scholarly journals Analysis of Cooperative Skills Development through Relational Coordination in a Gamified Online Learning Environment

Electronics ◽  
2021 ◽  
Vol 10 (16) ◽  
pp. 2032
Author(s):  
Rosa Estriegana ◽  
Jose-Amelio Medina-Merodio ◽  
Rafael Robina-Ramírez ◽  
Roberto Barchino
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Computer Engineering ◽  
Game Based Learning ◽  
Web Based ◽  
Active And Collaborative Learning ◽  
Virtual Laboratories ◽  
Core Subject

One of the main problems of the sudden digital transition to online education due to the COVID-19 pandemic is the increased isolation of students. On the other hand, one of the main goals of higher education is to develop students’ cooperative competence. This experimental study presents an online learning environment, consisting of a set of web-based resources such as virtual laboratories, interactive activities, educational videos and a game-based learning methodology. The study also examines the influence of the combination of such resources with active and collaborative learning on the improvement of students’ relationships and the development of cooperative competence. To this end, an analysis was conducted based on the data collected from a core subject of the Computer Engineering and Computer Science Engineering degree courses. The answers of an

Fostering Successful Learning Communities to Meet the Diverse Needs of University Students by Creating Brain Based Online Learning Environments

2009 ◽  
Vol 5 (4) ◽  
pp. 18-25
Author(s):  
Silvia L. Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
University Students ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
University Level ◽  
The University

This paper introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

Brain Based Learning Environments in an Online Setting

2011 ◽  
pp. 90-98
Author(s):  
Silvia Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
Online Setting ◽  
Brain Based Learning ◽  
The University

This chapter introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

Game-Based Learning in an Online Environment

2021 ◽  
pp. 828-846
Author(s):  
Stephen Ko ◽  
Eric Kong
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Online Learning Environment ◽  
Game Based Learning ◽  
Online Class ◽  
Online Distance Learning ◽  
Online Distance ◽  
Learning Team

A game-based learning team exercise was specifically designed as a teaching tool which aimed to unlock the black box of cultivating student engagement in an online learning environment. In the exercise, online distance learning students were divided into police and prisoner groups whereby they were required to use different resources for catching the prisoners or for escaping from the police on a virtual map. The team exercise helped to create an innovative online learning environment that was active, cooperative, and encouraged student engagement, these being some of the key elements to enhance the quality of student experience. To evaluate the effectiveness of this exercise, an experiment was conducted using survey data from undergraduate students in an online learning environment. Results showed that the online class with a team-based activity had significantly higher scores in students' behavioral engagement than the other online class without a team-based activity while the differences in cognitive and emotional engagements were not significant.

scholarly journals Change in Learning Environment during Covid-19 Pandemic: A Study from Students Perspective

2021 ◽  
pp. 123-127
Author(s):  
Dr. Diganta Kumar Das
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Rural Areas ◽  
Economic Life ◽  
Online Learning Environment ◽  
Poor Students ◽  
Network Connection ◽  
Brahmaputra Valley ◽  
The Poor

Covid-19 Pandemic is a situation which affects mostly on economic life of the households and thereby also affects the education style of the students in almost worldwide. Today the system of education shift from offline education to the online learning. The online education does not reach all the students particularly living in rural areas. Unavailability of electricity, mobile phones, laptops having internet facility, bad network connection in rural areas, poor background of BPL families etc. are the numerous issues because of which the online education will not reached the poor students in rural areas. Under this drawback a study on attitude of college students on online learning environment in rural flood affected areas of Assam has been undertaken. A total of 150 degree students at Brahmaputra Valley of Assam have been randomly collected. For the purpose of the study Lakhimpur district of Assam was purposively selected by the researcher. The analysis of the study concludes that there is a positive contact of online learning on students during Pandemic situation. But the students living rural areas are deprived from getting the benefit of online learning in the district under study.

Constructivist Online Learning Environment Survey

2007 ◽  
pp. 299-301 ◽  
Author(s):  
J. Baker
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Classroom Environment ◽  
Self Report ◽  
Online Learning Environment ◽  
Online Instructors ◽  
Face To Face ◽  
On Line ◽  
On Line Learning

Understanding the psychosocial classroom environment has been important in both traditional face-to-face courses and online education. Trickett and Moos (1974) pioneered the use of post-course self-report instruments to measure the classroom environment through the Classroom Environment Scale. More recently, Taylor and Maor (2000) developed the Constructivist On-Line Learning Environment Survey (COLLES) to examine the students’ perceptions of online learning environment in light of social constructivist pedagogical principles. The 24-item, Likert-type COLLES instrument is a popular measure for examining online learning environments for a least two reasons. First, it measures the online learning environment along constructivist categories, which makes it in line with the dominant pedagogical philosophy for online instruction. Second, the COLLES instrument is freely included in the Survey Module of Moodle, the most popular open source course management system available. This makes it particularly convenient for online instructors to use COLLES in their teaching and research.

