Integration of digital libraries and virtual learning environments: a literature review

A complexidade inerente ao desenvolvimento de ambientes virtuais de aprendizagem e seus rudimentos tem sido foco de pesquisas desde que as tecnologias emergiram e se tornaram centro de diversas engrenagens socioculturais, acelerando o fluxo de informações. Neste sentido, o design vem sendo apontado como um dos elementos conciliadores deste cenário. Assim, a pesquisa interdisciplinar é um caminho adequado para melhor compreender a essência destes assuntos. A pesquisa tem como objetivo compreender a evolução, interdisciplinaridade e variáveis teórico-empíricas relacionadas ao desenvolvimento de interfaces para ambientes virtuais de aprendizagem e como o design influencia esse processo, identificando as escolas invisíveis, as possíveis lacunas e oportunidades de futuras pesquisas. Este artigo apresenta os resultados da pesquisa exploratória realizada com procedimentos de revisão sistemática da literatura em bases de dados eletrônicas, seguida de análise bibliométrica. Foram identificadas duas variáveis distribuídas em duas grandes áreas do conhecimento. Ao final, o artigo sugere novas pesquisas.This article presents the results of the exploratory survey of systematic literature review procedures in electronic databases, followed by bibliometric analysis. For this, were considered two variables (theoretical and empirical) related to the development of interfaces for virtual learning environments and the influence of design in this process, aiming to understand the evolution and interdisciplinarity of these variables, identifying invisible schools, possible gaps and opportunities future research. Among other conclusions, the research presents in its results a direct relationship between design and technology in the development of virtual learning environments, as evidenced in interdisciplinary work, from areas as Computer Science, Engineering and Social Sciences.

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Educação a distância no Brasil: comentários e desafios pedagógicos no ensino superior

Texto Livre Linguagem e Tecnologia ◽

10.17851/1983-3652.8.1.25-38 ◽

2015 ◽

Vol 8 (1) ◽

pp. 25-38

Author(s):

Pedro Camargo ◽

Valdir Lamim-Guedes

Keyword(s):

Distance Education ◽

Distance Learning ◽

Literature Review ◽

Learning Environments ◽

College Education ◽

Virtual Learning ◽

Educational Process ◽

Virtual Learning Environments ◽

Role Of Teachers

RESUMO: O trabalho aqui apresentado se propõe a discutir os rumos da Educação a Distância (EaD) no ensino superior brasileiro, a refletir acerca de suas particularidades, do papel do professor, do tutor, do currículo e das plataformas virtuais ao longo desse processo, além, é claro, do papel do aluno, que deve ser (mas nem sempre é) o ator principal do processo educacional. Para tanto, foi feita uma revisão bibliográfica sobre esses temas, apresentando-se neste artigo a conclusão de que, para um curso em EaD ser bem sucedido, necessita-se principalmente do esforço e da dedicação de cada aluno, além da comunhão de todos os personagens envolvidos.PALAVRAS-CHAVE: Educação a Distância (EaD). Ambientes Virtuais de Aprendizagem (AVA). Tutor. Professor. ABSTRACT: The paper is proposing to discuss the future of the Distance Learning (ODL) in Brazilian college education. It reflects on the particularities of this, the role of teachers, tutors, curriculum and virtual platforms throughout its process. In addition, it also reflects about the students’ role, which should be the main actor on the educational process – but is not always like this. Therefore, we did a literature review on these topics. In conclusion, for a full success on a distance education course, it’s mainly required the effort and dedication of each student, besides the communion of all characters involved.KEYWORDS: Distance Learning (DL). Virtual Learning Environments (EVIDA). Tutor. Teacher.

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Virtual Learning Environments in the Light of Mind Maps and Flashcards: a Systematic Literature Review

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol7.iss9.1713 ◽

2019 ◽

Vol 7 (9) ◽

pp. 104-113

Author(s):

Augusto Weiand ◽

Francieli Motter Ludovico ◽

Patrícia da Silva Campelo Costa Barcellos

Keyword(s):

Literature Review ◽

Foreign Language ◽

Learning Environments ◽

Systematic Literature Review ◽

Teaching And Learning ◽

Language Teaching ◽

Virtual Learning ◽

Foreign Language Teaching ◽

Virtual Learning Environments ◽

Mind Maps

Mind Maps' and Flashcards' techniques are widely used in various sectors for different purposes. The use of Mind Maps focuses on the elaboration of physical models representing the neural connections between certain subjects, as well as for projects organization, for educational purposes or as a way of presenting content. Flashcards, on the other hand, propose a learning methodology based on key points of the approached content, commonly used for Foreign Language teaching and learning. Thus, this Systematic Literature Review proposes a theoretical and exploratory research on the application of Mind Maps and Flashcards in Virtual Learning Environments (VLE). Through the analyzed bibliography, approaches which connect Foreign Language teaching and learning with Flashcards were found and the studies proved this association to be feasible. However, neither VLE based on Mind Maps or Flashcards were found, nor theoretical evidence describing the implementation of both methodologies together.

