scholarly journals The influence of online problem-based learning on teachers’ professional practice and identity

2005 ◽  
Vol 13 (2) ◽  
Author(s):  
Steve Wheeler ◽  
Peter Kelly ◽  
Ken Gale
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Community Of Practice ◽  
Professional Practice ◽  
Learning Experience ◽  
Real Life ◽  
Problem Based Learning ◽  
Small Scale ◽  
Online Identity ◽  
Structured Problems

In this paper we describe the design of a managed learning environment called MTutor, which is used to teach an online Masters Module for teachers. In describing the design of MTutor pedagogic issues of problem-based learning, situated cognition and ill-structured problems are discussed. MTutor presents teachers with complex real-life teaching problems, which they are required to solve online through collaboration with other teachers. In order to explore the influence of this online learning experience on the identity and practice of teachers, we present the results from a small-scale study in which six students were interviewed about their online experiences. We conclude that, within the sample, students’ engagement with online problem-based learning within their community of practice positively influenced their professional practice styles, but that there is little evidence to suggest that online identity influences real-life practice.DOI: 10.1080/09687760500104088

The Design of Immersive Virtual Learning Environments Utilizing Problem-Based Learning Templates

2019 ◽  
pp. 430-449
Author(s):  
Donna Russell
Keyword(s):  
Learning Environment ◽  
Virtual Worlds ◽  
Curriculum Design ◽  
Real Life ◽  
Problem Based Learning ◽  
Virtual Learning ◽  
Design Model ◽  
Learning Theories ◽  
Learner Engagement ◽  
Sociocultural Learning Theories

The purpose of this chapter is to describe the design of template for the design of an immersive virtual learning environment that includes collaborative learning virtual worlds as problem-solving scenarios that engage students in virtual explorations of worlds. The problem-based learning 3d model incorporates a curriculum design model that includes a real-world issue that correlates to the virtual scenarios or games. This virtual PBL design model also includes a learning assessment process that utilizes sociocultural learning theories to develop an ongoing feedback model for assessment of learning in a 3d problem-based learning environment. This problem-based learning model combines the benefits of games, such as high-levels of learner engagement, real-life simulations, with research on cognition and instructional design to create a design model that can be modified to develop advanced knowledge, skills and concepts in multiple educational settings.

Quality Assurance During Distributed Collaboration

2011 ◽  
pp. 274-289
Author(s):  
Rita M. Vick ◽  
Brent Auernheimer ◽  
Marie K. Iding ◽  
Martha E. Crosby
Keyword(s):  
Quality Assurance ◽  
Learning Environment ◽  
Learning Communities ◽  
Interactive Learning ◽  
Learning Experience ◽  
Real Life ◽  
Interactive Learning Environment ◽  
Distributed Collaboration ◽  
Dynamic Learning

This case study describes the design and delivery of a collaborative asynchronous-synchronous, graduate-level, cross-university computer science course designedto create a highly interactive learning environment that resulted in the emergenceof multiple unique virtual learning communities. The pedagogical principles of sit-uated and problem-based learning were combined in a distributed collaborativelearning context where students’cognitive and metacognitive capabilities devel-oped through the facilitative guidance of the instructors and through discoursewith and observation of other students. The course was designed to motivate stu-dents to engage in interactive learning with others and to enhance transfer ofknowledge gained through this learning experience to real-life situations. Wedescribe the challenges inherent in creating and managing this type of learningcontext as well as how we deployed ongoing formative assessment to ensure theevolution of a dynamic learning environment. The result of our efforts was aunique learning experience for students and instructors.

The LiveAbility House

2012 ◽  
pp. 25-48
Author(s):  
Sarah D. Kirby ◽  
Debra M. Sellers
Keyword(s):  
Community Of Practice ◽  
Family Caregivers ◽  
Second Life ◽  
Online Community ◽  
Learning Experience ◽  
Educational Experiences ◽  
Real Life ◽  
Creative Processes ◽  
Learning Principles

This chapter follows efforts of an online community of practice whose mission is to make individual educational experiences for family caregivers widely available. The case study illustrates the collaborative learning and creative processes of the community of practice as it worked to construct and transform informal educational content into engaging, interactive, and immersive educational tools for its intended audience. As part of its efforts, the CoP created The LiveAbility House, a virtual demonstration home, constructed in Second Life®. This virtual home is designed to teach individuals about real life universal design principles and assistive technology devices that may increase their ability to remain living at home despite physical or cognitive challenges they may encounter due to aging, illness, or disability. In addition to the creation of a virtual learning experience, the chapter also addresses plans to then take that experience out of the virtual world and apply and demonstrate learning principles in a real world setting.

scholarly journals ANALYSIS ON THE DIFFERENCES IN EFL LEARNERS’ DEMOTIVATING FACTORS AFTER COVID 19 PANDEMIC

Ta dib ◽  
2020 ◽  
Vol 23 (2) ◽  
pp. 225
Author(s):  
Reza Anggriyashati Adara ◽  
Onin Najmudin
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Test Scores ◽  
Real Life ◽  
School Facilities ◽  
Structured Interviews ◽  
Related Factors ◽  
Efl Learners ◽  
Internet Connection ◽  
Before And After

