Evaluating Online and Traditional Learning Environments Using Cartographic Generalization Techniques

2018 ◽  
Vol 53 (2) ◽  
pp. 107-114
Author(s):  
Jared L. Ware
Keyword(s):  
Learning Environments ◽  
Traditional Learning ◽  
Cartographic Generalization ◽  
Traditional Learning Environments

scholarly journals Toolbox of teaching strategies

2018 ◽  
Vol 5 (4) ◽  
pp. 249-255
Author(s):  
Lei Pan ◽  
Hui-Qin Xi ◽  
Xiao-Wei Shen ◽  
Chen-Yu Zhang
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Teaching Strategy ◽  
Traditional Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Traditional Learning Environments

AbstractA teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

scholarly journals Recommender and guidance strategies for creating personal mashup learning environments

2014 ◽  
Vol 11 (1) ◽  
pp. 321-342 ◽  
Author(s):  
Alexander Nussbaumer ◽  
Daniel Dahrendorf ◽  
Hans-Christian Schmitz ◽  
Milos Kravcík ◽  
Marcel Berthold ◽  
...  
Keyword(s):  
Learning Environments ◽  
Cognitive Learning ◽  
Qualitative Evaluation ◽  
Traditional Learning ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Guidance Strategies ◽  
The Creation ◽  
Intended Learning Outcomes ◽  
Traditional Learning Environments

This article presents an approach that supports the creation of personal learning environments (PLE) suitable for self-regulated learning (SRL). PLEs became very popular in recent years offering more personal freedom to learners than traditional learning environments. However, creating and configuring PLEs demand specific meta-skills that not all learners have. This situation leads to the challenge how learners can be supported to create PLEs that are useful to achieve their intended learning outcomes. The theory of SRL describes learners as self-regulated if they are capable of taking over control of the own learning process. Grounding on that theory, a model has been elaborated that offers guidance for the creation of PLEs containing tools for cognitive and meta-cognitive learning activities. The implementation of this approach has been done in the context of the ROLE infrastructure. A quantitative and qualitative evaluation with teachers describes advantages and ideas for improvement.

scholarly journals What if being or becoming information literate were an adventure?

2021 ◽  
Author(s):  
Tove I. Dahl
Keyword(s):  
Learning Environments ◽  
Psychological Research ◽  
Traditional Learning ◽  
Years Of Experience ◽  
Research Traditions ◽  
Hands On ◽  
Simple Question ◽  
Traditional Learning Environments

See RECORDING What if we allowed ourselves to rethink what becoming information literate is about, or can be? In this talk, I will take us along paths of thought that allow us to re-imagine what it might mean to become an information literate person. I will draw from my base in several psychological research traditions and years of experience designing curricula and hands-on teaching in both traditional and non-traditional learning environments. I invite you to join me in thinking about how we might build on what you already do well in IL education by entertaining one simple question: What if being or becoming information literate were an adventure? Where might that take us?

scholarly journals The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

10.28945/2135 ◽  
2015 ◽  
Author(s):  
Retta Guy ◽  
Millicent Lownes-Jackson
Keyword(s):  
Distance Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Business Students ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Face To Face ◽  
Computer Based ◽  
Traditional Learning Environments ◽  
Better Than

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Simulations have been shown to be an effective tool in traditional learning environments; however, as distance learning grows in popularity, the need to examine simulation effectiveness in this environment has become paramount. A casual-comparative design was chosen for this study to determine whether students using a computer-based instructional simulation in hybrid and fully online environments learned better than traditional classroom learners. The study spans a period of 6 years beginning fall 2008 through spring 2014.  The population studied was 281 undergraduate business students self-enrolled in the 200-level microcomputer application course. The overall results support previous studies in that computer simulations are most effective when used as a supplement to face-to-face lectures and in hybrid environments.

Teacher Candidate Experiences Related to Augmented Reality Applications

2020 ◽  
pp. 39-60
Author(s):  
Murtaza Cicioğlu ◽  
Şenay Sezgin Nartgün ◽  
Salih Yılmaz
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Teacher Candidates ◽  
Study Data ◽  
Learning Motivation ◽  
Traditional Learning ◽  
Study Group ◽  
Phenomenological Design ◽  
Compare And Contrast ◽  
Traditional Learning Environments

This study aimed to compare and contrast educational presentations prepared with the help of PowerPoint (PPT) program and augmented reality (AR) and to explore teacher candidates' presentation experiences in terms of impact on learning, motivation, usability/employability, and positive and negative aspects. In this context, a qualitative study with a phenomenological design was conducted. The study group was composed of teacher candidates attending the Department of Computer Education. Study data were collected via the interview form developed by the researchers. Research results show that AR applications are superior to PPT presentations in many respects, and while both AR and PPT presentations have positive and negative aspects, traditional learning environments with PPT presentations are no longer sufficient to attract the attention and interest of today's students and meet current demands. Moreover, there is a need to increase educational content and infrastructure to improve the use of AR in addition to providing training to teacher candidates and teachers.

Web Services for Learning in Educational Settings

2011 ◽  
pp. 1166-1168
Author(s):  
Brent B. Andresen
Keyword(s):  
Web Services ◽  
Secondary Schools ◽  
Learning Environments ◽  
Rapid Development ◽  
Learning Management Systems ◽  
The Body ◽  
Traditional Learning ◽  
The Internet ◽  
Web Resources ◽  
Traditional Learning Environments

It is only quite recently that politicians and educational thinkers have begun seriously to reconsider the traditional learning environments and to value the application of Web services into primary and secondary schools. In addition, many school leaders and teachers have been more inclined to value the application of portal technology because they believe that it fosters learning. The continuing concern about the validity of the Victorian models of schooling thus reflects the rapid development of the portal technology. Currently, school district portals cover a spectrum of services and resources from public portals to learning management systems integrated with various internal Web services. Real changes in learning took part once these intranets and the Internet began offering a new tool and medium with which to support and mediate schooling (Abbott, 1995). This article covers the application of portal technology into schools (grade 0-12). By providing guidance for researchers and practitioners in this field, this article aims to add to the body of work in the use of Web resources and services at primary and secondary schools.

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