Pedagogy and Design of Online Learning Environment in Computer Science Education for High Schools

2016 ◽  
Vol 6 (3) ◽  
pp. 39-51
Author(s):  
Ebenezer Anohah
Keyword(s):  
Science Education ◽  
Online Learning ◽  
High Schools ◽  
Online Education ◽  
Learning Environment ◽  
Computer Science ◽  
Computer Science Education ◽  
Management Systems ◽  
Online Learning Environment ◽  
K 12

This paper reviews literature about evolving and classical theories to understand pedagogical assumptions that inform concept of instructional strategy framework in optimizing online computer science education for high schools. Exploring these areas of research is valuable for understanding instructional practices that are needed for computer science educators to implement K-12 online computer science education. The study reveals that for students to achieve varying needs in computer science education, an online learning environment or management systems should adopt multiple pedagogical approaches. The researcher assertion is that, creating learning environment or augmenting learning management systems with plugins based on these pedagogical assumptions should for instance feature automatic feedback on programming exercises, visualization of algorithms and representation of concepts in animations or physical activities which are extremely important to incorporate computing principles in online education for K-12 students.

scholarly journals Perceptions of Students for Sudden Movement from Face-to-Face Teaching to Online Learning Environment: A Regional Study in Conditions Affected by the COVID-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. 63
Author(s):  
Valentina (Xhafa) Haxhiymeri
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Regional Study ◽  
Web Based ◽  
Face To Face ◽  
Perceptions Of Students ◽  
Education Delivery ◽  
Faculty Of Education

This paper is focused on exploring the learning experiences of students of Faculty of Education Sciences, University of Elbasan, Albania, during the period of sudden movement from teaching in auditorium to the online learning environment due to the COVID-19 pandemic. The purpose of the study was to identify the positive and negative aspects of online learning as experienced by students, as well as to find out their preference for the most appropriate form of higher education delivery (face-to-face, hybrid, online) for young people of digital age. The methodology used in this study included an item-based questionnaire to collect data which was developed through a web-based application known as Google Forms and was delivered to students via Internet. Qualitative and quantitative analysis was undertaken for the answers obtained by the open-ended and closed-ended questions. The results of the study showed that the biggest challenge for all students was the immediate adaptation to the form of distance learning. Most of them had perceived the online learning dominated more by negative experiences than positive ones. The study concluded that new reality created by COVID-19 tested the current capacity of Higher Education Institutions regarding the ICT integration process in teaching. As this process was progressing very slowly, universities were found unprepared to transfer the teaching process from the auditorium to the online environment with the same quality. In order to meet the demands of the future, it is imperative that every university to plan strategically the increase investment towards its digital transformation.

Game-Based Learning in an Online Environment

2020 ◽  
pp. 327-345
Author(s):  
Stephen Ko ◽  
Eric Kong
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Online Learning Environment ◽  
Game Based Learning ◽  
Online Class ◽  
Online Distance Learning ◽  
Online Distance ◽  
Learning Team

A game-based learning team exercise was specifically designed as a teaching tool which aimed to unlock the black box of cultivating student engagement in an online learning environment. In the exercise, online distance learning students were divided into police and prisoner groups whereby they were required to use different resources for catching the prisoners or for escaping from the police on a virtual map. The team exercise helped to create an innovative online learning environment that was active, cooperative, and encouraged student engagement, these being some of the key elements to enhance the quality of student experience. To evaluate the effectiveness of this exercise, an experiment was conducted using survey data from undergraduate students in an online learning environment. Results showed that the online class with a team-based activity had significantly higher scores in students' behavioral engagement than the other online class without a team-based activity while the differences in cognitive and emotional engagements were not significant.

Classroom Management in Synchronous Online Secondary Classrooms

2010 ◽  
pp. 89-102
Author(s):  
Karina Clemmons ◽  
Amanda Nolen ◽  
Andrew Hunt ◽  
Cheryl Grable
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Classroom Management ◽  
Classroom Behavior ◽  
Online Learning Environment ◽  
Online Classes ◽  
Secondary Classrooms ◽  
Critical Gap ◽  
Educational Testing Service

Virtual schooling in the United States has continued to grow since the first virtual schools were established over ten years ago. A review of literature related to online education has largely centered on the experience of students in online classes (Barbour & Reeves, 2009), with little emphasis on the experiences of teachers who teach online classes (Robinson, 2008). The current study fills a critical gap in knowledge for teacher educators faced with the complex questions of how best to educate teacher candidates for the modern challenges of online teaching (Zeichner, 2008). Specifically, this study explores the following questions: How is classroom management addressed in an online learning environment? What are the necessary components of an effective online learning environment? The issues examined parallel Domain B of the Pathwise Assessment (Educational Testing Service, 2006): creating a climate of fairness, establishing rapport with students, communicating challenging learning expectations, establishing and maintaining consistent standards for classroom behavior, and making the classroom environment conducive to learning. A mixed-methods approach yields quantitative and qualitative data for analysis. The results indicate that the skills teachers acquire managing classroom behavior in traditional classroom settings do not transfer to online environments. Additional results suggest that the role of the facilitator, the students’ schools, and technology that allows equitable access is critical to the success of teachers creating an effective online learning environment. A discussion and implications for future research are also included.

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