The importance of the learner's characteristics in distance learning environments: A case study

2014 ◽  
Author(s):  
P. Rurato ◽  
L. Borges Gouveia
Keyword(s):  
Distance Learning ◽  
Learning Environments

Multi-User Mixed Reality Environments for Distance Learning

2018 ◽  
pp. 208-239
Author(s):  
Anasol Peña-Rios ◽  
Victor Callaghan ◽  
Michael Gardner
Keyword(s):  
Distance Learning ◽  
Engineering Education ◽  
Learning Environments ◽  
Technological Innovation ◽  
Mixed Reality ◽  
Traditional Classroom ◽  
Science And Engineering ◽  
Future Directions ◽  
Science And Engineering Education

Technological innovation is changing every aspect of our lives and extending into education, where it is introducing profound changes to both the traditional classroom and online learning environments. This chapter explores the future of MUVEs, focusing particularly on immersive mixed reality learning environments and the challenges involved in the shift to multidimensional environments in education. It reviews the earlier developments in MUVEs and identifies a barrier to their deployment in science and engineering education: their inability to support physical collaborative laboratory work. The chapter then explains how advances in mixed-reality research may offer a solution to this problem through a case study of a cutting-edge example of such an approach, the BReal Lab, together with a summary of evaluation results gained from a trial involving students in 5 different countries. Finally, the chapter concludes by reflecting on the issues raised and speculates on possible future directions that work on mixed-reality MUVEs might take.

Problem-Based Learning at a Distance

2007 ◽  
pp. 222-237
Author(s):  
R. Horne ◽  
J. Kellett
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Design Process ◽  
Problem Based Learning ◽  
Design Issues ◽  
Design Intent ◽  
Dual Transformation ◽  
Study Approach ◽  
Single Formula

A case study approach is taken to illustrate a design approach to the development of a Masters course. Over a 10-year period, the course was developed from traditional delivery and teaching modes, through the introduction of problem-based learning, and the incorporation of human computer interaction (HCI) elements. The latter development coincided with a shift from classroom-based teaching to distance learning mode, and the resource and design issues in this dual transformation are discussed. Pedagogic principles of problem-based learning were applied along with a range of other case conditions in framing the design intent. It is concluded that the design process in HCI and problem-based learning applications is central in ensuring that appropriate learning environments are established. While there is no single formula for designing problem-based learning or integrating HCI into learning programmes, the application of appropriate principles and methods is essential.

scholarly journals Communication Management and Control in Distance Learning Scenarios

10.28945/2745 ◽  
2004 ◽  
Author(s):  
Freimut Bodendorf ◽  
Manfred Schertler
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Communication Management ◽  
Communication Tools ◽  
Communication Platform ◽  
Communication Processes ◽  
E Learning ◽  
Learning Scenarios ◽  
And Control

An approach to improve communication processes in e-learning is introduced. Based on a separation of a content-related and a communicational part of e-learning environments a system to support both students and tutors in their communication endeavors is presented. The communication platform consists of administration, configuration, moderation, and certainly communication tools which are described in detail. Finally the example of a telecooperative case study is given to illustrate the platform’s potential in specific e-teaching/e-learning scenarios.

DESIGNING FOR AUTISM: AN ASPECTSS™ POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS

2018 ◽  
Vol 12 (3) ◽  
pp. 308 ◽  
Author(s):  
Magda Mostafa
Keyword(s):  
Learning Environments ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Built Environments ◽  
Outdoor Learning ◽  
Learning Spaces ◽  
Post Occupancy Evaluation ◽  
8Th Grade ◽  
Evaluation Of Learning

The objective of this paper is to demonstrate the application of the Autism ASPECTSS™ Design Index in the Post-Occupancy Evaluation of existing learning environments for children along the autism spectrum. First published in 2014 this index outlines 7 design criteria that have been hypothesized to support environments conducive of learning for children with autism spectrum disorder (ASD). Using the index as a framework, this paper outlines a case study of a Post-Occupancy Evaluation (POE) of an existing pre-K-8th grade public charter purpose-built school for children on the autism spectrum. The tools used for the evaluation were: the ASPECTSS scoring of the school through a survey of teachers and administrators; on-site behavioral in-class observation; and focus groups of parents, teachers, staff and administrators. The results informed a design retro-fit proposal that strived to assess any ASPECTSS compliance issues and implement the index across the learning spaces, therapy spaces, support services and outdoor learning environments of the school. This paper will outline the application of the index and the resultant design from this process. The results will strive to present a scalable and replicable methodology and prototype for improving existing built environments for learners with ASD.

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