Selecting information products and services to embed in a virtual learning environment to support engineering undergraduates in a blended learning context

2020 ◽  
Vol 41 (6/7) ◽  
pp. 579-591
Author(s):  
Lesego Makhafola ◽  
Martie J. Van Deventer
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Structured Interview ◽  
Virtual Learning Environment ◽  
Learning Context ◽  
Online Questionnaire ◽  
Design Data ◽  
Content Type ◽  
Information Products

PurposeThe purpose of this study was to understand what role undergraduate third- and fourth-year students expect librarians to play in an online learning environment and to determine what information products, training and other services the students expected librarians to embed.Design/methodology/approachThis case study used a convergent parallel mixed methods design. Data were collected from both students and lecturers. An online questionnaire was used to collect mainly quantitative data from the undergraduates while a semi-structured interview schedule was used for in-depth discussions with lecturers.FindingsContrary to what was expected, engineering students regarded access to an embedded librarian as important. Lecturers prefer that a separate, mandatory module is created and embedded in the learning environment. Product and service expectations were not surprising, but there are gaps to fill when it comes to training needs.Research limitations/implicationsThe research sample was small and therefore generalizations are not advisable.Originality/valueThe research holds value to stakeholders involved in the teaching and learning of engineering subjects. Librarians embarking on the process of embedding their services online should also find the results useful.

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.

Teaching, virtually: a critical reflection

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lisa Powell ◽  
Nicholas McGuigan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Accounting Education ◽  
Educational Transformation ◽  
Content Type ◽  
Face To Face ◽  
Face To Face Learning ◽  
The Impact

Purpose The purpose of this paper is to present critical educator reflections on the pivot from the traditional physical accounting classroom to the virtual learning environment amidst COVID-19 pandemic lockdowns. Design/methodology/approach This paper outlines the reflexive experiences of two accounting educators on their scholarly journey into virtual learning and their inhabiting of the virtual accounting classroom. We adopt a critical stance in exploring what has been lost and insights gained. Findings We heed caution in the ongoing reliance on digital technologies and virtual learning that strip accounting education of its richness and complexity. Although the virtual learning environment brings with it benefits of accessibility and flexibility, it fails to replace the complexity of human connection, authenticity and informal spontaneity found in face-to-face learning. We further contend that COVID-19 presents an opportunity to rethink accounting education. We encourage educators to embrace this opportunity as a force for educational transformation; to reimagine an accounting education that embraces change, ambiguity and humanistic qualities such as empathy, compassion and humility. Originality/value Our critical educator reflections explore the impact of COVID-19 on the humanistic qualities at the heart of education and on the future of accounting education. This paper contributes to the scholarship of teaching and learning during global pandemics and other crises.

scholarly journals Docentes da Educação de Jovens e Adultos: uma experiência de formação continuada em Ambiente Virtual de Aprendizagem

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Fabrícia Cristina Gomes ◽  
Glaucia Da Silva Brito
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Learning Environment ◽  
Continuing Education ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Training Experience ◽  
Online Questionnaire ◽  
Education Network

