The impact of virtual learning tools on the student’s remembering knowledge

Developed by the Center for Disease Control and Prevention in 2002, the Crisis Emergency and Risk Communication (CERC) training module is a nationally and internationally recognized communication model. With the looming threat of a pandemic and the potential for a protracted ongoing siege, a valuable opportunity exists to introduce crisis and emergency preparedness communication best practices to a new population—health care managers and administrators. The CERC toolkit and resources, provide an easy, turn-key solution and a validated template for educators who are not directly involved in public health education but desire to share this content. In this example, graduate students enrolled in an Master of Health Administration program, used a Play2Train scenario, located in the virtual learning environment of SecondLife (2007), to incorporate concepts from the CERC model. By applying the CERC best practices in a real-time virtual learning scenario, students learned collaboration and the leadership competencies necessary to help implement Joint Commission on Accreditation of Health Organizations emergency communication protocols and community collaboration requirements. By expanding the impact of the CERC model and developing unified risk communication responses and information sharing, all health professionals can enhance the effectiveness of their emergency preparedness plans so that the public can be better served.

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Introducing Databases in Context Through Customizable Visualizations

Frontiers in Education ◽

10.3389/feduc.2021.719134 ◽

2021 ◽

Vol 6 ◽

Author(s):

Suzanne W. Dietrich ◽

Don Goelman ◽

Jennifer Broatch ◽

Sharon Crook ◽

Becky Ball ◽

...

Keyword(s):

Learning Outcomes ◽

Visual Cues ◽

Relational Databases ◽

Unique Feature ◽

Control Group ◽

Attitudes And Beliefs ◽

Learning Tools ◽

Positive Attitudes ◽

The Impact ◽

Assessment Questions

The goal of the Databases for Many Majors project is to engage a broad audience in understanding fundamental database concepts using visualizations with color and visual cues to present these topics to students across many disciplines. There are three visualizations: introducing relational databases, querying, and design. A unique feature of these learning tools is the ability for instructors in diverse disciplines to customize the content of the visualization’s example data, supporting text, and formative assessment questions to promote relevance to their students. This paper presents a study on the impact of the customized introduction to relational databases visualization on both conceptual learning and attitudes towards databases. The assessment was performed in three different courses across two universities. The evaluation shows that learning outcomes are met with any visualization, which appears to be counter to expectations. However, students using a visualization customized to the course context had more positive attitudes and beliefs towards the usefulness of databases than the control group.

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Application of an Online Interactive Simulation Tool to Teach Engineering Concepts Using 3D Spatial Structures

Civil and Environmental Engineering ◽

10.4018/978-1-4666-9619-8.ch033 ◽

2016 ◽

pp. 788-806

Author(s):

Brett D. Jones ◽

Mehdi Setareh ◽

Nicholas F. Polys ◽

Felipe Bacim

Keyword(s):

Effective Means ◽

Interactive Simulation ◽

Simulation Tool ◽

Spatial Structures ◽

Learning Tools ◽

Powerful Learning ◽

Inquiry Approach ◽

Based Instruction ◽

The Impact ◽

Interactive Simulations

Simulations can be powerful learning tools that allow students to explore and understand concepts in ways that are not possible in typical classroom settings. However, research is lacking as to how to use simulations most effectively in different types of learning environments. To address this need, we designed a study to examine the impact of using online interactive simulations on the learning and motivation of 109 undergraduate architecture students from two large public universities. The simulation tool allowed students to create models of spatial structures and analyze the effects of loads on structural member forces and deflections. The authors incorporated the simulations into our instructional design using an inquiry approach because it was consistent with our goals of teaching students concepts and the process of deriving the concepts. They documented that online interactive simulations delivered through inquiry-based instruction can be an effective means to help students learn and apply concepts.

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Reading with new tools: an evaluation of Personal Digital Assistants as tools for reading course materials

Research in Learning Technology ◽

10.3402/rlt.v10i2.11400 ◽

2002 ◽

Vol 10 (2) ◽

Cited By ~ 3

Author(s):

Jenny Waycott

Keyword(s):

