scholarly journals A Wolf in Sheeps' Clothing? An Analysis or Student Engagement with Virtual Learning Environments

2007 ◽  
Vol 6 (2) ◽  
pp. 100-108 ◽  
Author(s):  
Crispin Dale
Keyword(s):  
Student Engagement ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments

scholarly journals Maintaining Middle School Students’ Engagement in Virtual Learning Environments

2021 ◽  
Vol 2 (2) ◽  
pp. p1
Author(s):  
Blanca Ibarra ◽  
Pierre Lu
Keyword(s):  
Middle School ◽  
Student Engagement ◽  
Social Studies ◽  
Learning Environments ◽  
Phenomenological Study ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Social Studies Teachers ◽  
Student Interest ◽  
School Students

The current COVID-19 pandemic has created many challenges for teachers as they transition to teaching in virtual learning environments. Virtual learning environments have forced educators to adapt teaching strategies and become creative and innovative to maintain student engagement (Korkmaz & Toraman, 2020). Middle school social studies teachers have always dealt with a lack of student interest in learning history, and the current instructional setting is requiring a reimagined teacher craft to deliver high-quality instruction. The interaction between students and teachers often depends on the content, highly effective questioning, choice in response methods, technology tools, or learning platforms (Czerkawski & Lyman, 2016). A conceptual understanding of the types of engagement, including cognitive, affective, and behavioral (Buric & Franzel, 2020; Raes, Vanneste, Pieters, Windey, Van Den Noortgate & Depaepe, 2020; Van Uden, Ritzen & Pieters, 2013; Ding, Kim & Orey, 2017) will help inform the types of instructional strategies that will be most effective at increasing and maintaining student engagement. The purpose of this phenomenological study was to describe the experiences and problems associated with engaging students in virtual learning environments for middle school social studies teachers in a border school district with over 40,000 students. The overarching theme that emerged from the data collected was that teachers play a significant role in creating a learning environment that supports students, encourages participation through interactive technology, and nurtures relationships to promote student engagement. Findings suggest educators understand the challenges educators face to keep students engaged and motivated, and some of the best practices that can increase student engagement in virtual learning.

Exploring Self-Regulation Based Virtual Learning Environments Using Diary

2015 ◽  
Vol 3 (2) ◽  
pp. 66-75
Author(s):  
Mahmoud Mohamed Hussien Ahmed ◽  
Chaklam Silpasuwanchai ◽  
Naglaa Mohammed Fares ◽  
Zeinab Mohamed Amin ◽  
Abd El-Rahem Ahmed Ahmed Salama
Keyword(s):  
Learning Environments ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environments

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

A Microservice-driven Collaborative Agent in Virtual Learning Environments: A Role Model for a Tracing Agent

2020 ◽  
Author(s):  
Jéferson Miguel Thalheimer ◽  
Aluizio Haendchen Filho ◽  
Fabio Julio Pereira Briks ◽  
Rafael Castaneda Ribeiro ◽  
Fernando Concatto ◽  
...  
Keyword(s):  
Learning Environments ◽  
Role Model ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Collaborative Agent
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