Resumo: Este artigo é fruto da análise de uma experiência de formação continuada de professores da Educação de Jovens e Adultos (EJA) no âmbito do uso das Tecnologias Digitais de Informação e Comunicação (TDIC) como estratégia para ensinar e aprender. Visando abordar a questão das tecnologias na EJA pelo viés da formação docente, foi elaborado e desenvolvido um curso em formato bimodal, no qual os professores fizeram uso de Ambiente Virtual de Aprendizagem (AVA) para o desenvolvimento das atividades à distância. O curso foi ofertado aos docentes da EJA da Rede Municipal de Ensino (RME) de Curitiba-PR e foi elaborado a partir de uma consulta feita junto aos professores dessa modalidade de ensino, a fim de verificar quais eram seus anseios e suas necessidades acerca da formação continuada para uso e apropriação dos recursos tecnológicos digitais disponíveis nas escolas (laboratório de informática, netbook educacional, lousa digital, internet, entre outros). Para fins de escrita deste artigo, nos centramos na percepção dos professores acerca da utilização do AVA em seu processo de formação continuada. Neste processo, coletamos os dados por meio de questionário online e fizemos a análise das respostas obtidas fundamentados nos princípios da análise de conteúdo (BARDIN, 2010). Com a realização do estudo, constatamos que os docentes evidenciam o uso do Ambiente Virtual de Aprendizagem como algo positivo, mas exploram-no ainda apenas como visitantes (SCHERER, 2005). Palavras-chave: Formação de Professores. Ambiente Virtual de Aprendizagem. Educação de Jovens e Adultos. TEACHERS OF YOUTH AND ADULT EDUCATION: A CONTINUING EDUCATION EXPERIENCE IN VIRTUAL LEARNING ENVIRONMENT Abstract: This article is the result of analysis of an ongoing training experience of teachers from the Youth and Adult Education (EJA) in the use of Digital Technologies of Information and Communication (TDIC) as a strategy for teaching and learning. Aiming to address the issue of technology in adult education from the angle of teacher training, it has been designed and developed a course in bimodal format, in which teachers made use of Virtual Learning Environment (AVA) for the development of activities at a distance. The course was offered to adult education teachers of Municipal Education Network (RME) of Curitiba, PR and has been prepared from a consultation held with the teachers of this type of education in order to verify what their desires and their needs on the continuing education for use and appropriation of digital technology resources available in schools (computer lab, educational netbook, digital whiteboard, internet, etc.). For the purpose of writing this article, let us focus on the perception of teachers on using the AVA in their continuing education process. In this process, the data collected through online questionnaire and made the analysis of the responses based on the principles of content analysis (BARDIN, 2010). With the study, we found that teachers show the use of Virtual Learning Environment as a positive thing, but exploiting it still just as visitors (SCHERER, 2005). Keyword: Teacher Training. Virtual Learning Environment. Youth and Adult Education.  

scholarly journals Students’ satisfaction with learning experience in Covid-19 imposed virtual learning environment

2021 ◽  
Vol 8 (29) ◽  
pp. 124-131
Author(s):  
Marijana Prodanović ◽  
Valentina Gavranović
Keyword(s):  
Learning Environment ◽  
University Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning Environment ◽  
Common Denominator ◽  
Learning Context ◽  
Students Satisfaction

The organisation of the overall teaching and learning process during the ongoing pandemic has brought to light a complex range of educational aspects which need to be considered while reexamining and reevaluating the quality of teaching practices. The unavoidable criterion relevant for creating a meaningful educational context includes students’ perspectives and thoughts on these aspects of the processes they are active participants of. This paper focuses on university students‘ satisfaction with various aspects of online teaching and learning organisation. It reports on the answers the respondents, students majoring in English, gave to the Students‘ Satisfactory Survey, which consisted of a set of five-point Likert scale and one open-ended questions. The aim of this study is to investigate how satisfied the university students are with the online teaching-learning context – its overall organisation and the quality of lectures organised, delivered and assessed in a virtual environment. The results to a set of closed-ended questions are represented with statistic data and followed by the descriptive narrative, and the answers to the open-ended question are classified according to a common denominator, and subsequently analysed and discussed. The answers analysis shows that the majority of students have a rather positive attitude towards the online learning environment, and it also points to the aspects which can be improved.

scholarly journals Accompanying Students in Online Learning: Challenges and Interventions

2021 ◽  
Vol 2 (2) ◽  
pp. 106-119
Author(s):  
Gilbert Santos Arrieta ◽  
Reuben C. Calabio ◽  
Elna M. Rogel
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Affairs ◽  
Time Management ◽  
Teaching And Learning ◽  
Guidance Counselors ◽  
Virtual Learning Environment ◽  
Online Environment ◽  
Learning Challenges ◽  
Home And School

