scholarly journals Emerging Factors Affecting Blended Learning in Virtual Learning Environment Framework (VLEF)

2016 ◽  
Vol 13 (3) ◽  
Author(s):  
Yousaf Khan
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Factors Affecting

scholarly journals Factors Affecting Teachers Attitude towards Designing Virtual Learning Environment

2020 ◽  
Vol 5 (SI3) ◽  
pp. 173-179
Author(s):  
Kumar Raman ◽  
Norasmah Othman ◽  
Haryanti Mohd Affandi ◽  
Indera Irawan Md. Rawi
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Publishing House ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Factors Affecting ◽  
Information And Communication

In many developing countries, Information and Communication Technology had been introduced. Its integration with the curriculum is limited. In view of this, a survey was conducted to examine the factors that affect teacher’s attitude in adopting virtual learning environment in their classroom teaching. The result of regression analysis revealed that Perceived usefulness and Perceived ease of use, had been seen to have more considerable significance than Social Influence and Facilitating Condition in affecting teacher’s attitude to adopt Frog VLE. Together these constructs explained 57 per cent the variance in teacher’s intention to use VLE application in their teaching. Keywords: Virtual Learning Environment; ICT in teaching and learning; teacher’s attitude towards e-learning eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2560

scholarly journals Investigation of Face-to-Face Class Attendance, Virtual Learning Engagement and Academic Performance in a Blended Learning Environment

2021 ◽  
Vol 11 (3) ◽  
pp. 112-118
Author(s):  
Na Li ◽  
◽  
Jie Wang ◽  
Xiaojun Zhang ◽  
Roland Sherwood
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Blended Learning ◽  
Correlation Coefficient ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning Engagement ◽  
Face To Face ◽  
Class Attendance ◽  
The Face

The purpose of this research is to investigate the correlation within three key variables in relation to students’ learning outcomes: face-to-face class attendance, virtual learning engagement, and academic performance. A sample course with 3783 students’ data were analysed by applying a quantitative research methodology. The research data included one semester’s attendance records, students’ virtual learning engagement on the university centralized virtual learning environment and the average academic performance Both Spearman’s correlation coefficient and Pearson’s correlation coefficient were used for the hypothesis’s tests according to the variables’ data characteristics. This research has verified the positive correlations between face-to-face class attendance and academic performance, virtual learning engagement and academic performance in a blended learning environment at a Chinese transnational university, which are consistent with existing research. The finding about the positive correlation between the face-to-face class attendance and virtual learning engagement suggests that students can benefit from both traditional and contemporary teaching formats by integrating the virtual learning elements into the face-to-face class delivery.

scholarly journals СИСТЕМА MOODLE ЯК ЗАСІБ ОРГАНІЗАЦІЇ ЗМІШАНОГО НАВЧАННЯ ПРАКТИЧНОЇ ФОНЕТИКИ НІМЕЦЬКОЇ МОВИ

2017 ◽  
Vol 62 (6) ◽  
pp. 86
Author(s):  
Olena S. Beskorsa
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Blended Learning ◽  
Primary Education ◽  
Experimental Verification ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
German Language ◽  
Distance Courses

In the article the problem of organizing blended learning of the course “Practical phonetics of German language” by means of virtual learning environment Moodle is revealed. The author summarizes the best practices of native and foreign researchers on the issues of blended learning implementation and technology of designing distance courses in the virtual learning environment Moodle. It is noted that the specificity of exercises in the course of practical phonetics is in the fact that they should contain tasks for recording their own voice to assess the level of formation of listening and pronunciation, rhythmic and intonation skills. The author describes his own experience in implementing the distance course in teaching the phonetics to students of the specialty “Primary Education”. The course offered by the author covers eight themes; each theme assumes the fulfillment of tasks in three blocks – theoretical, practical, and communicative. The article presents data of experimental verification of the implemented course that confirm its effectiveness.

Virtual Learning Environment Blends

2011 ◽  
pp. 324-344
Author(s):  
Robert J. McClelland
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Action Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Student Experiences ◽  
Learning Approaches ◽  
Digital Collections ◽  
E Learning ◽  
Learning Sets

This work is concerned with the evolution of blended learning supports for university students in moving from early Virtual Learning Environment (VLE) platforms and supports that were designed and facilitated by academics to those platforms designed commercially (particularly Blackboard) and developed using a mixture of commercial, collaborative and e-learning supports. The chapter is an examination of a range of issues including production of learning resources and student learning approaches. It concludes by highlighting the importance of innovation and variety in the learning blend with increased reliance on digital collections and for learning approaches student experiences were evaluated as positive when undergoing problem-based approaches and were seen as stimulated to engage with e-learning materials based on the structure and operation of action learning sets.

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 Building a Virtual Learning Environment to Foster Blended Learning Experiences in an Institute of Application in Brazil

Open Praxis ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 109 ◽  
Author(s):  
Andrea Da Silva Marques Ribeiro ◽  
Esequiel Rodrigues Oliveira ◽  
Rodrigo Fortes Mello
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Basic Education ◽  
Postgraduate Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Practices ◽  
Education Students ◽  
Educational Models ◽  
Face To Face

Blended learning, the combination of face-to-face teaching with a virtual learning environment (VLE), is the theme of this study that aims at describing and analyzing the implementation of a VLE in the Institute of Application Fernando Rodrigues da Silveira, an academic unit of the State University of Rio de Janeiro. This study’s main contribution is to reflect on the complexity of the institute that comprises schooling for basic education students and teacher education, from elementary school to postgraduate education. The wide scope of the institute encompasses face-to-face and non-presential activities, in different proportions, depending on the educational segment. Thus, starting from the assumption that blended learning teaching processes foment more student-centered educational models and facilitate interactions between individuals, a collaborative way was chosen as the VLE development method, contributing to pedagogical practices that favor meaningful learning. The VLE design was developed to meet the different needs and demands of the different educational segments. Currently there are 295 registered users. However, there are no registered basic education students so far. This can be justified by the fact that the VLE is relatively new to the community, and the participation of basic education students in the VLE depends on their teachers’ enrolment and use of the VLE itself.

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