scholarly journals Perception of teaching performance in the virtual learning environment

2021 ◽  
Vol 10 (4) ◽  
pp. 1221
Author(s):  
Guillermo Morales-Romero ◽  
Nicéforo Trinidad-Loli ◽  
Beatriz Caycho-Salas ◽  
Yanet Paucar-Manrique ◽  
César León-Velarde ◽  
...  
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Professional School ◽  
Teaching Performance ◽  
Face To Face ◽  
Global Factor ◽  
Planning Factor ◽  
The One ◽  
Didactic Strategies

<span>This article aims to analyze the perception of the students of the professional school of business administration about the teaching performance in the virtual learning environment during the COVID-19 pandemic. When developing the research, it was determined that there is a good teaching performance, according to the perception of the students. However, it was identified that the factors of domain of the topic and class session management, present a better perception in this context of virtual learning; while the didactic strategies factor is the one that presents a not so favorable perception. In addition, through a comparative analysis, it was determined that the didactic strategies and planning factors have suffered a negative variation with respect to the perception per teacher, when moving from face-to-face to virtual learning, since, of the total of 17 specialty teachers, seven of them one negative variation. These results are validated by the linear regression test, where an R2 value of 0.965 is calculated, with respect to the didactic strategies factor. It means that this factor influences 96.5% on the perception of students with the global factor and an R2 value of 0.921 for the planning factor, which indicates an influence of 92.1%.</span>

scholarly journals Avaliação de um Ambiente Virtual de Aprendizagem de Imunologia

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Adriano Theodoro ◽  
Gerlinde Agate Platais Brasil Teixeira ◽  
Claudia Marcia Borges Barreto
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Classroom Teaching ◽  
First Year ◽  
Face To Face ◽  
Teaching Concept

Descrevemos o processo de criação colaborativa de um ambiente virtual de aprendizagem (AVA) de acordo com os princípios das metodologias ativas de ensino e a sua avaliação. O ambiente virtual foi usado no apoio ao ensino presencial. Participaram dessa experiência híbrida de aprendizagem estudantes da disciplina Imunobiologia, oferecida no primeiro ano de um curso tradicional de graduação em Medicina. Ao término da disciplina, foi aplicado um questionário para avaliar a facilidade de uso e a percepção dos estudantes sobre a qualidade do aprendizado adquirido. A maioria dos estudantes que avaliaram a intervenção pedagógica afirmou que o ambiente foi fácil de usar, atendeu às expectativas de apoio ao ensino presencial e as atividades didáticas foram importantes para o aprendizado de habilidades como reflexão, pesquisa e discussão. Portanto, o ambiente virtual desenvolvido foi bem-sucedido e bem-aceito pelos estudantes.Palavras-chave: Educação a distância, Moodle; Ensino de Imunologia, Mapa conceitual.? Evaluation of a Virtual Learning Environment of ImmunologyAbstractWe herein describe the process of collaborative creation and evaluation of a Virtual Learning Environment of Immunology according to the principles of active learning. The Web-based platform was used in support of face to face classroom teaching. First year Medicine undergraduate students attending Immunobiology? course participated in this blended learning experience. At the end of the course, a questionnaire was applied to evaluate the ease of use and the students' perception of the quality of the acquired learning. Most students assessed the educational intervention said that the environment was easy to use, supports the classroom teaching and the educational activities were important for learning skills such as reflection, research and discussion. Therefore, the developed virtual environment was successful and well accepted by the students. Keywords: Distance learning, Moodle, Immunology teaching, Concept map.

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 Evaluation of Teaching Performance in the Virtual Teaching-Learning Environment, from the Perspective of the Students of the Professional School of Mechanical Engineering

2021 ◽  
Vol 16 (15) ◽  
pp. 244
Author(s):  
Omar Chamorro-Atalaya ◽  
Guillermo Morales-Romero ◽  
Nicéforo Trinidad-Loli ◽  
Beatriz Caycho-Salas ◽  
Sofía Gamarra-Mendoza ◽  
...  
Keyword(s):  
Learning Environment ◽  
Mechanical Engineering ◽  
Professional School ◽  
Teaching Performance ◽  
Performance Factors ◽  
Positive Variation ◽  
Evaluation Of Teaching ◽  
Virtual Teaching ◽  
Teaching Learning ◽  
Didactic Strategies

The objective of this article is to evaluate the effect that virtual teaching-learning generates in the evaluation of teaching performance, from the perspective of the students, of the professional mechanical engineering school. During the devel-opment of the research, it has been determined that the planning, communication and overall performance factors of the teaching performance have experienced a positive variation of 63.64%, increasing by 3.8%, when moving from the face-to-face environment to the virtual teaching-learning environment. While the didactic strategies, organization and subject mastery factors have experienced a positive variation of 59.09%, this increase represents 1.92%. Although a positive effect has been generated on teacher performance, it has been determined that, of the 6 factors, it is the Communication factor which has presented the greatest negative variation, being of the total of 22 teachers, 11 who have decreased their qualification.