When children come to school, parents endorse them to the teachers and staff who have the duty to take care of their formation and growth while they are in school. Being in school does not only allow the students to learn formally but also to meet new people who become their classmates and friends. The home and school which are the primary places of children/students should be nurturing environments where they grow and assisted. In school, the systems are already in place in terms of teaching and learning including the emotional assistance to students. However, this remains to be seen in a virtual learning environment. The Covid-19 pandemic forced teaching and learning to be conducted in an online environment, a road less traveled in education. Though the learning continuity plan was developed and directives were issued, it was expected that there will be challenges and concerns that will emerge. Managing the challenges experienced by the students is another concern. This study aims to find out the difficulties and challenges encountered by the students as shared and observed by the teachers, and how the students were assisted by the teachers. Based on the findings, it was found out that overload of requirements, time management, isolation, and lack of privacy are the main challenges and concerns encountered by the teachers. According to the teachers and guidance counselors, these were managed by being available online to the students, coordination of the student affairs, teachers, and guidance counselors, listening, and counseling/giving of advice. From these findings, the challenges and concerns will be addressed appropriately and lesser concerns will emerge as the online learning progresses.

Improvement of Engineering Students Education by E-learning

2010 ◽  
pp. 150-163
Author(s):  
George. A. Sorial ◽  
Babak Noroozi
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Success Factors ◽  
Engineering Students ◽  
Essential Elements ◽  
Virtual Learning Environment ◽  
Distributed Structure ◽  
Meaningful Context ◽  
Information And Communication ◽  
E Learning

Traditional education for engineers has shifted towards new methods of teaching and learning through the proliferation of Information and Communication Technologies. The continuous advances in technology enable the realization of a more distributed structure of knowledge transfer. Virtual Learning Environment has become an increasingly ambiguous term in recent years because of essential elements facilitating a consistent environment for learners. It has the potential to position the learner within a meaningful context to a much greater extent than traditional interactive multimedia environments. The 3D environment acquaints students with features of different shapes and objects, and can be particularly useful in teaching younger students different procedures and mechanisms for carrying out specific tasks. This case explains the key issues and success factors regarding the e-Learning for engineering education especially in developing countries.

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

Cloud Computing Enabled Virtual Learning Environment

2013 ◽  
Vol 4 (3) ◽  
pp. 52-65
Author(s):  
Rabindra Ku Jena
Keyword(s):  
Cloud Computing ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Cost Effective ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Technological Advancement ◽  
Learning And Teaching ◽  
Information And Communication ◽  
E Learning

Recent advances in Information and Communication Technology (ICT) provide an opportunity to build a self growing and sharing virtual environment for teaching and learning. Cloud computing is one of the latest technological advancement in ICT domain. Cloud computing technologies have changed the way applications are developed and accessed. A Virtual Learning Environment (VLE) is a system for delivering learning materials to students via the web. Cloud computing is provides one of the most emerging cost effective solution for virtual learning and teaching environment. This paper discusses how cloud computing has been contributing to virtual learning environment and an overview of the current state of the structure of Cloud Computing based e-learning is discussed. The readers will also find a brief overview of cloud computing and the different efficient cloud based virtual learning models. Towards the end different offers from different cloud vendors are discussed.

Engaging Engineering Students in the Educational Process Using Moodle Learning Environment

2020 ◽  
pp. 239-263
Author(s):  
Oksana Labanova ◽  
Anne Uukkivi ◽  
Elena Safiulina ◽  
Marina Latõnina
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Engineering Students ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Self Control ◽  
Pedagogical Practice ◽  
Instructional Videos ◽  
Use Of Technology ◽  
Training Control

Modern pedagogical practice emphasizes the use of technology as an opportunity to personalize the learning process and the need to take into account students' new needs. The purpose of this chapter is to offer a model of presenting online learning materials in mathematics that involves students in a continuous learning process. This model consists of textual materials, video materials, and tests in Moodle virtual learning environment (VLE). Textual materials include short theoretical materials with examples, self-control exercises, and worksheets with step-by-step solutions. The model includes five different types of videos: mini-lectures, problem solving walkthroughs, instructional videos, interactive videos, and individual videos. The testing system includes training, control, and bonus tests. Creating all parts of the model requires the use of specific didactical techniques. The students' feedback to this model has been highly positive.

Sign in / Sign up

Export Citation Format

Share Document