scholarly journals ADMINISTERING CLASSES IN VIRTUAL LEARNING ENVIRONMENT: FACILITATIONS, PRINCIPLES, EDUCATORS’ ROLES AND INTERACTIONS

2021 ◽  
Vol 7 (1) ◽  
pp. 180
Author(s):  
Nur Afni Mahiya Usemahu ◽  
Yulia Fernandita
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Mixed Method ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Learning Activities ◽  
The Internet ◽  
Workload Management ◽  
Teachers Training

This study investigates teachers’ competencies in the implementation of facilities, principles, educators’ roles, and interactions in the Virtual Learning Environment (VLE). Using explanatory sequential mixed method, it aims to examine whether all those competencies such as learning system tools and resources, technology quality, and workload management are considered throughout the learning process. In total, 102 students from the Faculty of Tarbiyah and Teachers’ Training at Antasari State Islamic University were involved in the survey. Fourteen of them, as well as three lecturers, were then interviewed. The results indicate that despite students’ limited access to the internet, lecturers attempt to provide all students’ facilities. However, in some departments, various learning activities, monitoring, and feedback still need to be improved. The lecturers generally execute the principle of the virtual learning environment. The students mostly believe that lecturers are aware of their roles, and manage their interactions well. In conclusion, the study suggests teachers’ competencies in the virtual learning environment and calls for further studies in this subject. 

scholarly journals The Importance of a Teacher in a Distance Education and the Progressive Methods of Teaching in a Virtual Learning Environment

2014 ◽  
Vol 22 (2) ◽  
pp. 97-104
Author(s):  
Olga MIŠČENKO
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Virtual Environment ◽  
Learning Strategies ◽  
Learning Process ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
The Internet ◽  
High Level ◽  
New Applications

The purpose of the article is to analyze the experience of the first work years of teaching the students, who study by distance, to compare other authors’ experience and to examine the advantages of Moodle virtual learning environment (VLE), searching for new applications of it. The relevance of e-learning is noted. It is affirmed that metacognitive learning strategies are typical for learning foreign languages in virtual environment. It is said that the Internet is a tool that ensures studies by distance. It is said that raising the qualification and learning by distance allows a responsible employee to improve foreign language skills while lifelong learning. VLE adaptability for teaching and studying English is being discussed. It is stated that the Internet conditions all types of methods in the virtual environment, application, and its existence expands and deepens the learning approach. In the paper it is claimed that the Moodle VLE function is to improve the learning process to ensure a high level of expertise and the objectivity of assessment. Studying in conventional way and in the virtual environment are briefly compared. Moodle virtual learning environment application objectives to learning outcomes, emphasizing the importance of the traditional teaching methods, the student’s responsibility to call attention to the learning process and system characteristics are defined. It is noted that learning in the virtual environment is based on the principles of epistemology, therefore the Moodle system meets the didactic tasks. The virtual learning environment possibilities ensure a very good feedback and increase students’ motivation, and, consequently, that provides better knowledge. It is emphasized that while teaching by distance, the teacher’s responsibility, his role in the development of educational material and the course tasks have increased. Some specific cases for various forms of studies and exercises to perform in the Moodle e-system are given. Some statistical data demonstrate the improvement of the quality of knowledge due to the Moodle system application for training foreign language.

scholarly journals OVERVIEW OF PRACTICAL IMPLEMENTATION OF MECHANISMS OF USER ACCESS TO UNIVERSITY OF THE UNIVERSITY

2020 ◽  
Vol 2 (1) ◽  
pp. 86-94
Author(s):  
A. V. Fomenko ◽  
◽  
D. O. Tarasov ◽  
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Practical Implementation ◽  
Individual System ◽  
Different Types ◽  
Access Rights ◽  
The University

One of the hallmarks of the learning process is its manageability, which provides for the possibility of planning and designing the educational process. The article deals with practical issues related to the administration of the University Virtual Learning Environment in terms of organization and differentiation of access rights of different categories of users. The authors discuss the principles of administering a virtual learning environment in terms of distinguishing levels of access to individual elements of the system for different roles of different categories of users. In LMS Moodle, the list of hierarchical contexts is as follows: System (no parent context); Website – homepage (parent context – system); Course category (parent context – system); Course (parental context – course category or system); Course element (parent context – course); Block (parent context – system or course); User (parent context – system). In the Lviv Polytechnic University, only Super Administrator, Global Group Management, Methodist, and Library have global roles. Role assignments are performed to determine the role in context. The site (homepage) and course are examples of two different contexts. While the role assignment process is the same for different contexts, the path to the assignment page may be different. The article gives examples of how to organize a system of administration with a description of the processes of creating different types of roles and the logic of implementation of each role and the need for certain approaches. There are five types of roles in the article, namely: managerial, supervisory, training, informational, temporary, providing justification and practical advice on setting up each role for each type. The article describes a common responsibility matrix for each user role. The roles of management roles are different aspects of course administration at the level of course categories of different types of nesting. This type includes administrators. The role of the controlling role is, by name, to investigate the various aspects of educational and training activities within the VNS system. The objectives of the learning roles are to ensure and carry out the learning process itself. These roles include, first of all, the system role by default – the student, the main participant in the process of acquiring knowledge, passing checkpoints and other components of the educational process. The tasks of information roles are to create information messages for both students and teachers at different levels of the information system. Temporary role tasks are to involve third parties in the system. Of course, the guest is first and foremost, but in our case guest entry is forbidden, so the roles of Conference Participant and Olympiad Participant were created to provide access to individual system resources. The article describes a common responsibility matrix for each user role.