Activity Theory ◽

Student Perceptions ◽

Personal Digital Assistants ◽

Learning Tools ◽

Desktop Computer ◽

Course Materials ◽

Reading Activity ◽

The Impact ◽

Opening Up ◽

Small Screen

Lightweight, palmtop devices such as personal digital assistants (PDAs) can now be used for reading electronic text, opening up their potential as learning tools. This paper reports a study that evaluated the use of PDAs for reading course materials by students on an Open University master's course. The research is grounded in activity theory, which provides a useful framework for examining how the introduction of a new tool changes an existing activity. Student perceptions of the possibilities and constraints of the PDA, as determined by questionnaires and interviews, reveal the impact the new tool had upon reading. The PDA constrained reading with limitations such as the small screen size, new requirements for navigating through the text and awkward methods for taking notes. These conditions made it difficult for students to skim-read the text, to move back and forth within the document and to interact with the text as easily as they could with paper. Nevertheless, students welcomed the opportunity to have the course materials on a portable, lightweight device that could be used at any time and in any place. This made it easier to fit the reading activity around the various other activities in which students were involved In addition, the PDA was used in conjunction with existing tools, such as the printed version of the course materials and the desktop computer. Therefore, it was not seen to replace paper but rather to extend and complement it. The findings are discussed using concepts from activity theory to interpret how the new tool modified the reading activity.DOI:10.1080/0968776020100205

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Produção textual e autoria em ambiente virtual de aprendizagem: uma escrita dialógica / Textual production and authorship in virtual learning environment: a dialogical writing

Texto Livre Linguagem e Tecnologia ◽

10.17851/1983-3652.10.2.308-323 ◽

2017 ◽

Vol 10 (2) ◽

pp. 308-323

Author(s):

Claudemir Sousa

Keyword(s):

Learning Environment ◽

Mikhail Bakhtin ◽

Virtual Learning ◽

Sao Paulo ◽

Virtual Learning Environment ◽

São Paulo ◽

Textual Production ◽

Technological Tools ◽

The Impact ◽

The Relationship

RESUMO: As possibilidades oferecidas pelas ferramentas tecnológicas para a produção de texto afetam sobremaneira a concepção que temos de escrita e de autoria. Neste artigo, objetivamos discutir uma concepção dialógica de escrita e de autoria, tendo como objeto de análise uma interação virtual escrita realizada por estudantes de uma universidade pública do estado de São Paulo. Essa discussão está ancorada nos pressupostos teóricos de Mikhail Bakhtin e seus interlocutores contemporâneos acerca das categorias teóricas autor e dialogismo, bem como em estudos sobre os impactos do uso de ferramentas tecnológicas na produção textual para a relação com a escrita e a autoria, sobretudo em Ambientes Virtuais de Aprendizagem. Concluímos que a escrita no Ambiente Virtual de Aprendizagem ocorre em um processo dialógico entre alunos, professor(es) e textos outros, havendo convergências ou divergências quando os alunos assumem o lugar de autor que organiza vozes.PALAVRAS-CHAVE: escrita; autoria; dialogismo; ambiente virtual de aprendizagem.ABSTRACT: The possibilities offered by the technological tools for the production of text greatly affect the conception we have of writing and authorship. In this article, we aim at discussing a dialogical conception of writing and authorship, by analyzing a virtual written interaction made by students of a public university in the state of São Paulo. This discussion is anchored in the theoretical assumptions of Mikhail Bakhtin and his contemporary interlocutors about the theoretical categories of author and dialogism, as well as on studies about the impact of the use of technological tools in textual production on the relationship with writing and the authorship, especially in virtual learning environments. We conclude that writing in the Virtual Learning Environment occurs in a dialogical process between students, teacher(s) and other texts, occurring convergences or divergences when students take the place of author who organizes voices.KEYWORDS: writing; authorship; dialogism; virtual learning environment.

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The The Impact of Problem-Based Workshops on Improving Teacher Competency in Designing Learning Based on Environmental Potential

Pelita Eksakta ◽

10.24036/pelitaeksakta/vol3-iss2/103 ◽

2020 ◽

Vol 3 (2) ◽

pp. 100

Author(s):

Fatni Mufit

Keyword(s):

Science Teachers ◽

Junior High School ◽

Junior High ◽

School Science ◽

Positive Influence ◽

High School Science ◽

Assessment Instruments ◽

Teacher Competence ◽

Learning Tools ◽

The Impact

The competence of science teachers in Padang City Junior High Schools in developing learning tools is still low, as revealed by the teacher's pre-test abilities before the workshop is held. Pre-test includes gathering information about learning resources, learning media, models / methods / approaches, and assessment instruments used by teachers not yet utilizing the environment. Referring to the problems of teachers, problem-based workshop activities are designed in an effort to improve teacher competencies in designing learning tools based on environmental potential. Problem-based workshops have stages: (1) problem identification, (2) Focusing on problems, (3) Finding alternative solutions, (4) Presentation of solutions; (5) Implementation and (6) Reflection & follow-up. The workshop was attended by 20 junior high school science teachers in Padang city. The workshop activities consisted of 2 parts, namely the workshop activities at FMIPA UNP and the Implementation activities at SMP 25 Padang. Problem-based workshops succeeded in increasing teacher competence in designing IPA-based environmental learning tools. The results of the implementation of the workshop products by the teacher showed a positive influence on student involvement and activity in learning

