scholarly journals Students Learning Experience in the Integrated Information Literacy Course Constructed in Virtual Learning Environment

2008 ◽  
Vol 7 (1) ◽  
pp. 127-142 ◽  
Author(s):  
Vilhelmina VAICIUNIENE ◽  
Genute GEDVILIENE
Keyword(s):  
Learning Environment ◽  
Information Literacy ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Literacy Course ◽  
Integrated Information

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.

scholarly journals Creation of a virtual learning environment to support presential discipline in a technological course

2021 ◽  
Vol 10 (2) ◽  
pp. e41110212727
Author(s):  
Carlos Gomes Fontinelle ◽  
Laura Michaella Batista Ribeiro ◽  
Vitor Bremgartner da Frota ◽  
Daniel Nascimento-e-Silva
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Learning Objects ◽  
Virtual Learning Environment ◽  
Technological Education ◽  
Mobile Cellular ◽  
Cellular Telephony ◽  
Almost All

This study developed a virtual learning environment to support face-to-face teaching of the subject of Mobile Cellular Telephony of a federal institution of professional and technological education that operates in Northern Brazil. The methodology used consisted of quantitative-qualitative research, of a technological nature, developed in seven stages: 1) installation of the XAMPP and Moodle software, 2) configuration of the teaching environment, 3) allocation of the Moodle platform, 4) use of virtual resources interactive, 5) production of learning objects, 6) measurement of environmental performance indicators and 7) analysis and generation of results. The results showed that a) this was the first virtual learning experience for almost all participating students and teachers interviewed, b) teachers and students were motivated to use virtual environments in their teaching and learning activities, since c) the environment proved to be highly efficient and effective in generating effective learning and d) almost all students carried out the evaluation questions without much difficulty, as usually happens with traditional classes. The conclusion was that a discipline planned from the Moodle platform's perspective has several advantages, such as optimizing study time and the dynamics of classes.

scholarly journals Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment

2020 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Bryce Antony
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Structured Learning ◽  
High Tech ◽  
Self Healing ◽  
Dynamic Learning ◽  
Learning Space

Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment  Context and motivation: Containers are transforming modern application infrastructure, providing advantages for accessibility and allow many instances of existing legacy applications to be run at the same time on the latest operating systems. This can implement an ideal virtual learning environment which offers a dynamic learning space where instructors upload activities and resources to enhance learning. The goal is to provide a structured learning environment suited to both the student and the instructor, where materials are easily accessed, and that many files can be transferred at one time. The system should cope with the demands of many students occupying the same virtual learning space, providing each student with individual learning experiences. There are challenges when instructors attempt to adapt the learning environment to meet the learning objectives. Technology barriers to the education provider, primarily in the form of high cost of technology infrastructure requirements need to be overcome before widespread adoption of a virtual learning environment is seen. The potential to overcome these barriers through the application of containerisation provides the motivation behind this presentation (Katz & Council of Independent, 2016; Puvaneswary & Siew Hwa, 2019).   What will be demonstrated in this presentation? The use of containers provides the ability to supply many instances of the same application running on a single machine. Each instance is isolated, along with any associated dependencies, allowing efficient utilisation of system resources, such as processing and memory. The presentation will demonstrate how many instances of the same application can be activated and the resource advantages gained. The presentation will show a system that has been used to provide a complex structured virtual learning environment to level 7 students and discuss how the system was utilised to provide a positive, individualised learning experience to the students. Security and confidentiality is maintained within each containerized instance. The presentation will show how the system can be configured to be self-healing, respond to scheduling, and to automatically restart single instances as required.   The implications for future practice The presentation will show how the advantages of containerization can be integrated at many levels of the virtual learning environment, providing many separate and individual instances of the same application. The number of instances can be easily adjusted as required, and resources are automatically allocated, reducing support overhead and cost of infrastructure. The implications are that each instance can provide a unique experience to each student, whilst reducing the workload of the instructor, and minimizing the cost to the education provider.     References Katz, P. M., & Council of Independent, C. (2016). High-Tech or High-Touch? Online Learning and Independent Higher Education. Innovations in Teaching and Learning. Research Brief 5: Council of Independent Colleges. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED569215&site=eds-live Puvaneswary, M., & Siew Hwa, Y. (2019). Navigating the Shortcomings of Virtual Learning Environments Via Social Media. International Journal of Virtual and Personal Learning Environments (IJVPLE), 9(2), 1-14. https://doi.org/10.4018/IJVPLE.2019070101    

scholarly journals An innovation in Flipped Class Room: A teaching model to facilitate synchronous and asynchronous learning during a pandemic

2020 ◽  
Vol 37 (1) ◽  
Author(s):  
Rehana Rehman ◽  
Syeda Sadia Fatima
Keyword(s):  
Learning Environment ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Asynchronous Learning ◽  
Average Score ◽  
P Value ◽  
Teaching Model ◽  
Constructive Feedback ◽  
Class Room

