scholarly journals Assessing e-learning beyond Virtual Classroom

2021 ◽  
Keyword(s):  
Virtual Classroom ◽  
E Learning

Investigating the Availability, Accessibility and use of E-Learning Resources by Undergraduate Students in University of Ilorin, Kwara State

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Oluyinka Titilope Afolayan
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Virtual Classroom ◽  
Learning Resources ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Educational Benefits ◽  
E Learning ◽  
Main Instrument ◽  
Effective Use

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

scholarly journals Pembelajaran Bahasa Jepang Perhotelan III Berbasis Daring di Masa Pandemi Covid-19

2021 ◽  
Vol 9 (1) ◽  
pp. 54-61
Author(s):  
Anak Agung Ratih Wijayanti ◽  
Isa Wahjoedi Dwi Putranto
Keyword(s):  
Distance Learning ◽  
Data Collection ◽  
Learning Process ◽  
Virtual Classroom ◽  
Japanese Language ◽  
Collection Method ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance ◽  
Academic Year

This study aims to determine the learning process of Japanese Language Hospitality during the Pandemic Covid-19 period. This study was researching effectiveness of the online distance learning process and evaluate the weakness and problem occurred during learning process. This research was conducted on 43 students of the Faculty of Tourism at Triatma Mulya University Diploma IV Hospitality Program in Third Semester, Academic Year 2020/2021. The respondent  was choosen from students who have learned Japanese Language Hospitality 3 on one semester from June to December 2020. The data collection method in this study used documentation techniques and questionnaires via google form. The online-based learning process carried out in this study is to create virtual classroom learning situations through online-based e-learning methods. Students not only listeners in class, but students are strongly directed to presentation about hotel hospitality using Japanese Language. The problem during learning process of Japanese Hospitality online are, the lack of supporting facilities in online class, less concentration and other distractions.

The Virtual Classroom @ Work

2011 ◽  
pp. 272-288 ◽  
Author(s):  
Terrie Lynn Thompson
Keyword(s):  
Situated Learning ◽  
Online Community ◽  
Teaching And Learning ◽  
New Technologies ◽  
Virtual Work ◽  
Virtual Classroom ◽  
Virtual Spaces ◽  
New Ways Of Working ◽  
Geographically Dispersed ◽  
E Learning

Before we can exploit new technologies to realize new ways of working, we must be able to imagine innovative possibilities for learning. Organizations seeking to improve the way they work and build knowledge reach for new learning paradigms. Possibilities emerge when exploring learning and working in virtual spaces from social learning perspectives, such as situated learning.. In this chapter, findings from a qualitative case study in a geographically dispersed organization are used as a springboard for exploring the challenges of introducing innovative e-learning initiatives. This chapter adds to our understanding of learning and working in virtual spaces by delving into: (1) workplace practices related to virtual learning and work that facilitate and frustrate new ways of learning; and (2) notions of online community, informal learning, and blended learning which offer promise for re-conceptualizing learning within virtual work spaces. Recommendations are provided to guide the creation of fresh teaching and learning practices.

The Influence of Social Media on Learning

2021 ◽  
pp. 151-169
Author(s):  
Yasemin Gülbahar ◽  
Gülgün Afacan Adanır
Keyword(s):  
Social Media ◽  
Classroom Management ◽  
Virtual Classroom ◽  
Learning Theories ◽  
Practical Applications ◽  
Instructional Videos ◽  
Instructional Content ◽  
E Learning ◽  
Media Applications

During '90s, a debate initiated between Clark and Kozma about the role of media on learning. While Clark proposed that the media had no effect on learning, Kozma proposed that learning is influenced when method and media is combined and appropriately used. In today's world, the role of social media on learning is inevitable since social media is increasingly used by individuals with the purpose of searching for information and watching instructional videos. In this respect, the influence of social media on learning is investigated in this study within the context of Kozma's perspective. Correspondingly, the instructional content provided by social media, the appropriate instructional methods, and implications for learning theories are discussed in this chapter, together with certain practical applications. In the end, social coding platform, collaborative e-learning platform, and virtual classroom management simulation are described as practical social media applications.

