scholarly journals Online Learning Space and Wisdom Teaching

2018 ◽  
Vol 176 ◽  
pp. 02026
Author(s):  
Yanxia Wu
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Learning Environment ◽  
Teaching Methods ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Individual Growth ◽  
Learning Space ◽  
Teaching Activities ◽  
The Individual

Online Learning Space is a virtual learning environment which has evolved with the development of information technology and the continuous deepening of educational concepts. The wisdom teaching is a teaching by using teaching methods and teaching strategies rationally based on the Online Learning Space, to complete the transition from knowledge to wisdom, so that students can become intelligent talents. The wisdom teaching has two goals: to promote the individual growth and to foster innovative talents. Online Learning Space in different stages provides different support for Wisdom teaching activities, and realizes the goal of Wisdom teaching in different degrees.

Pandemonium, panic and the pandemic: implications for human resource development from an unplanned shift to online learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Petra A. Robinson ◽  
Maja Stojanović ◽  
Zachary Z. Robinson ◽  
Renata Russo Lyons
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Human Resource Development ◽  
Human Resource ◽  
Teaching And Learning ◽  
Resource Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Multiple Perspectives ◽  
Content Type

Purpose This paper aims to explore the experiences of a high school senior, a doctoral student, a university professor and an online academic coach with a rapid, unplanned shift to online learning in the USA during the COVID-19 pandemic to understand the challenges and distinct skills they identify as essential for success in a 100% virtual learning environment. Design/methodology/approach Through scholarly personal narratives (SPNs), the researchers shared details and authentic knowledge regarding their experiences and perceptions of successful teaching and learning in a 100% online learning environment. Findings The main goal was to identify necessary skills for success in a 100% virtual learning environment resulting from an unplanned shift. The findings show a need for learner and teacher self-directedness in developing a variety of nontraditional, critical literacies. Originality/value In light of the imposed and unplanned educational shifts in teaching and learning, this study has strong practical implications for human resource development offered through an analysis of multiple perspectives. This research may lead to a better understanding of how, in a period of rapid, unexpected shifts, individuals need to use self-directedness to leverage personal and professional development opportunities to adapt and succeed in the new environment. Additionally, the authors use an innovative critical theoretical framework to outline the skills the participants report as useful for success in an online classroom during a period of rapid, unexpected shifting.

scholarly journals Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment

2020 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Bryce Antony
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Structured Learning ◽  
High Tech ◽  
Self Healing ◽  
Dynamic Learning ◽  
Learning Space

Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment  Context and motivation: Containers are transforming modern application infrastructure, providing advantages for accessibility and allow many instances of existing legacy applications to be run at the same time on the latest operating systems. This can implement an ideal virtual learning environment which offers a dynamic learning space where instructors upload activities and resources to enhance learning. The goal is to provide a structured learning environment suited to both the student and the instructor, where materials are easily accessed, and that many files can be transferred at one time. The system should cope with the demands of many students occupying the same virtual learning space, providing each student with individual learning experiences. There are challenges when instructors attempt to adapt the learning environment to meet the learning objectives. Technology barriers to the education provider, primarily in the form of high cost of technology infrastructure requirements need to be overcome before widespread adoption of a virtual learning environment is seen. The potential to overcome these barriers through the application of containerisation provides the motivation behind this presentation (Katz & Council of Independent, 2016; Puvaneswary & Siew Hwa, 2019).   What will be demonstrated in this presentation? The use of containers provides the ability to supply many instances of the same application running on a single machine. Each instance is isolated, along with any associated dependencies, allowing efficient utilisation of system resources, such as processing and memory. The presentation will demonstrate how many instances of the same application can be activated and the resource advantages gained. The presentation will show a system that has been used to provide a complex structured virtual learning environment to level 7 students and discuss how the system was utilised to provide a positive, individualised learning experience to the students. Security and confidentiality is maintained within each containerized instance. The presentation will show how the system can be configured to be self-healing, respond to scheduling, and to automatically restart single instances as required.   The implications for future practice The presentation will show how the advantages of containerization can be integrated at many levels of the virtual learning environment, providing many separate and individual instances of the same application. The number of instances can be easily adjusted as required, and resources are automatically allocated, reducing support overhead and cost of infrastructure. The implications are that each instance can provide a unique experience to each student, whilst reducing the workload of the instructor, and minimizing the cost to the education provider.     References Katz, P. M., & Council of Independent, C. (2016). High-Tech or High-Touch? Online Learning and Independent Higher Education. Innovations in Teaching and Learning. Research Brief 5: Council of Independent Colleges. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED569215&site=eds-live Puvaneswary, M., & Siew Hwa, Y. (2019). Navigating the Shortcomings of Virtual Learning Environments Via Social Media. International Journal of Virtual and Personal Learning Environments (IJVPLE), 9(2), 1-14. https://doi.org/10.4018/IJVPLE.2019070101    

