A case study of learner and instructor perceptions of flipped course design and interactive learning environment

2014 ◽  
Vol 2 (4) ◽  
pp. 361 ◽  
Author(s):  
Kimberly S. Hurley
Keyword(s):  
Learning Environment ◽  
Course Design ◽  
Interactive Learning ◽  
Interactive Learning Environment ◽  
Instructor Perceptions

Quality Assurance During Distributed Collaboration

2011 ◽  
pp. 274-289
Author(s):  
Rita M. Vick ◽  
Brent Auernheimer ◽  
Marie K. Iding ◽  
Martha E. Crosby
Keyword(s):  
Quality Assurance ◽  
Learning Environment ◽  
Learning Communities ◽  
Interactive Learning ◽  
Learning Experience ◽  
Real Life ◽  
Interactive Learning Environment ◽  
Distributed Collaboration ◽  
Dynamic Learning

This case study describes the design and delivery of a collaborative asynchronous-synchronous, graduate-level, cross-university computer science course designedto create a highly interactive learning environment that resulted in the emergenceof multiple unique virtual learning communities. The pedagogical principles of sit-uated and problem-based learning were combined in a distributed collaborativelearning context where students’cognitive and metacognitive capabilities devel-oped through the facilitative guidance of the instructors and through discoursewith and observation of other students. The course was designed to motivate stu-dents to engage in interactive learning with others and to enhance transfer ofknowledge gained through this learning experience to real-life situations. Wedescribe the challenges inherent in creating and managing this type of learningcontext as well as how we deployed ongoing formative assessment to ensure theevolution of a dynamic learning environment. The result of our efforts was aunique learning experience for students and instructors.

Smart mature resilience, system dynamics based interactive learning environment: A beta version

2017 ◽  
Vol 7 (3) ◽  
pp. 367-379
Author(s):  
Marta Iturriza ◽  
Ahmed A. Abdelgawad ◽  
Leire Labaka ◽  
Jaziar Radianti ◽  
Jose M. Sarriegi ◽  
...  
Keyword(s):  
Learning Environment ◽  
System Dynamics ◽  
Interactive Learning ◽  
Interactive Learning Environment ◽  
Beta Version

scholarly journals 3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

2021 ◽  
Vol 13 (14) ◽  
pp. 7916
Author(s):  
Martin Krajčovič ◽  
Gabriela Gabajová ◽  
Marián Matys ◽  
Patrik Grznár ◽  
Ľuboslav Dulina ◽  
...  
Keyword(s):  
Knowledge Transfer ◽  
Learning Environment ◽  
Conventional Method ◽  
Teaching Method ◽  
Training Design ◽  
Interactive Learning Environment ◽  
Teaching Process ◽  
Interactive Training ◽  
Transfer And Retention

The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.

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