scholarly journals Autorregulación del aprendizaje en la Formación Profesional a Distancia: efectos de la gestión del tiempo

2020 ◽  
Vol 20 (62) ◽  
Author(s):  
Cristian Jorge Garcia-Marcos ◽  
Omar López-Vargas ◽  
Julio Cabero-Almenara
Keyword(s):  
Academic Achievement ◽  
Factor Analysis ◽  
Vocational Training ◽  
Virtual Classroom ◽  
Control Group ◽  
Academic Achievements ◽  
Significant Difference ◽  
E Learning ◽  
Research Studies

La presente investigación estudia los efectos que dos herramientas relacionadas con la autorregulación del aprendizaje tienen sobre el logro académico, las conexiones por día y el tiempo de dedicación al estudio. Un total de 260 estudiantes de formación profesional cuyo aprendizaje se desarrolla en línea fueron asignados de forma aleatoria a tres grupos: un grupo interactuaba en un aula virtual a cuya estructura se le había añadido una herramienta que muestra una barra de progreso con las tareas a realizar durante el curso (n=67); otro grupo interactuaba en un aula virtual al que se le añadía tanto la barra de progreso como una herramienta que estima el tiempo dedicación al estudio (n=75); y el grupo de control interactuaba sin ninguna herramienta añadida con respecto a las que se trabaja habitualmente en el aula virtual (n=118). Se realizaron análisis factoriales ANOVA y MANOVA. Los resultados muestran que no existe una diferencia significativa en el logro académico entre grupos, independientemente del tipo del aula virtual en la que interactúen. Sin embargo, existen diferencias significativas en el tiempo de dedicación y en las conexiones diarias entre grupos, dependiendo del tipo de aula virtual empleado. Como conclusión, los estudiantes del grupo en el que se incluye la barra de progreso mejoran su eficiencia, ya que obtienen un logro académico similar al resto de estudiantes en aproximadamente la mitad de tiempo. The present research studies the effects that two tools related to self-regulated have on the academic achievement, the connections per day and the time of dedication to the study. A total of 260 vocational training e-learning students was randomly assigned to three groups: one group interacted in a virtual classroom in which a tool showing a progress bar with the tasks to be completed during the course was added (n=67); another group interacted in a virtual classroom in which both the progress bar and a tool that estimates the dedication time to the study was added (n=75); and the control group interacted without any extra tool added in the virtual classroom (n=118). ANOVA and MANOVA factor analysis were performed. The results show that there is no significant difference in academic achievement between groups, regardless of the type of the virtual classroom in which they interact. However, there are significant differences in the dedication time to the study and in the daily connections between groups, depending on the type of the virtual classroom was used. It is therefore concluded that the group in which the progress bar is included enhaces efficiency, because students obtain similar academic achievements in approximately half the time.

scholarly journals Virtual Classroom an Easy and Low Cost Solution to E-Learning System

2018 ◽  
Vol 15 (1) ◽  
pp. 8
Author(s):  
Syed Farooq Ali ◽  
Hamza Tahir ◽  
Zafar Khan
Keyword(s):  
Low Cost ◽  
Virtual Classroom ◽  
Learning System ◽  
E Learning

scholarly journals Momentum to Distance Education Initiative at Africa University Zimbabwe

2014 ◽  
Vol 1 (1) ◽  
pp. 64
Author(s):  
Nelson Jagero ◽  
B. Ikubolajeh Logan ◽  
Richard Fotsin ◽  
Caroline G. N. Magunje ◽  
Edna L. Daudi
Keyword(s):  
Distance Education ◽  
Academic Staff ◽  
Virtual Classroom ◽  
Inferential Statistics ◽  
Technical Problems ◽  
Adoption Of Technology ◽  
Ex Post ◽  
Research Designs ◽  
E Learning ◽  
Education Initiative

