STUDENTS’ ATTITUDE TOWARDS VIRTUAL LEARNING ENVIRONMENT IN HIGHER EDUCATION: INFORMATION LITERACY PERSPECTIVE

2019 ◽  
Author(s):  
Eamin Ali Akanda ◽  
Mahbubul Islam ◽  
Nazmul Hasan ◽  
Kaniz Fatima ◽  
Dilara Begum
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Information Literacy ◽  
Virtual Learning ◽  
Virtual Learning Environment

Introducing a virtual learning environment and learning objects into higher education courses

2005 ◽  
Vol 1 (4) ◽  
pp. 383 ◽  
Author(s):  
Tom Boyle ◽  
Claire Bradley ◽  
Peter Chalk ◽  
Ken Fisher ◽  
Poppy Pickard
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Virtual Learning ◽  
Learning Objects ◽  
Virtual Learning Environment ◽  
Education Courses

scholarly journals Engaging Virtual Learning Environment System to Enhance Communication and Collaboration Skills among ASEAN Higher Education Learners

2016 ◽  
Vol 11 (04) ◽  
pp. 103 ◽  
Author(s):  
Jintavee Khlaisang ◽  
Kemmanat Mingsiritham
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Environment ◽  
Undergraduate Students ◽  
21St Century ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning Activity ◽  
Cultural Community ◽  
Collaboration Skills

The study aims to design and develop a Virtual Learning Environment (VLE) system to enhance the communication and collaboration skills of higher education learners in the ASEAN cultural community. The system was developed based on a literature review of ASEAN to identity its educational goals for 2015, as well as the subjects of open learning, VLE, active learning, activity based learning, ASEAN cultural community, and collaboration and communication skills in 21st century. The results of the literature review were developed into a questionnaire for 400 higher education instructors. The survey results were then tabulated using G* Power and were analyzed using Exploratory Factor Analysis (EFA) to find the core elements to be developed to be an appropriate VLE system. The resulting system was tested using a sample group of 30 volunteer undergraduate students from 5 ASEAN member countries. Data analysis using t-test dependent indicated that there was statistical difference between pre and post self-assessment scores of the 21st century skills in communication and collaboration at a 0.05 level of significance. The result was consistent with the results of behavior and trace observations and the quality of project assignments produced using the system. The system developed consisted of four elements was approved by experts in the education field.

Analysis of engagement metrics vs student attainment using multiple sources across physical and virtual spaces: A case study.

2020 ◽  
Author(s):  
Caudia Wascher ◽  
Isobel Gowers ◽  
Matt East
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Analytics ◽  
Higher Education Institutions ◽  
Virtual Learning ◽  
Individual Learning ◽  
Virtual Learning Environment ◽  
Multiple Sources ◽  
Student Behaviour

Learning analytics, referring to the collection and analysis of data regarding the progress of learners, allows higher education institutions and individual academics to make data driven decisions regarding their teaching approaches and support they are providing. Further, they provide students with an opportunity to take control of their own learning, as they are gaining a better understanding of their own performance and can make informed decisions about their own learning progress. In early 2020 a global pandemic forced higher education institutions worldwide to quickly move teaching online. We argue that under these circumstances, detailed learning analytics provide a unique opportunity to understand student behaviour and support individual learning. We present a case study analysing engagement metrics and their relationship to student attainment in four courses in the area of behavioural biology, over a time period of two years pre-pandemic. Multiple sources of student engagement in the physical (attendance at lectures) and virtual space (access and engagement with online learning resources) were used. Our results show that grades of students were significantly affected by type of assignment, with grades being lower in exams compared to other types of assignment. Grades were not significantly affected by level of studies, gender and country of origin (UK versus non-UK). With regards to engagement metrics, grades significantly increased with percentage of attendance in class, percentage of resources accessed on Canvas and library access. Students accessed lecture notes longer compared to other resources. Physical attendance in class over all courses and levels of studies averaged at 55 %. Online, students accessed on average only 32 % of resources provided in the virtual learning environment. Students accessed the majority of the courses in the same week when materials were discussed in class compared to the weeks before and after. Our results show that both engagement with materials in the virtual learning environment and attendance in class are positively correlated with student achievement. We cannot make any inferences about the causality of this effect and it is likely that better students in general are more engaged. Our project provides detailed in-depth insight into student behaviour and reveals that students overall do not engage with all materials provided, resulting in an incomplete learning experience. We suggest that detailed data on engagement of students with individual resources can be used to better understand and shape individual learning experiences of students.

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