scholarly journals Exploring the Pros and Cons of Implementing Flipped Classroom in a Virtual Learning Environment in Mathematics 7

2021 ◽  
Vol 13 (2) ◽  
pp. 61-75
Author(s):  
Anton A. Romero ◽  
Edarlyn D. Angeles
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Relevant Information ◽  
Virtual Learning Environment ◽  
Student Centered ◽  
Learning Groups ◽  
Pros And Cons

Effective implementation of virtual learning has been a challenge encountered by many teachers. This paper investigates the experiences of twenty (20) grade seven students from a university exposed to virtual learning using the flipped classroom model in Mathematics. The informants were chosen from eight learning groups (LG) enrolled in online learning from 2020-2021. The study employed a case study design and used the Clarke and Braun thematic analysis (TA) approach to interpret the qualitative data. It used individual interviews, focused group discussions (FGD), and interviews with parents and teachers to collect relevant information. Google Meet was used to gather the data needed. This study aims to address the challenges encountered by the implementation of virtual classes during the pandemic. It also seeks to explore the pros and cons of putting the flipped classroom approach into practice in a virtual learning environment. The findings revealed that the flipped classroom approach could be an effective strategy in enhancing students’ positive attributes toward learning and socialization in an online learning environment. Also, the teacher could transform the teaching and learning process into a more student-centered classroom in which assessment could be carried out effectively. For future purposes, researchers could address the cons of this study by integrating anecdotal records and performance trackers into the new flipped classroom model developed.

scholarly journals A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning

2021 ◽  
Vol 18 (4) ◽  
pp. 184-205
Author(s):  
Lesley Andrew ◽  
◽  
Ruth Wallace ◽  
Ros Sambell ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Peer Observation ◽  
Learning And Teaching

The global COVID-19 pandemic has necessitated a rapid shift to online delivery in higher education. This learning and teaching environment is associated with reduced student engagement, a crucial prerequisite of student satisfaction, retention and success. This paper presents a case study that explored student engagement in the synchronous virtual learning environment, during the mandatory move to exclusive online learning in Australian higher education in April to June 2020. Three university instructors used the Teaching and Learning Circles Model to observe a series of their peers' synchronous virtual classrooms, from which they reflected on ways to enhance their own practice. The findings demonstrate how student engagement in these classrooms can be strengthened across the four constructs of Kahu and Nelson’s (2018) engagement conceptual framework: belonging; emotional response; wellbeing and self-efficacy. The case study also reveals limitations of the synchronous virtual environment as a means of supporting student engagement in the online learning and teaching environment, and proposes ways to address them. Against emerging reports of increased mental health issues among isolated university students during the current pandemic, the case study's recommendations to improve student wellbeing and belonging are particularly salient. This article also highlights the usefulness of the Teaching and Learning Circles Model of peer observation as a way to guide its participants' reflections on their own practice, support their collegiality with academic peers and build their confidence and competence in the synchronous virtual learning environment.