To spearhead the Distance Education (DE) initiative at AU, the DE and ICT units under the instigation of the Deputy Vice Chancellor held a Distance Education and E-learning Symposium from the 30th to the 31st of January 2014. The symposium was meant to bring momentum to the distance education initiative and ensure that we are all geared and ready for online distance education. The research designs used were Ex post Facto and correlational research designs.  Data was analysed using qualitative technique such as coding and quantitative technique, including descriptive and inferential statistics.  The major draw backs to the momentum to distance education initiative included; technical problems in accessing the virtual classroom, lack of theoretical and pedagogical knowledge of teaching and learning to effectively engage with students in on line learning.  From the inferential statistics, the most important factor that can lead to adoption of technology is to change the views of academic staff about the relevance and importance of distance education and e-learning.

IMPLEMENTASI E-LEARNING BERBASIS VIRTUAL CLASS DENGAN MENGGUNAKAN METODE SYNCHRONOUS LEARNING PADA PEMBELAJARAN DI UNIVERSITAS KUNINGAN

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Panji Novantara
Keyword(s):  
Virtual Classroom ◽  
Asynchronous Learning ◽  
Classroom Learning ◽  
Synchronous Learning ◽  
Virtual Class ◽  
E Learning

Penelitian ini dibuat bertujuan untuk mengimplementasikan media pembelajaran berbasis Virtual Class melalui e-Learning dengan menggunakan metode Synchronous Learning di Universitas Kuningan. Target penelitian yang ingin dicapai adalah adanya media belajar tambahan berbasis virtual yang menarik dan mudah digunakan sehingga dapat meningkatkan minat belajar dan� prestasi mahasiswa dalam pembelajaran di Universitas Kuningan. Penelitian ini akan membahas bagaimana merancang dan mengembangkan media pembelajaran berbasis Virtual Class melalui e-Learning dalam pembelajaran di kalangan mahasiswa Universitas Kuningan dengan metode Synchronous dan Asynchronous Learning. Virtual classroom learning didefinisikan sebagai sebuah metode pembelajaran dan pengajaran, yang meliputi penyajian materi, grafik, simulasi,evaluasi, maupun umpan balik yang dituangkan dalam bentuk multimedia pembelajaran interaktif yang menggunakan media elektronik (terkoneksi dengan sambungan Internet) untuk menyampaikan materi dan bimbingan berbasis Virtual.Keunggulan virtual classroom ini adalah mobilitas tinggi, harganya murah dan lebih banyak interaktifitas (antar pengguna/mahasiswa, pengguna/mahasiswa dengan program maupun pengguna/mahasiswa dengan nara sumber lain/dosen pendamping). Sebagai solusi untuk mengembangkan kemampuan dari Teknologi Virtual maka dikembangkanlah metode pembelajaran sebagai teknik penyampaian pembelajaran melalui Virtual dengan menggunakan metode Virtual Class Learning. Aplikasi Virtual Class Learning harus dirancang secara lebih efektif, efisien dan optimal dibandingkan dengan aplikasi yang dirancang untuk E-learning.�Keywords : e-Learning, Virtual Class, Metode Synchronous Learning, Media Pembelajaran.

THROUGH E-LEARNING

2020 ◽  
Vol 11 (2) ◽  
pp. 366-370
Author(s):  
Ilia Dinev ◽  
◽  
Nadka Dineva ◽  
Keyword(s):  
Electronic Media ◽  
Virtual Classroom ◽  
Online Resources ◽  
Learning Material ◽  
Conscious Perception ◽  
Web Based ◽  
Web Based Learning ◽  
Teachers And Students ◽  
E Learning ◽  
Digital Collaboration

E-learning refers to the e-learning process and includes: web-based learning, virtual classroom articles and digital collaboration. The advantage of communication between teachers and students via electronic media is the accessible variety of online resources that give engagement and conscious perception of the learning material.

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