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USE OF E-LEARNING TOOLS ON HIGHER EDUCATION INSTITUTIONS

International Journal of Advanced Research ◽

10.21474/ijar01/12217 ◽

2020 ◽

Vol 8 (12) ◽

pp. 805-810

Author(s):

Alka Sharma ◽

◽

Hina Jain Gupta ◽

Keyword(s):

Higher Education ◽

Quality Education ◽

Educational Institutions ◽

Learning Tools ◽

Higher Educational Institutions ◽

E Learning ◽

Higher Educational ◽

Almost All ◽

The Impact ◽

Quantitative And Qualitative Methods

In the last two decades, technology has evolved at a great pace and has influenced almost all spheres of life and education is no exception to it. Nowadays, most of the educational institutions are using various tools and equipments to impart education to the students. This paper has tried to explore the impact of e-education tools on thestudents in higher educational institutions. The sample consists of students enrolled in higher educational institutions. Both quantitative and qualitative methods have been adopted for data collection including questionnaires, semi-structured &open-ended interviews. Use of computer and internet was found to be one of the most important e-learning tools. The findings are expected to assist the higher educational institutions in framing their policies to impart quality education to the students.

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The Role of Virtual Experiences in Increasing Knowledge, Motivation, Independence and Cultural Capital from Disadvantaged Pupils in England

Journal of Intercultural Management ◽

10.2478/joim-2021-0063 ◽

2021 ◽

Vol 13 (2) ◽

pp. 107-142

Author(s):

Olivia Gillard

Keyword(s):

Cultural Capital ◽

Primary Schools ◽

Learning Experiences ◽

Value Added ◽

Virtual Learning ◽

Cultural Knowledge ◽

New Information ◽

Before And After ◽

Virtual Experiences ◽

The Impact

Abstract Objective: To investigate the impact of virtual learning experiences (VLEs) in school amongst disadvantaged 9 to 11-year-olds: specifically, do virtual experiences increase their knowledge, motivation and independence in learning about a topic, and does this increase their cultural capital. Methodology: Participants explored virtual experiences on countries around the world, with the number of facts learnt before and after recorded. Questionnaires were also completed to record views of virtual experiences. Findings: Findings suggest virtual experiences were successful in teaching participants new information, and increased their independence and motivation to engage with learning, and thus could be successful in increasing cultural capital. Significance difference testing revealed that disadvantaged pupils recorded fewer facts than non-disadvantaged pupils, and therefore virtual experiences were not sufficient to close this disadvantage gap. Value Added: The value of virtual experiences being woven into curriculums is discussed as a platform for teaching cultural knowledge. Recommendations: Virtual learning experiences should be considered a core resource for teachers when planning and should be embedded into the curriculum to enhance learning experiences for disadvantaged pupils. Further research should continue to explore the use of VLEs in Primary schools, and the impact of VLEs on cultural capital.

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Is virtual classroom a window into future during COVID-19? A comparative study of undergraduate and postgraduate university students in India

International Journal of Virtual and Personal Learning Environments ◽

10.4018/ijvple.285602 ◽

2022 ◽

Vol 12 (1) ◽

pp. 0-0

Keyword(s):

University Students ◽

Comparative Study ◽

Virtual Learning ◽

Virtual Classroom ◽

Virtual Learning Environment ◽

Validity And Reliability ◽

Postgraduate Students ◽

Learning Platforms ◽

The Impact ◽

One Way Anova

Education in today’s epidemic time is possible only through virtual learning platforms. COVID-19 has changed the mode of learning and shown the power of learning in virtual mode. In this paper a self-designed questionnaire on virtual learning was developed to analyse the impact of virtual learning on undergraduate and postgraduate university students. The self-developed questionnaire containing 25 items is tested for validity and reliability. 25 items are further segregated into 5 factors using exploratory factor analysis. These five factors are: Virtual Learning Environment; Virtual Learning and Health Related Issues; Virtual Learning and Interpersonal Issues; Virtual Learning and Technological Issues; Virtual Learning Deliverables. To have the comparative study of undergraduate and postgraduate students for the use of virtual learning platforms, one-way ANOVA is implemented. One-way ANOVA is implemented for each factor and it was found that virtual learning effectiveness increases when students move from Under graduation (UG) to Post Graduation (PG) in India.

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Virtual Learning Tools for Students with Delimited Ability

10.1007/978-3-030-88207-5_34 ◽

2021 ◽

pp. 342-347

Author(s):

Eva Pajorová ◽

Ladislav Hluchý

Keyword(s):

Virtual Learning ◽

Learning Tools

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