Effects of University belonging and College Life Satisfaction on Learning Persistence in Non-face-to-face Learning Environment due to COVID-19 Pandemic

2021 ◽  
Vol 34 (1) ◽  
pp. 231-251
Author(s):  
Hayeon Lee ◽  
Ju Eun Go ◽  
Min-Ho Joo
Keyword(s):  
Life Satisfaction ◽  
Learning Environment ◽  
College Life ◽  
Face To Face ◽  
Face To Face Learning

The Gamification of Code

2022 ◽  
pp. 838-863
Author(s):  
Kristin Carlson ◽  
Rick Valentin
Keyword(s):  
Learning Environment ◽  
Course Design ◽  
Web Design ◽  
Online Resources ◽  
Face To Face ◽  
Video Lecture ◽  
Lecture Material ◽  
Games For Learning ◽  
Youtube Videos ◽  
Face To Face Learning

Teaching an introductory web design course is already a blended environment. Students meet face-to-face, yet have access to a myriad of online resources, YouTube videos, blogs, and forums to support their learning. However, the challenges of learning to understand code can inhibit students and diminish their motivation to look for resources. The authors have attempted to address this issue by focusing on the use and design of games for learning to code, as well as providing video lecture material in combination with the traditional face-to-face learning environment. By using games and gamification in the course design, the authors have found that students are able not only to bridge their knowledge between modalities more smoothly, but that they understand that there are multiple ways to solve a problem and feel empowered to search for solutions in innovative ways.

Empirical Comparison of 3-D Virtual World and Face-to-Face Classroom for Higher Education

2012 ◽  
Vol 23 (3) ◽  
pp. 30-49 ◽  
Author(s):  
Xiaofeng Chen ◽  
Keng Siau ◽  
Fiona Fui-Hoon Nah
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Second Life ◽  
Virtual World ◽  
Instructional Strategy ◽  
Relative Effectiveness ◽  
Perceived Learning ◽  
Face To Face ◽  
Significant Difference ◽  
Face To Face Learning

Many higher education institutions have set up virtual classrooms in the 3-D virtual world. In this research, the authors assess the relative effectiveness of a 3-D virtual world learning environment, Second Life, compared to traditional face-to-face learning environment. They also assess the effects of instructional strategies in these two learning environments on interactivity, perceived learning, and satisfaction. The authors’ findings suggest that learning environment interacts with instructional strategy to affect the learners’ perceived learning and satisfaction. Specifically, when interactive instructional strategy is used, there is no significant difference for perceived learning and satisfaction between the 3-D virtual world and face-to-face learning environment. However, when a direct instructional strategy is used, there is a significant difference for perceived learning and satisfaction. They also assessed whether or not technology helps increase learner and instructor interaction. The result suggests that in interactive instructional sessions, students experienced a higher level of classroom interactivity in Second Life than in face-to-face classroom.

The Gamification of Code

2020 ◽  
pp. 88-113
Author(s):  
Kristin Carlson ◽  
Rick Valentin
Keyword(s):  
Learning Environment ◽  
Course Design ◽  
Web Design ◽  
Online Resources ◽  
Face To Face ◽  
Video Lecture ◽  
Lecture Material ◽  
Games For Learning ◽  
Youtube Videos ◽  
Face To Face Learning

Teaching an introductory web design course is already a blended environment. Students meet face-to-face, yet have access to a myriad of online resources, YouTube videos, blogs, and forums to support their learning. However, the challenges of learning to understand code can inhibit students and diminish their motivation to look for resources. The authors have attempted to address this issue by focusing on the use and design of games for learning to code, as well as providing video lecture material in combination with the traditional face-to-face learning environment. By using games and gamification in the course design, the authors have found that students are able not only to bridge their knowledge between modalities more smoothly, but that they understand that there are multiple ways to solve a problem and feel empowered to search for solutions in innovative ways.

Teaching, virtually: a critical reflection

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lisa Powell ◽  
Nicholas McGuigan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Accounting Education ◽  
Educational Transformation ◽  
Content Type ◽  
Face To Face ◽  
Face To Face Learning ◽  
The Impact