Examining Race Hate Crime with Students using a Cross Cultural International Virtual Learning Environment (VLE)

2012 ◽  
pp. 985-1004
Author(s):  
Julian Buchanan ◽  
Steve Wilson ◽  
Nirmala Gopal
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Hate Crime ◽  
International Student ◽  
Social Issues ◽  
Virtual Learning ◽  
The United States ◽  
Cross Cultural ◽  
Virtual Learning Environment ◽  
The University

This chapter explores the use of a Virtual Learning Environment (VLE) to bring together students in criminology and social work from three universities across the globe (the University of KwaZulu-Natal in South Africa; the University of Washington in the United States of America; and Glyndwr University in Wales, United Kingdom), to examine the issue of racism and hate crime. The chapter provides a detailed case study of an online learning environment constructed to facilitate a four week international student conference. The chapter draws strongly upon the student experience and voice, extracted from the anonymous completion of online questionnaires at the end of the conference. The student narrative is supplemented by the experiences of the three authors who facilitated and managed the online learning process. The chapter explores the educational opportunities and limitations in respect of: online learning generally; the cross cultural shared experience; and in terms of engaging students in investigating global social issues.

Examining Race Hate Crime with Students using a Cross Cultural International Virtual Learning Environment (VLE)

2010 ◽  
pp. 93-113
Author(s):  
Julian Buchanan ◽  
Steve Wilson ◽  
Nirmala Gopal
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Hate Crime ◽  
International Student ◽  
Social Issues ◽  
Virtual Learning ◽  
The United States ◽  
Cross Cultural ◽  
Virtual Learning Environment ◽  
The University

This chapter explores the use of a Virtual Learning Environment (VLE) to bring together students in criminology and social work from three universities across the globe (the University of KwaZulu-Natal in South Africa; the University of Washington in the United States of America; and Glyndwr University in Wales, United Kingdom), to examine the issue of racism and hate crime. The chapter provides a detailed case study of an online learning environment constructed to facilitate a four week international student conference. The chapter draws strongly upon the student experience and voice, extracted from the anonymous completion of online questionnaires at the end of the conference. The student narrative is supplemented by the experiences of the three authors who facilitated and managed the online learning process. The chapter explores the educational opportunities and limitations in respect of: online learning generally; the cross cultural shared experience; and in terms of engaging students in investigating global social issues.

Exploring the Virtual Learning Environment

2011 ◽  
pp. 906-911
Author(s):  
Teresa Torres-Coronas
Keyword(s):  
Information Technology ◽  
Learning Environment ◽  
Education System ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Future Research ◽  
Post Graduate ◽  
Face To Face ◽  
New Learning ◽  
Considerable Impact

Education has traditionally been conducted face-to-face, with professors performing outstanding magisterial classes in front of the learners. During the centuries, students and professors have shared the same time and same space frame. Nowadays, things are quite different. Information Technology (IT) is a reality affecting the whole education system from primary school to post-graduate education. IT has a considerable impact on the learning providers, on the learning process itself and, of course, on any agent involved in the process. The aim of this article is to explore this fascinating new learning world. To do this, we discuss the following main two elements: the plethora of terms related to virtual learning and, the dimensions of a virtual learning environment. Finally, some suggestions are made for future research in this field.

scholarly journals LEARNING TOOLS INTEROPERABILITY – НОВИЙ СТАНДАРТ ІНТЕГРАЦІЇ ДЛЯ ПЛАТФОРМ ДИСТАНЦІЙНОГО НАВЧАННЯ

2015 ◽  
Vol 47 (3) ◽  
pp. 167
Author(s):  
Oleksandr A. Shcherbyna
Keyword(s):  
Information Technology ◽  
Learning Environment ◽  
Management System ◽  
Learning Management System ◽  
Distributed Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Technology In Education ◽  
Learning Tools ◽  
Standard Learning

For information technology in education there is always an issue of re-usage of electronic educational resources, their transferring possibility from one virtual learning environment to another. Previously, standardized sets of files were used to serve this purpose, for example, SCORM-packages. In this article the new standard Learning Tools Interoperability (LTI) is reviewed, which allows users from one environment to access resources from another environment. This makes it possible to integrate them into a single distributed learning environment that is created and shared. The article gives examples of the practical use of standard LTI in Moodle learning management system using External tool and LTI provider plugins.

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