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 Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment

2013 ◽  
Vol 21 (1) ◽  
pp. 35 ◽  
Author(s):  
Sophie Bailly ◽  
Maud Ciekanski ◽  
Eglantine Guély-Costa
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Language Teachers ◽  
Self Directed Learning ◽  
Web Based ◽  
Face To Face ◽  
Educational Role ◽  
Directed Learning

<p>This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we designed a global VLE for researchers working on language learning autonomy, teachers with various degrees of practice and experience in self-directed learning, and language learners. The VLE is thus divided into three spaces for the different types of participant, each offering dedicated social networking possibilities and resources to enrich the others.</p><p>Our study focuses on the space dedicated to teacher training, the main objective being to help them build knowledge and skills for a new educational role in the paradigm of language learning autonomy (LLA). This space contains specially created Web-TV resources and audio podcasts of self-directed learning advising sessions, is based on reflective analysis and relies on a professional social network, following the principles of the “community of practice” (Wenger, 1998). In line with the principles of self-directed learning, teachers acting as trainers in the VLE mainly enact supportive and facilitative functions as advisers do in face-to-face interactions. We explore how training for advisers is organized in this online environment characterized by a high degree of openness (Jézégou, 2010). We report on findings from the way teachers within their dedicated space, using quantitative and qualitative data collected from interviews, questionnaires and analysis of logs. We look at the tensions that emerge as teachers conceive their new role and engage in new training practices given the opportunities afforded by the environment. The data provide insights to how the VLE can support training practices based on reflection, participation and collaboration.</p>

Teaching Students With Learning Disabilities in a Virtual Learning Environment

2021 ◽  
pp. 19-41
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi ◽  
Simran Randhawa
Keyword(s):  
Learning Disabilities ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Students With Learning Disabilities ◽  
Face To Face ◽  
Rapid Changes ◽  
Development Support ◽  
K 12 ◽  
Virtual Mode

COVID-19 brought unprecedented changes in the education sector at all levels globally. These rapid changes have transformed the way teachers are transacting the curriculum in K-12 classrooms. Teachers have had to adapt and depend on a virtual mode to reach students and facilitate student engagement and subsequent learning. In the absence of professional development support, such overnight changes and giant leaps from traditional face-to-face interaction with students have been extremely challenging for teachers and equally stressful for students and their parents. Many teachers describe their helplessness with growing absenteeism and delayed submission of student assignments. It is even more difficult for students with a learning disability to engage virtually for a longer time in front of a computer screen. They often need intensive, one-on-one support from the parent. This chapter aims to highlight the challenges faced by professionals to teach students with specific learning disabilities effectively in a virtual learning environment and identify effective solutions.

Open Source Software Virtual Learning Environment (OSS-VLEs) in Library Science Schools

2021 ◽  
pp. 378-388
Author(s):  
Rosy Jan
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Learning ◽  
Development Trend ◽  
Virtual Learning Environment ◽  
Library Science ◽  
Virtual Learning Environments ◽  
Future Research ◽  
Face To Face ◽  
The Face

A Virtual Learning Environment (VLE) is a software system designed to facilitate teachers in the management of educational courses. The system can often track the learners' progress, which can be monitored by both teachers and learners. While often thought of as primarily tools for distance education, they are most often used to supplement the face-to-face classroom as well as blended learning. Plethora of research conducted on VLEs has reported positive impacts from various contexts. Keeping in view the benefits, the work has been initiated to review concept, features and issues of virtual learning environments. Some of the most used OSS VLEs are discussed. Further it determines the suitability of a VLE for higher education. The chapter also explore and identify the recent contributions to the concept by analyzing ongoing virtual learning initiatives and projects by different organizations and information centres to stimulate future Research and development trend in the field.

Undergraduate Medical Training in Communication Skills

2022 ◽  
pp. 274-287
Author(s):  
Elena María Trujillo Maza ◽  
María Teresa Gómez Lozano ◽  
Daniel Enrique Suárez Acevedo ◽  
Mariana Lema-Vélez
Keyword(s):  
Learning Environment ◽  
Communication Skills ◽  
Medical Training ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Human Beings ◽  
Face To Face ◽  
Healthcare Teams ◽  
School Of Medicine ◽  
The Subject

Communication skills are important for physicians, as they are continuously in contact with human beings—patients, families, or members of healthcare teams—in various circumstances. At Universidad de los Andes' School of Medicine, these skills are a fundamental part of the curriculum and the subject of two undergraduate concentration courses. The purpose of this chapter is to present the experience of transitioning one of these courses, Communication Skills II, from face-to-face to a virtual learning environment as a response to the COVID-19 pandemic. It describes the rationale behind teaching communication skills, illustrates how the course was developed and taught face-to-face, presents the challenges posed the COVID-19 pandemic, explains the transition of the course to a virtual learning environment, and concludes by offering an overview of the evaluations and perceptions of the course, as taught in the virtual environment, by those involved in it.

Virtual Learning Environment

2020 ◽  
pp. 232-243
Author(s):  
Andréa Consolino Ximenes
Keyword(s):  
Learning Environment ◽  
Business School ◽  
Object Oriented ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Dynamic Learning ◽  
Face To Face ◽  
Management Experience ◽  
The Right

This chapter shows the management experience of a Virtual Learning Environment (VLE) that is supported by Moodle (Modular Object-Oriented Dynamic Learning Environment) as a tool in face-to-face undergraduate courses in public business school in Brazil: initial actions, acceptance, and results. Currently, it is essential to reach a new degree: to modify how users employ Moodle to improve students' learning in a significant way through interactive and collaborative functions. The authors present the data of most used tools to show and compare their use. Next, as a discussion point, was the implantation strategy the right one? Could the interactive and collaborative purpose be the platform change appeal?

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