Social Interactions in a Virtual Learning Environment: Development and Validation of the Social Map Tool

2017 ◽  
pp. 273-281 ◽  
Author(s):  
Magalí Teresinha Longhi ◽  
Ana Carolina Ribeiro Ribeiro ◽  
Fátima Weber Rosas ◽  
Leticia Rocha Machado ◽  
Patricia Alejandra Behar
Keyword(s):  
Learning Environment ◽  
Social Interactions ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
The Social ◽  
Development And Validation

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.

scholarly journals Social interactions in a virtual learning environment

2018 ◽  
Vol 6 (9) ◽  
pp. 23-41
Author(s):  
Gislaine Rossetti Madureira Ferreira ◽  
Leticia Rocha Machado ◽  
Patricia Alejandra Behar
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Social Interactions ◽  
Group Dynamics ◽  
Participant Observation ◽  
Group Formation ◽  
Group Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
The Right

This article deals with different strategies for group development in a virtual learning environment (VLE). For this purpose, we sought to investigate the organization and social interactions of students, during group dynamics that occurred in a distance education course. The methodology used in the research was qualitative and quantitative, with descriptive approach, classified as a case study. For data collection, we used the VLE ROODA communication tools (Forum, Contacts and Social Map), the environmental sociometry tool (Social Map), as well as participant observation and questionnaires. Thus, we analyzed the application of three group-formation strategies: random, chosen by the teacher and free choice. Interaction data categorization occurred within the virtual learning environment and was accomplished through the group development stages suggested by McClure. This study allowed us to determine that all three strategies are efficient for distance education, as long as the right time in class for the application of the strategy by the teacher is observed. This study aimed to elucidate the importance of using group work in distance education, especially for integrating students and enabling a greater number of social interactions in the virtual environment. Thus, the results confirm that the use of formation strategies can be effective for Distance Education, since the development of collective activities depends on cohesion and the mediation of conflicts between members of the group.

scholarly journals Social interactions in a virtual learning environment:

2018 ◽  
Vol 6 (9) ◽  
pp. 23-41
Author(s):  
Gislaine Madureira Rossetti Ferreira ◽  
Leticia Rocha Machado ◽  
Patricia alejandra Behar
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Social Interactions ◽  
Group Dynamics ◽  
Participant Observation ◽  
Group Formation ◽  
Group Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
The Right

This article deals with different strategies for group development in a virtual learning environment (VLE). For this purpose, we sought to investigate the organization and social interactions of students, during group dynamics that occurred in a distance education course. The methodology used in the research was qualitative and quantitative, with descriptive approach, classified as a case study. For data collection, we used the VLE ROODA communication tools (Forum, Contacts and Social Map), the environmental sociometry tool (Social Map), as well as participant observation and questionnaires. Thus, we analyzed the application of three group-formation strategies: random, chosen by the teacher and free choice. Interaction data categorization occurred within the virtual learning environment and was accomplished through the group development stages suggested by McClure. This study allowed us to determine that all three strategies are efficient for distance education, as long as the right time in class for the application of the strategy by the teacher is observed. This study aimed to elucidate the importance of using group work in distance education, especially for integrating students and enabling a greater number of social interactions in the virtual environment. Thus, the results confirm that the use of formation strategies can be effective for Distance Education, since the development of collective activities depends on cohesion and the mediation of conflicts between members of the group.

scholarly journals The Effects of a Pedagogical Agent’s Smiling Expression on the Learner’s Emotions and Motivation in a Virtual Learning Environment

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Tze Wei Liew ◽  
Nor Azan Mat Zin ◽  
Noraidah Sahari ◽  
Su-Mae Tan
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Agents ◽  
Pedagogical Agent ◽  
Motivational States ◽  
The Social ◽  
The Face ◽  
Negative Perceptions ◽  
Motivation And Learning

<p class="2">The present study aimed to test the hypothesis that a smiling expression on the face of a talking pedagogical agent could positively affect a learner’s emotions, motivation, and learning outcomes in a virtual learning environment. Contrary to the hypothesis, results from Experiment 1 demonstrated that the pedagogical agent’s smile induced negative emotional and motivational responses in learners. Experiment 2 showed that the social meaning of a pedagogical agent’s smile might be perceived by learners as polite or fake. In addition, qualitative data provided insights into factors that may cause negative perceptions of a pedagogical agent’s smile, which in turn lead to negative affective (emotional and motivational) states in learners. Theoretical and design implications for pedagogical agents in virtual learning environment are discussed in the concluding section of the paper.</p>

Proposal of an instrument to evaluate interaction spaces in a VLE

2019 ◽  
pp. 1-13
Author(s):  
Rubí Estela Morales-Salas ◽  
Daniel Montes-Ponce
Keyword(s):  
Learning Environment ◽  
Design Space ◽  
Collaborative Work ◽  
Virtual Learning ◽  
Interaction Space ◽  
Learning Objects ◽  
Traditional Education ◽  
Virtual Learning Environment ◽  
Discussion Forums ◽  
Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

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