scholarly journals Adaptive assessment model in Moodle

2009 ◽  
Vol 50 ◽  
Author(s):  
Jurgita Lieponienė ◽  
Regina Kulvietienė
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Learning System ◽  
Assessment Model ◽  
Knowledge Assessment ◽  
Testing System ◽  
Adaptive Assessment

Article analyses an adaptive knowledge assessment. Referring to defined criteria the virtual learning environments such as Blackboard Learning System Vista, Workplace Collaboration Learning System and adaptability of testing system Moodle are evaluated. Is fully described a produced adaptive valued activity model in the virtual learning system Moodle that was created following the Bloom’s taxonomy levels and using one of virtual learning environment Moodle activities – a lesson activity.

Collaboration and the Use of Three Dimensional Interface within a Virtual Learning Environment

2012 ◽  
pp. 1493-1505
Author(s):  
Brian G. Burton ◽  
Barbara Martin ◽  
Doug Thomas
Keyword(s):  
Learning Environment ◽  
Virtual Environment ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Learning Process ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Community Of Learners

This chapter’s goal is to examine the experiences and perceptions of undergraduate students using a 3D Virtual Learning Environment. After creating a 3D didactic constructivist virtual environment, student conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occured within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.

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 ACTUALIZATION OF INTEGRATIVE THEMATIC LEARNING IN MADRASAH IBTIDAIYAH (MI) THROUGH ARIAS LEARNING MODEL

2017 ◽  
Vol 5 (2) ◽  
pp. 278
Author(s):  
Nur Hadi
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Learning Model ◽  
Learning System ◽  
Learning Activities ◽  
Reasoning Ability ◽  
Self Confidence ◽  
New Material ◽  
Thematic Learning

<p align="center"><em>This paper aims to describe how to actualize integrative thematic learning that takes place in Madrasah Ibtidaiyah (MI) where during this time the educator sometimes still confused how to do the step, what strategy should be used, what model should be chosen in doing the learning process. A thing that must be done by educators for integrative thematic learning can be implemented properly one of them is by using ARIAS learning model. The ARIAS learning model is able to make integrative thematic learning work well. Because the learning model ARIAS is a learning system characterized by a systematic learning environment, meaningful and simple, able to provide comfort learners follow the learning activities, able to develop students' reasoning ability, able to acquire and mastery of new material, able to foster self-confidence learners, able to grow interest and attention of learners, able to cultivate a sense of pride and satisfaction of learners in following the learning.</em></p><p> </p>

scholarly journals Adaptive Virtual Learning Environment based on Learning Styles for Personalizing E-learning System: Design and Implementation

2020 ◽  
Vol 8 (6) ◽  
pp. 3398-3406
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
User Interfaces ◽  
Adaptive Learning ◽  
Architectural Design ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Course Content ◽  
E Learning

Most virtual learning environment fails to recognize that students have different needs when it comes to learning. With the evolving characteristics and tendencies of students, these learning environments must provide adaptation and personalization features for adaptive learning materials, course content and navigational designs to support student’s learning styles. Based from the data mining results of learner behavioral features of five hundred seven (507) tertiary students, an accurate model for classification of student’s learning styles were derived using J48 decision tree algorithm. The model was implemented in a prototype using a framework and a proposed system architectural design of an adaptive virtual learning environment. The study resulted in the development of an adaptive virtual learning environment prototype where learner’s preferences are dynamically diagnosed to intelligently personalize the course content design and user interfaces for them.

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.

Interaction in the virtual world: an analysis of students' construal of pedagogic subject positions in a 3D virtual learning environment

2013 ◽  
Vol 33 (3) ◽  
Author(s):  
Janaina Minelli de Oliveira ◽  
Vanessa Esteve ◽  
Mar Camacho
Keyword(s):  
Learning Environment ◽  
New Technologies ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Negative Evaluation ◽  
Learning Activities ◽  
Learning Activity ◽  
Subject Positions ◽  
Positive Evaluation

AbstractThis article discusses the results of an investigation on construal of pedagogic positions in a series of online interactions between two students performing learning activities in a three-dimensional virtual learning environment. It aims at analyzing how students offer praise while performing learning activities in the absence of a teacher or mentor. Results show that while students were highly focused in the learning activities, they construe different pedagogic positions through their language behavior, taking more proactive or reactive roles. The main area of attitudinal language used was Appreciation and most evaluative language in the corpus targets the objects created by the students themselves, falling within the Composition subtype. Positive evaluation and Negative evaluation play important roles in the performance of the learning activity: Positive evaluation is used in the corpus to provide feedback on the improvements made in the world and manage conflict or reassurance; Negative evaluation serves two key functions – the management of the revision of the work done and the control of the tasks to be performed. It is argued that the understanding of pedagogic subject positions construal is an essential step for the elaboration of pedagogic strategies, including those which incorporate the extended potentials of new technologies.

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