Abstract: The change in the learning environment as what happen ed in the aftermath of COVID 19 pandemic can lead to learners’ demotivation. The present study aims to analyze how COVID 19 pandemic can affect the differences in demotivation factors of a group of EFL learners. Therefore, a set of questionnaires were   distributed before and during COVID19 pandemic. In addition, semi-structured interviews were conducted to gain deeper insights on the matter. The results suggest significant differences in demotivational factors that affect the respondents before and after COVID19 pandemic. Before the pandemic, inadequate school facilities were the most demotivating factor. After the pandemic, test scores become the most demotivating factor among the respondents. However, teachers’' related factors and learning materials still relatively affect the respondents after the pandemic. Besides, online learning was found to be one of the demotivational factors among the respondents as they feel deprived from real life inter-action and burdened with lack of stable internet connection and suitable gadgets for online learning. The results suggest that changing the learning environment can affect learners’ demotivation and motivation. Thus, it seems imperative for the teachers to be able to adapt their approach and materials to suit changing conditions especially during the pandemicAbstrak: Perubahan lingkungan belajar yang terjadi pasca pandemi COVID 19 dapat menyebabkan penurunan motivasi peserta didik. Penelitian ini bertujuan untuk menganalisis bagaimana pandemi COVID 19 dapat mempengaruhi perbedaan faktor demotivasi pada kelompok peserta didik EFL. Oleh karena itu, serangkaian kuesioner dibagikan sebelum dan selama pandemi COVID19. Selain itu, wawancara semi-terstruktur dilakukan untuk mendapatkan pemahaman yang lebih dalam tentang masalah tersebut. Hasil penelitian menunjukkan perbedaan signifikan pada faktor demotivasi yang mempengaruhi responden sebelum dan sesudah pandemi COVID19. Sebelum pandemi, fasilitas sekolah yang tidak memadai merupakan faktor yang paling menurunkan motivasi. Setelah pandemi, skor tes menjadi faktor yang paling mendemotivasi responden. Namun, faktor guru dan materi pembelajaran masih relatif mempengaruhi responden setelah pandemi. Selain itu, pembelajaran online ditemukan sebagai salah satu faktor demotivasi di kalangan responden karena mereka merasa kehilangan interaksi di kehidupan nyata dan dibebani dengan kurangnya koneksi internet yang stabil dan gadget yang sesuai untuk pembelajaran online. Hasil penelitian menunjukkan bahwa mengubah lingkungan belajar dapat mempengaruhi motivasi dan motivasi peserta didik. Oleh karena itu, sangat penting bagi para guru untuk dapat menyesuaikan pendekatan dan materi mereka agar sesuai dengan kondisi yang berubah terutama selama pandemi

scholarly journals The Use of e-Learning Course during the COVID-19: A Systems Thinking Approach

2020 ◽  
Vol 15 (1) ◽  
pp. 2157-2160
Author(s):  
Chin-Yen Alice Liu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Systems Thinking ◽  
Online Courses ◽  
Learning Experience ◽  
Cloud Services ◽  
Learning Platform ◽  
E Learning ◽  
National Emergency

In the era of theInternet, most educators have been supported by powerful tools ranging from e-books and e-learning sites to cloud services, and students’ learning environment has been a mix between traditional study (in class) and e-learning through some kind of online learning platform. Due to the uncertainty of the rapidly changing COVID-19 situation, all colleges and universities have to shutter their physical campuses and move their courses to remote and online formats hastily. This prompted many to wonder if all of the faculty are ready and qualified to teach online courses and/or if all of the students are ready to learn in the comprehensive online environment. If not, what ultimate impact will be to our higher education during this national emergency virus pandemic since there is no choice but depend on where they sit currently, not to mention the negative reviews and concerns regarding the online education. To make this transfer seamlessly and conflict mitigation, this paper applied systems thinking for an e-Learning course and proposed a flexible grading method for an e-learning environment, which will enhance students’ grades by allowing students to control their own study paces and the amount of efforts spent in the course, which can bring a successful online learning experience.

Serious Games for the Classroom

2010 ◽  
pp. 264-288 ◽  
Author(s):  
Scott Wilson ◽  
Leslie Williams
Keyword(s):  
Learning Environment ◽  
Real World ◽  
Learning Experience ◽  
Game Based Learning ◽  
Constructivist Learning Environment ◽  
Learning Space ◽  
Real World Problem ◽  
Structured Problems ◽  
Gaming Environment ◽  
The University

The University of Oklahoma’s K20 Center shares the process of developing a massive multiplayer online game. This chapter identifies the process used to meet the challenge for the design, prototype, development, and beta test of a digital game-based learning environment. The project’s goal was to develop a self-regulated constructivist learning environment where students work in groups to solve a series of complex, ill-structured problems. The multiuser game provides an interactive learning experience which allows students to experience authentic intellectual work in a virtual representation of a real-world context. Students are challenged through their participation in an interdisciplinary environment that leverages a real-world problem to utilize the different perspectives of the four major disciplines. The authors provide a description of the project’s efforts to develop a shared learning space that creates scaffolding of social support of other students and a gaming environment that emulates successful elements of commercial video games to ensure an engaging learning experience for all students.

The Design of Immersive Virtual Learning Environments Utilizing Problem-Based Learning Templates

2019 ◽  
pp. 151-170
Author(s):  
Donna Russell
Keyword(s):  
Learning Environment ◽  
Virtual Worlds ◽  
Curriculum Design ◽  
Real Life ◽  
Problem Based Learning ◽  
Virtual Learning ◽  
Design Model ◽  
Learning Theories ◽  
Learner Engagement ◽  
Sociocultural Learning Theories

The purpose of this chapter is to describe the design of template for the design of an immersive virtual learning environment that includes collaborative learning virtual worlds as problem-solving scenarios that engage students in virtual explorations of worlds. The problem-based learning 3d model incorporates a curriculum design model that includes a real-world issue that correlates to the virtual scenarios or games. This virtual PBL design model also includes a learning assessment process that utilizes sociocultural learning theories to develop an ongoing feedback model for assessment of learning in a 3d problem-based learning environment. This problem-based learning model combines the benefits of games, such as high-levels of learner engagement, real-life simulations, with research on cognition and instructional design to create a design model that can be modified to develop advanced knowledge, skills and concepts in multiple educational settings.

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