Student activity and learning outcomes in a virtual learning environment

2008 ◽  
Vol 11 (2) ◽  
pp. 153-162 ◽  
Author(s):  
Kalle Romanov ◽  
Anne Nevgi
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Student Activity

scholarly journals Individualization and Differentiation of the Content of Primary Education by Using Virtual Learning Environment “EDUKA class”

Pedagogika ◽  
2018 ◽  
Vol 130 (2) ◽  
pp. 131-147 ◽  
Author(s):  
Renata Kondratavičienė
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Primary Education ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Process Data ◽  
Teaching Environment ◽  
Quantitative Survey ◽  
Virtual Teaching

The article reveals the concept of individualization and differentiation of curriculum content in a real and virtual learning environment. It examines how the virtual learning environment (EDUKA class) features the ability to personalize and differentiate tasks, use digital textbooks and virtual material, provide and receive feedback, monitor progress and learning outcomes, and help to individualize and differentiate the content of elementary education at school. In order to evaluate the use of the core functions of the virtual teaching environment “EDUKA class” – working with groups, tasks and lesson material, feedback and learning outcomes and tracking progress - to differentiate and personalize the content of primary education, a quantitative survey was conducted - a written survey of respondents. It took place in 2017 from June to August, 109 Lithuanian primary school teachers were actively interviewing the virtual learning environment “EDUKA class” in the learning process. Data received by respondents in response to closed questions were analyzed by the SPSS (Statistical Package for Social Sciences) for Windows 17.0 program. Descriptive statistics used for quantitative survey processing. The qualitative analysis (i. e. content analysis) was used to analyze the answers to open questions in the questionnaire. The results of the research showed that in the virtual teaching environment “EDUKA class”, the teacher quickly and comfortably divides students into homogeneous groups according to their talents, progress, inclinations, interests. Based on the individual differences of pupils, the teacher creates open-ended tasks and closed-ended tests in accordance with the complexity of the group’s students. Conducts teaching materials (files, links) created and used in the educational process. Environment The “EDUKA class” facilitates teacher work by differentiating learning content, monitoring student learning outcomes and progress by providing feedback to students and their parents.

scholarly journals A Mediated Approach to the Virtual Learning Environment (VLE)

2021 ◽  
Vol 10 (2) ◽  
pp. 1-10
Author(s):  
Robert Akinade Awoyemi ◽  
Richard Oluwadolapo Awoyemi
Keyword(s):  
Learning Environment ◽  
Technology Acceptance ◽  
Learning Outcomes ◽  
Technology Acceptance Model ◽  
Technological Development ◽  
Academic Library ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Library Users ◽  
Acceptance Model

This paper examines the Virtual Learning Environment (VLE) in relation to its implication for academic libraries in the 21st century. It sheds light on how technological development has had major impacts in the academic library, with regards to how information is being constructed, transmitted and accessed by library users. In the course of this discourse it was deduced that students constitute a significant percentage of the academic library users. The technological development in the academic sphere has enabled ubiquitous interactions between students and teachers, in which students are enabled to learn and communicate with their teachers from remote locations, thus inducing the notion of VLE. The VLE is regarded as technological-based environment where learners are enabled to access learning outside the classroom. With the aid of VLE students are granted ownership of their learning process, thus ensuring positive learning outcomes. Finally, the Technology Acceptance Model (TAM) was employed to serve as the theoretical basis of this discourse.

scholarly journals Problematika Dalam Pembelajaran Berbasis Virtual Learning Environment (VLE) Terhadap Siswa dan Guru SMA/MA Pada Materi Biologi Di Masa COVID-19

2021 ◽  
Vol 3 (01) ◽  
pp. 93-103
Author(s):  
Tomi Apra Santosa ◽  
Lufri Lufri ◽  
Zulyusri Zulyusri
Keyword(s):  
Qualitative Research ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Motivation To Learn ◽  
Teaching Materials ◽  
Data Presentation ◽  
Analysis Techniques ◽  
Network Disruptions

The research aims to find out the problem of Learning based on Virtual Learning Environment (VLE) for high school / MA students in biological materials in the COVID-19 era. This research is qualitative research with a fenomenology approach. Data collection techniques in research are observations, interviews, and questionnaires. The technique of ensuring the validity of data is triangulation. Data analysis techniques are data reduction, data presentation, and data verification. The results of the study can be concluded that SMA Negeri 12 Kerinci students have difficulty in understanding the concepts and learning materials and teachers has difficulty in practicing and evaluating learning outcomes, SMA Negeri 4 Kerinci students lack motivation and participation in learning and teachers have difficulty in making teaching materials, and MAS Koto Rendah students often experience internet network disruptions, students are less active in learning, and students have low motivation to learn virtually and teachers have difficulty in making teaching materials and explaining materials.

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.

scholarly journals Self-Regulation using Moodle Virtual Learning Environment (VLE) in Solar System Practice

2021 ◽  
Vol 1779 (1) ◽  
pp. 012072
Author(s):  
BR Rosyadi ◽  
Khoirun Nisa ◽  
Irfan Afandi ◽  
Fathor Rozi ◽  
Ahmad Fawaid ◽  
...  
Keyword(s):  
Solar System ◽  
Learning Environment ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environment
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