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Ανάπτυξη εκπαιδευτικών περιβαλλόντων

10.12681/eadd/28525 ◽

2009 ◽

Author(s):

Βικτώρια Μυρώνη

Keyword(s):

Web Services ◽

Learning Environments ◽

Digital Libraries ◽

Service Oriented Architecture ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Management Systems ◽

Metadata Management ◽

Learning Resource ◽

Service Oriented

Η διατριβή έχει σκοπό να παρουσιάσει την σχεδίαση ενός περιβάλλοντος προσανατολισμένο σε υπηρεσίες (Service Oriented Architecture (SOA)), για να διευκολύνει τις εκπαιδευτικές δραστηριότητες μέσω δια-δικτύου στα πλαίσια ενός η-πανεπιστημίου. Ο σκοπός είναι η ανάπτυξη και υποστήριξη ενός συνόλου διαλειτουργικών και δια-δικτυακών υπηρεσιών που υπάγονται σε κατάλληλα πρότυπα (standards). Επίσης έχει σχεδιαστεί η αναβάθμιση των εικονικών περιβαλλόντων μάθησης (Virtual Learning Environments) ενσωματώνοντας τα με τις ψηφιακές βιβλιοθήκες (Digital Libraries). Ο σχεδιασμός IVLEDL (Integration Virtual Learning Environments with Digital Libraries) στοχεύει στην αυτοματοποίηση των ηλεκτρονικών υπηρεσιών με την κατανομή των ηλεκτρονικών πηγών και των εκπαιδευτικών δραστηριοτήτων που μπορούν να υποστηριχθούν με την χρήση των σημασιολογικών τεχνολογιών. Τα συστήματα διαχείρισης ηλεκτρονικών πηγών (Learning Resource Metadata Management Systems) μπορούν να υποστηρίξουν τις αποθήκες δεδομένων ηλεκτρονικής μάθησης (learning resources repositories) δίνοντας βέλτιστη επαναχρησιμοποίηση της αποθηκευμένης πληροφορίας. Ο στόχος είναι ο σχεδιασμός ενός νέου μοντέλου ψηφιακών βιβλιοθηκών που θα διευκολύνει τόσο τους εκπαιδευόμενους, όσο και τους εργαζόμενους των βιβλιοθηκών να αναθεωρήσουν τον τρόπο που αυτοί αναπτύσσουν, χειρίζονται και παραδίδουν πηγές και υπηρεσίες. Εστιάζεται δε στον αντίκτυπο της τεχνολογίας στις η-βιβλιοθήκες για την δόμηση ενός συνόλου δια-λειτουργικών υπηρεσιών δικτύου βασιζόμενων σε SOA προσέγγιση που υπάγεται σε κατάλληλα πρότυπα. Η ιδέα είναι να δοθούν επίσης οντολογικές περιγραφές των Υπηρεσιών ιστού (Web Services) που θα επεξεργαστούν από κατάλληλα εργαλεία οντολογιών. Οι ψηφιακές βιβλιοθήκες έχουν κύρια επιρροή στον σχεδιασμό των συστημάτων ηλεκτρονικής μάθησης. Ακόμη έχει ολοκληρωθεί μία έρευνα για να καθορισθούν και να εξεταστούν οι κρίσιμες παράμετροι οι οποίες μπορεί να είναι σημαντικές στον σχεδιασμό ενός περιβάλλοντος ηλεκτρονικής μάθησης και να καθορισθούν κάποιες από τις συνθήκες, που τα πανεπιστήμια θα πρέπει να αναπτύξουν για να υποστηρίξουν ένα περιβάλλον ηλεκτρονικής μάθησης και να βελτιώσουν την διαδικασία μάθησης. Επίσης έχει γίνει η ανάπτυξη ενός μοντέλου εκπαιδευτικών περιβαλλόντων, πως μέσα από τα ήδη υπάρχοντα θα γίνει ένα ειδικό μοντέλο για 'e-universities’, ανάλογα με τις ανάγκες των εκπαιδευομένων και ορίζοντας ένα νέο θεωρητικό μοντέλο ψηφιακών βιβλιοθηκών βασιζόμενη στο 5S φόρμαλ μοντέλο. Η διατριβή μελετά διεξοδικά την ανάπτυξη των εκπαιδευτικών περιβαλλόντων διασύνδεσης, ψηφιακών βιβλιοθηκών με εικονικά περιβάλλοντα υιοθετώντας την τεχνολογία του Σημασιολογικού Ιστού.

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Constructing a dialogic pedagogy in virtual learning environments: A literature review

Teachers Work ◽

10.24135/teacherswork.v16i1and2.292 ◽

2019 ◽

Vol 16 (1 & 2) ◽

pp. 7-13

Author(s):

Sana Farooq ◽

Leon Benade

Keyword(s):

Literature Review ◽

Learning Environments ◽

Online Teaching ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Small Scale ◽

Pedagogical Practice ◽

Face To Face ◽

Dialogic Pedagogy ◽

Online Educators

This literature review is a condensed version of one prepared for a small-scale qualitative study of educators (Farooq, 2019) who have recently transitioned from face-to-face to online teaching at New Zealand tertiary providers of education. The study aimed to understand how online educators picked cues from the discussion platforms offered by virtual learning environments to critically reflect on their pedagogical practice, and the associated changes they made to help students achieve their learning outcomes. It critically assessed how dialogic pedagogy and critical reflection can be adapted to fit in the framework of virtual learning, and contrasted these philosophical ideas to the Western criticism of automation and de-professionalisation of universities in the wake of increased distance learning options provided by tertiary institutes. The findings were discussed within a post-intentional phenomenological framework. In what follows, significant literature that illuminates this question has been critically analysed.

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Exploring Self-Regulation Based Virtual Learning Environments Using Diary

Neuroscience and Biomedical Engineering ◽

10.2174/2213385203666150828233907 ◽

2015 ◽

Vol 3 (2) ◽

pp. 66-75

Author(s):

Mahmoud Mohamed Hussien Ahmed ◽

Chaklam Silpasuwanchai ◽

Naglaa Mohammed Fares ◽

Zeinab Mohamed Amin ◽

Abd El-Rahem Ahmed Ahmed Salama

Keyword(s):

Learning Environments ◽

Self Regulation ◽

Virtual Learning ◽

Virtual Learning Environments

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

IFLA Journal ◽

10.1177/03400352211018231 ◽

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.

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