scholarly journals Evaluation of an Experimental Virtual Learning Environment of Winemaking for Middle School and College Students in Chile

2018 ◽  
Vol 22 (2) ◽  
pp. 1
Author(s):  
Claudio Fredes ◽  
Sergio Espinoza
Keyword(s):  
Learning Environment ◽  
Experimental Tests ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Work Safety ◽  
School Students ◽  
Quasi Experimental ◽  
E Learning

BITWINE is a virtual learning environment (VLE) that was aimed to develop work competencies in the winemaking industry based on Chilean winemaking work standards. This paper analyzed the learning of the winemaking process as well as the likeability and functionality of BITWINE for university and technical school students. The learning with BITWINE was tested through quasi-experimental tests for groups control (with BITWINE) and experimental (without BIWINE) with written assessment. Furthermore, functionality and likeability perceptions, obtained through written surveys, are analyzed and discussed. The results showed that those students who used BITWINE improved their learning. The perception of BITWINE likeability demonstrated that it was well designed. The studied VLE also contributed to teach how to work with appropriate norms of traceability, hygiene and work safety. However, although BITWINE was quite appreciated as an e-learning tool, it still requires better information and communications technology conditions to be functional.

What Lecturers Say Helps and Hinders Their Use of a Virtual Learning Environment to Support Face-to-Face Teaching

2008 ◽  
pp. 222-237
Author(s):  
Sue Moron-Garcia
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Information And Communications Technology ◽  
Teaching Approach ◽  
Communications Technology ◽  
Factors Affecting ◽  
Face To Face ◽  
Doctoral Research ◽  
Subjective Views

The purpose of this chapter is to provide an overview of issues lecturers said they faced when using a virtual learning environment (VLE), such as WebCT or Blackboard, to support their face-to-face teaching. It draws on data collected for doctoral research that explored the reasons lecturers gave for their use of a VLE, the teaching approach supported, and the factors affecting this use. It concentrates on the latter and as such contributes to an under-researched area by reporting the subjective views of academics who have adopted information and communications technology (ICT) to support their teaching. Four sets of issues were identified: student, technical, pedagogic, and institutional. These are summarised and discussed with reference to comments made by interviewees, and the implications for different audiences are outlined.

What Lecturers Say Helps and Hinders Their Use of a Virtual Learning Environment to Support Face-to-Face Teaching

2011 ◽  
pp. 15-33 ◽  
Author(s):  
Sue Moron-Garcia
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Information And Communications Technology ◽  
Teaching Approach ◽  
Communications Technology ◽  
Factors Affecting ◽  
Face To Face ◽  
Doctoral Research ◽  
Subjective Views

The purpose of this chapter is to provide an overview of issues lecturers said they faced when using a virtual learning environment (VLE), such as WebCT or Blackboard, to support their face-to-face teaching. It draws on data collected for doctoral research that explored the reasons lecturers gave for their use of a VLE, the teaching approach supported, and the factors affecting this use. It concentrates on the latter and as such contributes to an under-researched area by reporting the subjective views of academics who have adopted information and communications technology (ICT) to support their teaching. Four sets of issues were identified: student, technical, pedagogic, and institutional. These are summarised and discussed with reference to comments made by interviewees, and the implications for different audiences are outlined.

scholarly journals E-Learning through social media in the virtual learning environment

2018 ◽  
Vol 420 ◽  
pp. 012110 ◽  
Author(s):  
Wang Gunawan ◽  
Engelina Prisca Kalensun ◽  
Ahmad Nurul Fajar ◽  
Sfenrianto
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
E Learning

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.

scholarly journals Development of a Teaching Model in Virtual Learning Environment to Enhance Computational Competencies in the 21st Century

2021 ◽  
Vol 15 (13) ◽  
pp. 93
Author(s):  
Noppadol Rungrangtanapol ◽  
Jintavee Khlaisang
Keyword(s):  
High School Students ◽  
Learning Environment ◽  
Design Thinking ◽  
Computational Thinking ◽  
Virtual Learning ◽  
Thinking Skills ◽  
Virtual Learning Environment ◽  
Teaching Model ◽  
School Students ◽  
Public And Private

In the 21<sup>st</sup> century, computing and other necessary skills have become imperative for today's learners. Memorizing a book or one-way communication is incapable of fully developing all the skills required. Along with changes in the new curriculum structure in the computational science courses which are aimed to improve computational thinking skills. In Thailand, students do not have enough experience in calculation methods. Teachers must therefore provide instruction in a format that promotes computational thinking and the skills necessary for the 21<sup>st</sup> century. The sample was 400 students from public and private schools in the same amount to develop the model, which was calculated based on the population of high school students throughout Bangkok, Thailand. It was found that the current learning model was unable to develop computational thinking concepts and 21<sup>st</sup> century skills. Therefore, the researchers have the concept of developing a teaching model that focuses on problem-solving along with the use of a design thinking approach in a virtual learning environment. To enable students with no experience with computational thinking skills to develop computational thinking skills to a competent standard. The objective is to also develop other skills, which are essential skills in the 21<sup>st</sup> century at the same time.