Purpose The purpose of this paper is to present critical educator reflections on the pivot from the traditional physical accounting classroom to the virtual learning environment amidst COVID-19 pandemic lockdowns. Design/methodology/approach This paper outlines the reflexive experiences of two accounting educators on their scholarly journey into virtual learning and their inhabiting of the virtual accounting classroom. We adopt a critical stance in exploring what has been lost and insights gained. Findings We heed caution in the ongoing reliance on digital technologies and virtual learning that strip accounting education of its richness and complexity. Although the virtual learning environment brings with it benefits of accessibility and flexibility, it fails to replace the complexity of human connection, authenticity and informal spontaneity found in face-to-face learning. We further contend that COVID-19 presents an opportunity to rethink accounting education. We encourage educators to embrace this opportunity as a force for educational transformation; to reimagine an accounting education that embraces change, ambiguity and humanistic qualities such as empathy, compassion and humility. Originality/value Our critical educator reflections explore the impact of COVID-19 on the humanistic qualities at the heart of education and on the future of accounting education. This paper contributes to the scholarship of teaching and learning during global pandemics and other crises.

scholarly journals Development of an Innovative Learning Methodology Aiming to Optimise Learners’ Spatial Conception in an Online Mechanical CAD Module During COVID-19 Pandemic

2021 ◽  
Author(s):  
Zoe Kanetaki ◽  
Constantinos Stergiou ◽  
Christos Troussas ◽  
Cleo Sgouropoulou
Keyword(s):  
Learning Environment ◽  
Learning Strategy ◽  
Spatial Perception ◽  
Tertiary Education ◽  
Teaching Strategy ◽  
Academic Community ◽  
First Semester ◽  
Face To Face ◽  
Innovative Learning ◽  
Face To Face Learning

The COVID-19 pandemic struck humanity in February 2020. Closures of educational institutions, worldwide, resulted to the creation of emergency remote teaching environments as a substitute to face to face learning. The disruption caused in the academic community has stimulated innovative learning methods within all levels of the educational sector. New parameters affecting knowledge transmission are getting involved while students follow courses apart on a common virtual learning environment. This research is based on a first-semester Mechanical Engineering CAD module in tertiary education. A learning strategy has been applied by reforming the traditional face-to-face leaning mode to a fully remote learning environment. The methods applied have been tested using statistical analysis and have shown to contribute significantly in students’ spatial perception in 2-Dimentional Drawings. The outcomes of this research reveal a novel teaching strategy that improved students’ academic achievements in CAD during the lockdown. Specific aspects can be considered sustainable on their return back to normality.

scholarly journals Impact of Technology from Learning Environment to Organizational Practices

2016 ◽  
Vol 3 (2) ◽  
pp. 108-114 ◽  
Author(s):  
Saleh Alkhabra ◽  
Natrah Abdullah
Keyword(s):  
Learning Environment ◽  
Knowledge Creation ◽  
Learning System ◽  
Online Learning Environment ◽  
Interactive Learning Environment ◽  
Knowledge And Skills ◽  
Face To Face ◽  
Remote Environment ◽  
Face To Face Learning ◽  
Impact Of Technology

Technology has been widely adopted in the learning environment to replace conventional face-to-face learning system. The attractiveness of technology into learning was supported by its convenient, versatile, interactive and effectiveness in delivering learning even at remote environment. Flexibility afforded by online learning environment allows its users to interactively transfer knowledge and skills to other users. These learning features promoted the popularity technology integration into learning environment which has been central to converting the abundance information available online and raw data available in organizations into database to improve business activities. In this review, issues arising from knowledge creation and management have been discussed as well as the relevancy of the interactive learning environment afforded by technology. Technology-based learning was found to have become integral part of life and has promoted learning isolated environment. Knowledge creation and management were found to be more effective when they are integrated to resolve organization problems. This paper supported that both knowledge creation and knowledge management are crucial components to create a strategic business advantage.Int. J. Soc. Sci. Manage. Vol-3, issue-2: 108-114 

Is Digital Age “A Tsunami” for Distance Education?

2017 ◽  
pp. 179-194
Author(s):  
Ugur Demiray
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Digital Age ◽  
Digital Learning ◽  
Functional Roles ◽  
Face To Face ◽  
Digital Learning Environment ◽  
Face To Face Learning ◽  
The Impact ◽  
Distance Educators

A popular question between academics is quite discussing about “is digital age really a “TSUNAMI” for distance education field and distance educators? Up to now distance education by usage of high and digital technology has been taken in every level of education and learning environments, it creates almost limitless platform of opportunities better than face to face learning at any level of learning environment specially a digital one. Mostly, the result of the discussion on digital age is regarded a kind of “Tsunami” that changed the phase of education, especially distance education and effected learning environment in the 21st century. This paper looks into the impact and the types of evidence that are generated across initiatives, organizations and individuals in order to make a summative analysis and it has recommendations from point of functional roles of scaffolding and meta-communication perspective within digital learning environment aspect.

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