding the perceptions of students towards a VLE. Consequently, if HEIs are to incorporate advertisements on the VLEs used within HEIs, then evaluating the attitudes of the students enrolled at these HEIs, towards the use of a VLE with the presence of advertisements, is paramount. Type of Paper - Empirical. Keywords: E-learning, attitudes, virtual learning environments, advertisements, students, higher education institutions, South Africa. JEL Classification: I22, I23, M30, M31, M37 URI: http://gatrenterprise.com/GATRJournals/GJBSSR/vol9.2_6.html DOI: https://doi.org/10.35609/gjbssr.2021.9.2(6) Pages 165 – 173

Libraries, Information, and Course Management Systems

2011 ◽  
pp. 39-56
Author(s):  
Joan K. Lippincott
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Electronic Journals ◽  
Digital Videos ◽  
Policy Issues ◽  
Institutional Repositories ◽  
Virtual Services

Content owned or licensed by academic libraries, such as electronic journals, art image databases, and digital videos, provides a means to enhance curricula and allow for deeper learning by students. Lack of interoperability between library systems and course management systems (CMS) limits the use of library content within CMS. Learning environments, CMS, and institutional repositories must all interoperate since content can be used in many ways in both research and learning. Librarians can also add value to CMS if their virtual services — such as reference and information literacy — are integrated into the CMS. The content of CMS raises many policy issues which must be addressed by institutions.

Digital Citizenship in Participatory Culture

2017 ◽  
pp. 60-73 ◽  
Author(s):  
Valerie J Hill
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Virtual Worlds ◽  
Personal Responsibility ◽  
Participatory Culture ◽  
Digital Culture ◽  
Digital Citizenship ◽  
Presentation Of Self ◽  
Advantages And Disadvantages ◽  
Collaborative Learning Opportunities

Global participatory digital culture provides collaborative learning opportunities beyond physical walls and without time constraints. Learners connect across the planet in real time. The virtual representation of self requires understanding the personal responsibility for digital citizenship and information literacy. Both the presentation of self and evaluation of content in all formats are new challenges for learners of all ages, including the youngest students born into an age of sharing and connecting. Virtual learning environments may transform education and certainly provide both advantages and disadvantages for educators and learners. Understanding the personal responsibility for digital citizenship is imperative to identify the best practices of education in virtual spaces. This chapter focuses on digital citizenship and information literacy in virtual worlds, virtual reality, and immersive learning environments.

The Agile Teaching Library

2013 ◽  
pp. 191-206
Author(s):  
Mariela Gunn ◽  
Elizabeth W. Kraemer
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Learning Processes ◽  
Mediated Learning ◽  
Technology Infrastructure ◽  
University Campuses ◽  
Information Literacy Instruction ◽  
Informed Decisions ◽  
Computer Mediated ◽  
Agile Teaching

This chapter discusses several models of integrating information literacy instruction into computer mediated learning processes on university campuses with an eye towards the sustainability of each model, its advantages and limitations, as well as its demands on both personnel and the institution as a whole. We strive to provide professionals with the insights to make informed decisions suitable for their context in terms of pedagogical outcomes, organizational resources, and technology infrastructure.

Computer Mediated Learning

2011 ◽  
pp. 73-86
Author(s):  
Alison Ruth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Theory ◽  
Computer Mediated Communication ◽  
Online Learning Environment ◽  
Mediated Learning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Needs

This chapter proposes that Burke’s (1969) dramatistic analysis using the Pentad (act, scene, agent, agency, purpose) is a valuable methodological tool for investigating how learning theory offers a better understanding of mediated learning environments. It is argued that this framework provides a coherent and comprehensive consideration of learning and communication mediated by electronic means. Research into computer mediated communication needs to acknowledge the intertwining notion of the agents, acts and agency (mediation) within a specific scene, particularly in an online learning environment. Burke’s (1969) work provides a useful framework for discussing and describing a mediated environment and appears to be a valid framework within which to analyze different learning and communicative environments.

Application of E-Learning in Teaching, Learning and Research in East African Universities

2011 ◽  
pp. 914-927
Author(s):  
Michael Walimbwa
Keyword(s):  
Learning Environments ◽  
Eastern Africa ◽  
Learning Assessment ◽  
Digital Learning ◽  
Mediated Learning ◽  
East African ◽  
Makerere University ◽  
Curriculum Assessment ◽  
E Learning ◽  
Teaching Learning

The challenges of an increasingly borderless world, as seen in the advancements in information technology, have brought reform in universities and re-conceptualized what constitutes learning, teaching, and research. E-learning is often implemented as a response to increasing educational demand and an increasingly networked community. E-learning is considered as an interactive means to provide an alternative environment that stimulates practical learning and equips learners with the skills to manage technological change and innovations. This chapter evaluates the initial phase of e-learning, the importance of a rightful attitude, context, and instructional design in digital learning environments in Makerere University, Uganda, University of Nairobi, Kenya and University of Dar es Salaam, Tanzania. The increase in enrollment in these universities brings in many challenges in service provision, negatively affecting instruction, learning, assessment and research services. A crisis-solving approach is presented as stimulating a creative context for the meaningful introduction of e-learning. It is also discussed whether the environment created so far through computer-mediated learning motivates institutions to integrate e-learning further. The sample involved instructors and learners from three universities in three different countries of Eastern Africa. Findings conclude that an e-learning environment must be introduced by creating relevant awareness to change attitude and empower users with an authentic approach without too much technological complexity. Review of curriculum, assessment and training around e-learning environments are also imperative as these interrelated factors form part of the e-learning process.

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