Direct Measurement of Veterinary Student Learning Outcomes for the NAVMEC Professional Competencies in a Multi-User Virtual Learning Environment

This study is a quantitative study with a population of 129 students ingrade V SDN 102028 Kampung Gelam district of Serdang Bedagai with the number of respondents as many as 27 people. Data collection techniques used were questionnaires, documentation, and interviews. Student learning outcomes are influenced by various factors that occur in the learning process both internally and externally. One of the external factors that play a role in determining the success of student learning is the learning environment of family, school and community. Of the three learning environments concerned about how parents support children's learning, the facilities at school for learning activities and how students interact with others. Without the support of these three things, will make the learning process becomes hampered. Data analysis technique used is descriptive analysis technique while hypothesis test using product moment correlation test assisted by program of SPSS version 21. Based on the results of research, learning environment and student learning outcomes in general are in enough categories. Hypothesis test with a significance level of 5% obtained results indicating that the school environment is positively and significantly correlated with student learning outcomes. Shown by the result of analysis of rhitung is bigger than rtabel (0,504> 0,381) and coefficient of determination 25%.It can be concluded that between the learning environment and the learning outcomes have a positive and significant relationship. The results of this study are expected to be useful for students, parents, students, and principals. Proposed suggestion is that the learning environment should be created safely and comfortably so that the students' learning result will be optimal.

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Individualization and Differentiation of the Content of Primary Education by Using Virtual Learning Environment “EDUKA class”

Pedagogika ◽

10.15823/p.2018.27 ◽

2018 ◽

Vol 130 (2) ◽

pp. 131-147 ◽

Cited By ~ 1

Author(s):

Renata Kondratavičienė

Keyword(s):

Learning Environment ◽

Learning Outcomes ◽

Primary Education ◽

Virtual Learning ◽

Educational Process ◽

Virtual Learning Environment ◽

Process Data ◽

Teaching Environment ◽

Quantitative Survey ◽

Virtual Teaching

The article reveals the concept of individualization and differentiation of curriculum content in a real and virtual learning environment. It examines how the virtual learning environment (EDUKA class) features the ability to personalize and differentiate tasks, use digital textbooks and virtual material, provide and receive feedback, monitor progress and learning outcomes, and help to individualize and differentiate the content of elementary education at school. In order to evaluate the use of the core functions of the virtual teaching environment “EDUKA class” – working with groups, tasks and lesson material, feedback and learning outcomes and tracking progress - to differentiate and personalize the content of primary education, a quantitative survey was conducted - a written survey of respondents. It took place in 2017 from June to August, 109 Lithuanian primary school teachers were actively interviewing the virtual learning environment “EDUKA class” in the learning process. Data received by respondents in response to closed questions were analyzed by the SPSS (Statistical Package for Social Sciences) for Windows 17.0 program. Descriptive statistics used for quantitative survey processing. The qualitative analysis (i. e. content analysis) was used to analyze the answers to open questions in the questionnaire. The results of the research showed that in the virtual teaching environment “EDUKA class”, the teacher quickly and comfortably divides students into homogeneous groups according to their talents, progress, inclinations, interests. Based on the individual differences of pupils, the teacher creates open-ended tasks and closed-ended tests in accordance with the complexity of the group’s students. Conducts teaching materials (files, links) created and used in the educational process. Environment The “EDUKA class” facilitates teacher work by differentiating learning content, monitoring student learning outcomes and progress by providing feedback to students and their parents.

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A Mediated Approach to the Virtual Learning Environment (VLE)

International Journal of Library and Information Services ◽

10.4018/ijlis.20210701.oa5 ◽

2021 ◽

Vol 10 (2) ◽

pp. 1-10

Author(s):

Robert Akinade Awoyemi ◽

Richard Oluwadolapo Awoyemi

Keyword(s):

Learning Environment ◽

Technology Acceptance ◽

Learning Outcomes ◽

Technology Acceptance Model ◽

Technological Development ◽

Academic Library ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Library Users ◽

Acceptance Model

This paper examines the Virtual Learning Environment (VLE) in relation to its implication for academic libraries in the 21st century. It sheds light on how technological development has had major impacts in the academic library, with regards to how information is being constructed, transmitted and accessed by library users. In the course of this discourse it was deduced that students constitute a significant percentage of the academic library users. The technological development in the academic sphere has enabled ubiquitous interactions between students and teachers, in which students are enabled to learn and communicate with their teachers from remote locations, thus inducing the notion of VLE. The VLE is regarded as technological-based environment where learners are enabled to access learning outside the classroom. With the aid of VLE students are granted ownership of their learning process, thus ensuring positive learning outcomes. Finally, the Technology Acceptance Model (TAM) was employed to serve as the theoretical basis of this discourse.

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Information Literacy Learning Outcomes: Critical Factors in the Learning Environment

Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI ◽

10.29173/cais770 ◽

2013 ◽

Author(s):

Heidi Julien ◽

Brian Detlor ◽

Alexander Serenko ◽

Rebekah Willson ◽

Maegan Lavallee

Keyword(s):

Learning Environment ◽

Student Learning ◽

Learning Outcomes ◽

Information Literacy ◽

Literacy Learning ◽

Student Learning Outcomes ◽

Literacy Program ◽

Critical Factors ◽

Significant Challenge ◽

Program Components

A significant challenge facing Canadian business schools is how best to work with librarians to incorporate information literacy instruction in curriculum and program designs. This study addresses the question: what is the interplay between factors of the learning environment and information literacy program components on business student learning outcomes?La meilleure façon de travailler conjointement avec les bibliothécaires dans le but d’intégrer les compétences informationnelles aux cours et aux programmes d’études constitue un défi important pour les écoles de gestion au Canada. Cette étude répond à la question suivante : Quelle est l’interaction entre les facteurs que sont l’environnement d’étude et les composantes de programmes de compétences informationnelles sur les résultats d’apprentissage des étudiants en gestion?

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Faculty Perception of Virtual 3-D Learning Environment to Assess Student Learning

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch085 ◽

2018 ◽

pp. 1827-1853

Author(s):

Anita Cassard ◽

Brian W. Sloboda

Keyword(s):

Learning Environment ◽

Student Learning ◽

Learning Environments ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Virtual Learning Environments ◽

Instructional Designers ◽

Anecdotal Evidence ◽

Comprehensive Examination ◽

Assessment Of Student Learning

This chapter presents some of the methods and approaches that are used in the assessment of student outcomes in 3-D virtual learning environments. Distance learning or eLearning that includes the 3-D virtual learning environments have been increasing dramatically because of the rise in demand by students. Because of this advent in eLearning, assessment of the outcomes is crucial when measuring student learning. In addition to the measurement of student learning, the instructional designers will need assessment of student learning as a means to upgrade the 3-D virtual learning environments and maintain the relevancy of the content for students. Much of the research on measurement of outcomes is based on anecdotal evidence provided by students. A comprehensive examination of assessment of the 3-D virtual learning environment becomes paramount, so educators will have a better idea how to carefully assess outcomes of student learning.

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