scholarly journals Development of senior school students’ independent work skills through the use of virtual learning environment

2020 ◽  
Vol 100 (4) ◽  
pp. 48-54
Author(s):  
U Kopzhassarova ◽  
◽  
Z Sultanova ◽  
D Akhmetova ◽  
A Akhmetzhanova ◽  
...  
Keyword(s):  
Learning Environment ◽  
Cognitive Abilities ◽  
Cognitive Activity ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
School Students ◽  
Specific Content ◽  
Main Requirement ◽  
Independent Work

The article is focused on the concept of «virtual learning environment» and its role in the students’ independ-ent work. The virtual learning environment as a means of effective communication of participants in the edu-cational process helps to transit from the «knowledge-based» paradigm to the «personality-oriented» educa-tion, aimed to develop students’ creative potential, their cognitive activity, motivation and engagement at the language classes. The authors highlight that in addition to traditional didactic requirements, there are a num-ber of specific conditions for the successful functioning in the virtual learning environment. Based on the ex-perience of implementing virtual educational environments, a need for the adaptability of educational process, which implies the possibility for students to choose the most appropriate individual pace for studying materi-al. It is shown that specific content of the virtual learning environment may vary depending on the level of training students and their individual interests. The main requirement for the successful use of the virtual en-vironment is to develop creative cognitive abilities, foreign languages skills of students by the application of a virtual environment., so the authors come to the conclusion that the presence of informational technology in the learning process changes the internal specifics of the educational and cognitive activities of students, their thinking style, and psychological mechanisms of mental development. Thus, the independent work of stu-dents is multi-purpose and is aimed to achieve communicative and educational goals.

scholarly journals Geography Teacher Approach to Using Virtual Learning Environment in Education of Geography

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 118-126
Author(s):  
Rimantas Kontvainas ◽  
Marina Radčenko
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Motivation For Learning ◽  
Information And Communication ◽  
E Learning ◽  
Teachers Attitudes ◽  
Almost All

XX–XXI century technological breakthrough created a new ideology and philosophy of education that influenced all education system: new teaching and learning measures have created new teaching methods. Education of nowadays is associated with the use of information and communication tools. We often mentioned the words “virtual learning”, “distance learning” or “e-learning”. In general, these terms can be regarded as synonymous, because they generally mean a distance learning. Predicting the perspective of distance learning for this type of education has been established a special software that provides the proper functioning of various e-measures. This program is called open source virtual environments development software (usually just a “virtual learning environment” or in short VLE). In the period of 1996–2000 virtual learning environment has been created for distance education. In Lithuania the use of the virtual learning environment is growing. Almost all high schools have their own virtual environment. The interesting of VLE is growing and in the secondary schools. That is why it is important to find out what motivates teachers to use or not to use VLE. This article aims to analyze the geography teachers‘ attitudes towards education by using a VLE. The survey revealed that most of teachers, which are working with the VLE, indicates that virtual learning environment is useful, unlike teachers, who do not use VLE. They guess that virtual learning environment is useful only partly. Many teachers began using VLE to improve their classification and to make their traditional way of teaching more interesting. Teachers indicate that the VLE is improving learning process and its results, because teaching becomes interactive and therefore more interesting, resulting in increased motivation for learning.

Virtual Learning Environment

2011 ◽  
pp. 87-102
Author(s):  
Saša Mladenovic ◽  
Haidi Kuvac ◽  
Maja Štula
Keyword(s):  
Mathematical Model ◽  
Learning Environment ◽  
Virtual Environment ◽  
Virtual Learning ◽  
Educational Environment ◽  
Complexity Science ◽  
Virtual Learning Environment ◽  
High School Education ◽  
E Learning ◽  
Education Process

This paper describes a mathematical model of virtual learning environment considering both technology and users. Recognized interested users are teachers, parents and students. Interaction between interested parties in elementary and high school education process is presented by using complexity science. The idea is to model and create educational virtual environment that would attract engagement of all parties. Initial engagement would be motivated with the e-grade book. After initial involvement of seeing grades, the users would be motivated for further involvement using forums, blogs, and chats to interact with each other in one place. This would lead to creating groups of students or parents with similar problems and interests. For example, why is mathematics so hard to some students, and for other not? The created virtual environment will enable teachers to additionally inform parents of existing e-learning materials. Virtual environment is modelled as multilevel, multidimensional educational environment, considering communication of all participants, and every aspect of technology that could improve that communication.

Sign in / Sign up

Export Citation Format

Share Document