Proposal of an instrument to evaluate interaction spaces in a VLE

2019 ◽  
pp. 1-13
Author(s):  
Rubí Estela Morales-Salas ◽  
Daniel Montes-Ponce
Keyword(s):  
Learning Environment ◽  
Design Space ◽  
Collaborative Work ◽  
Virtual Learning ◽  
Interaction Space ◽  
Learning Objects ◽  
Traditional Education ◽  
Virtual Learning Environment ◽  
Discussion Forums ◽  
Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

SOA-Frameworks for Modular Virtual Learning Environments

2010 ◽  
pp. 277-293
Author(s):  
Fredrik Paulsson ◽  
Mikael Berglund
Keyword(s):  
Learning Environment ◽  
Web Service ◽  
Learning Environments ◽  
Virtual Learning ◽  
Learning Objects ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Learning Object ◽  
Learning Content ◽  
Java Rmi

A general SOA framework for Virtual Learning Environments, based on the VWE Learning Object Taxonomy, is suggested in this chapter. Five basic and general services are suggested for implementation of modular Virtual Learning Environments. The design of the service framework was tested by implementation in two prototypes, using two different approaches where a Java-RMI based implementation was compared to a Web Service (SOAP) based implementation. By implementing the VWE Learning Object Taxonomy and the VWE SOA framework, the prototypes showed that a level of modularity, similar to the level of modularity of Learning Objects, could be achieved for the Virtual Learning Environment as well. Using the VWE Learning Object Taxonomy, this was accomplished by including the learning content and the Virtual Learning Environment into the same conceptual space. The comparison of the prototypes showed that the Web Service approach was preferred in favor of the Java-RMI approach. This was mainly due to platform neutrality and the use of the http-protocol. The study was supplemented by an analysis of the two approaches in relation to a third, REST-based approach.

scholarly journals Virtual learning object and environment: a concept analysis

2017 ◽  
Vol 70 (3) ◽  
pp. 572-579 ◽  
Author(s):  
Pétala Tuani Candido de Oliveira Salvador ◽  
Manacés dos Santos Bezerril ◽  
Camila Maria Santos Mariz ◽  
Maria Isabel Domingues Fernandes ◽  
José Carlos Amado Martins ◽  
...  
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Concept Analysis ◽  
Learning Objects ◽  
Virtual Learning Environment ◽  
Learning Object ◽  
Analysis Method ◽  
Different Types ◽  
Education Personnel ◽  
Mixed Approach

ABSTRACT Objective: To analyze the concept of virtual learning object and environment according to Rodgers' evolutionary perspective. Method: Descriptive study with a mixed approach, based on the stages proposed by Rodgers in his concept analysis method. Data collection occurred in August 2015 with the search of dissertations and theses in the Bank of Theses of the Coordination for the Improvement of Higher Education Personnel. Quantitative data were analyzed based on simple descriptive statistics and the concepts through lexicographic analysis with support of the IRAMUTEQ software. Results: The sample was made up of 161 studies. The concept of "virtual learning environment" was presented in 99 (61.5%) studies, whereas the concept of "virtual learning object" was presented in only 15 (9.3%) studies. Conclusion: A virtual learning environment includes several and different types of virtual learning objects in a common pedagogical context.

scholarly journals Creation of a virtual learning environment to support presential discipline in a technological course

2021 ◽  
Vol 10 (2) ◽  
pp. e41110212727
Author(s):  
Carlos Gomes Fontinelle ◽  
Laura Michaella Batista Ribeiro ◽  
Vitor Bremgartner da Frota ◽  
Daniel Nascimento-e-Silva
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Learning Objects ◽  
Virtual Learning Environment ◽  
Technological Education ◽  
Mobile Cellular ◽  
Cellular Telephony ◽  
Almost All

This study developed a virtual learning environment to support face-to-face teaching of the subject of Mobile Cellular Telephony of a federal institution of professional and technological education that operates in Northern Brazil. The methodology used consisted of quantitative-qualitative research, of a technological nature, developed in seven stages: 1) installation of the XAMPP and Moodle software, 2) configuration of the teaching environment, 3) allocation of the Moodle platform, 4) use of virtual resources interactive, 5) production of learning objects, 6) measurement of environmental performance indicators and 7) analysis and generation of results. The results showed that a) this was the first virtual learning experience for almost all participating students and teachers interviewed, b) teachers and students were motivated to use virtual environments in their teaching and learning activities, since c) the environment proved to be highly efficient and effective in generating effective learning and d) almost all students carried out the evaluation questions without much difficulty, as usually happens with traditional classes. The conclusion was that a discipline planned from the Moodle platform's perspective has several advantages, such as optimizing study time and the dynamics of classes.

scholarly journals The Use of Communities in a Virtual Learning Environment

2009 ◽  
pp. 137-155 ◽  
Author(s):  
Lut Baten ◽  
Nicolas Bouckaert ◽  
Kan Yingli
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Target Language ◽  
Company Performance ◽  
Discussion Forums ◽  
Management Skills ◽  
User Friendliness ◽  
Business Setting

This case study describes how a project-based approach offers valuable new opportunities for graduate students to equip them with the necessary competencies and skills for bridging the gap from university to company performance in English. The project focused on the development of a Web 2.0 learning community in a virtual learning environment (VLE) using Google. Throughout the project, a group of business and economics students reported to each other and to external experts about their progress. Google was compared to Blackboard, the official university VLE. Google does not score as well as on privacy and structure, but a qualitative results questionnaire revealed that it performs better as a learnerpulled VLE. Our Google community led to (i) intensive interaction in discussion forums in the target language, (ii) confidence building as to spoken and written performance in an international business setting, (iii) meaningful content learning, and (iv) successful project management skills. The strengths of a Google community lie in user-friendliness, interaction, and the application of new technological tools and means.

SOA-Frameworks for Modular Virtual Learning Environments

2012 ◽  
pp. 419-435
Author(s):  
Fredrik Paulsson ◽  
Mikael Berglund
Keyword(s):  
Learning Environment ◽  
Web Service ◽  
Learning Environments ◽  
Virtual Learning ◽  
Learning Objects ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Learning Object ◽  
Learning Content ◽  
Java Rmi

A general SOA framework for Virtual Learning Environments, based on the VWE Learning Object Taxonomy, is suggested in this chapter. Five basic and general services are suggested for implementation of modular Virtual Learning Environments. The design of the service framework was tested by implementation in two prototypes, using two different approaches where a Java-RMI based implementation was compared to a Web Service (SOAP) based implementation. By implementing the VWE Learning Object Taxonomy and the VWE SOA framework, the prototypes showed that a level of modularity, similar to the level of modularity of Learning Objects, could be achieved for the Virtual Learning Environment as well. Using the VWE Learning Object Taxonomy, this was accomplished by including the learning content and the Virtual Learning Environment into the same conceptual space. The comparison of the prototypes showed that the Web Service approach was preferred in favor of the Java-RMI approach. This was mainly due to platform neutrality and the use of the http-protocol. The study was supplemented by an analysis of the two approaches in relation to a third, REST-based approach.

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