Objective: To conduct an on line Flipped Class Room (FCR) to facilitate synchronous (in class activity) and asynchronous learning [Virtual Learning Environment (VLE)] and acquire feedback of the learning experience from medical students at Aga Khan University. Methods: This interventional study was conducted with year II students undergoing Endocrine Reproduction Module at the Aga Khan University during April 13 to May 22, 2020. Pre reading material and pretest was shared with the students via Virtual Learning Environment (VLE) one week before the class. Microsoft Teams was used to conduct online session by two facilitators, where student discussion on case studies was encouraged. A WhatsApp group was created with the facilitators to respond to any student queries. The session was recorded and later uploaded on VLE. Posttest and a student satisfaction survey was conducted at the end of the session. Results: The average score for the pretest and posttest was 19.67 ± 1.37 and 24.60 ± 1.34 respectively (p value <0.05). The learner curve showed an increase in the knowledge learned by 4.93 points (p value <0.05). Fifty-five percent students felt that placement of session was appropriate and were satisfied with the instructions and expected outcomes, received constructive feedback for improvement and generated positive attitude towards learning. Conclusions: The innovative model of FCR through facilitation of synchronous and asynchronous learning empowered student’s engagement and interactive learning. Students perceived this as a great learning experience which they enjoyed with positive reinforcement from feedback given by the facilitators. They suggested continuation of this model for further learning sessions in other modules of undergraduate medical education at Aga Khan University. doi: https://doi.org/10.12669/pjms.37.1.3096 How to cite this:Rehman R, Fatima SS. An innovation in Flipped Class Room: A teaching model to facilitate synchronous and asynchronous learning during a pandemic. Pak J Med Sci. 2021;37(1):131-136. doi: https://doi.org/10.12669/pjms.37.1.3096 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education

2021 ◽  
pp. 1557-1579
Author(s):  
Li Hsien Ooi ◽  
Lay Huah Goh ◽  
Arathai Din Eak ◽  
Cheng Teik Ong
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Facilitation

Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.

scholarly journals Science in the virtual learning environment as more than online conversation

2006 ◽  
pp. 47-52
Author(s):  
Christina Mainka
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Teaching Practice ◽  
Collaborative Inquiry ◽  
Learning Experience ◽  
Virtual Learning ◽  
Thinking Skills ◽  
Virtual Learning Environment ◽  
Learning Activities ◽  
Science Courses

The asynchronous computer conference still finds itself largely ignored as an effective vehicle for supporting student-centered, collaborative learning experiences. When it is employed the quality of the learning experience varies widely. The literature reports students either unengaged with the medium or overwhelmed by the discussion threads.The online discussion itself tends to take on the nature of an accumulation of independent facts and little peer-to-peer engagement. It is recognised that learning environments in introductory science courses play a crucial role in Higher Education, and dialogic inquiry is understood to play a vital role in the study and understanding of science. According to Biggs “constructively aligned” learning environments in which careful attention is given to the relationship between learning outcomes, learning activities and teaching practice and assessment strategy are supportive of inquiry.Based on a series of introductory online physical science modules, designed and taught by the author for the University of Maryland University College (UMUC), it is shown that an aligned virtual learning environment is feasible and supports deep learning. Key factors instrumental to the successful delivery include clear communication of tutor and student role, ample opportunities for social networking and a range of creative learning activities and meaningful assessment tasks. The asynchronous conference plays a central role in which ideas are not only shared but critically examined and improved. Interaction goes far beyond conversation, reaching a deeper level of collaborative inquiry and ultimately knowledge construction.Science educators are encouraged to incorporate asynchronous conferencing to undergraduate science courses with the aim of fostering collaborative inquiry and critical thinking skills. The case study demonstrates that if the above described features are realised in the online design, the asynchronous conference by default becomes the showplace for knowledge construction from the outset and increasingly the students’ major learning resource3.

scholarly journals The effectiveness of frog VLE implementation: students’ perspective

2019 ◽  
Vol 14 (1) ◽  
pp. 381
Author(s):  
Rogayah Abdul Majid ◽  
Juhaida Che Hasim
Keyword(s):  
Learning Environment ◽  
Learning Experience ◽  
Real Life ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Learning System ◽  
Student Perspective ◽  
School Students ◽  
Online Systems

This paper presents the effectiveness of the Frog VLE implementation from students’ perspectives. Virtual Learning Environment (VLEs) is an online systems supporting interactions between and amongst learners and teachers in school. The Frog VLE is a web-based learning system that replicates real life learning by incorporating virtual learning equivalent of traditional concepts of education with the aim to  enhance the learning experience beyond the bounded classroom background. Previous studies have identified some difficulties in the Frog VLE implementation such as competency of the teachers and student, facilities and infrastructure of implementing the Frog VLE in school. Therefore, the aim of this study is to measure the effectiveness of the Frog VLE implementation from student perspective as VLE platform may lead to the performance improvement among the students. A survey was conducted with 315 participants,  consists of Year 4 and Year 5 primary school students in Shah Alam. The result of the study shows that from the “nature of student self, teacher’s competency, useful and ease of use of the application, and conducive learning environment have improve students’ academic performance and motivation.

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