Attendance, Employability, Student Performance, and Electronic Course Materials

2016 ◽  
pp. 108-118 ◽  
Author(s):  
Kristian J Sund
Keyword(s):  
Strategic Management ◽  
Learning Outcomes ◽  
Student Performance ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Business Schools ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
Limited Evidence ◽  
Course Materials

This chapter discusses the possible detrimental effects of low attendance on the achievement of important learning outcomes in terms of “soft” employability-enhancing skills among undergraduate students in business schools, and explores how the use of learning technologies may contribute to high or low class attendance levels. The chapter describes the exploratory results of a survey carried out among final year bachelor students attending a strategic management course, the findings of which suggest that a significant number of students view virtual learning environments as a substitute for lectures. I find only very limited evidence that such students actually attend classes any less than other students do. Furthermore, I find that reasons for non-attendance are similar to those reported in existing literature.

Authoring Adaptive 3D Virtual Learning Environments

2016 ◽  
pp. 714-733 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
Authoring Tool ◽  
E Learning ◽  
Adaptive Learning Environment ◽  
3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

Online Virtual Learning Environments

2014 ◽  
Vol 4 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

Realistic versus Schematic Interactive Visualizations for Learning Surveying Practices

2014 ◽  
Vol 10 (2) ◽  
pp. 62-74
Author(s):  
Hazar Dib ◽  
Nicoletta Adamo-Villani ◽  
Stephen Garver
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
General Assumption ◽  
Virtual Learning Environments ◽  
Graphical Representations ◽  
Cognitive Value ◽  
Interactive Visualizations

Many benefits have been claimed for visualizations, a general assumption being that learning is facilitated. However, several researchers argue that little is known about the cognitive value of graphical representations, be they schematic visualizations, such as diagrams or more realistic, such as virtual reality. The study reported in the paper investigated whether the type of visualization (schematic versus realistic) has an effect on undergraduate students' learning of surveying practices (specifically, ‘chaining'). The study compared two interactive virtual learning environments, one containing realistic visualizations of terrains and instruments, and one containing schematic graphical representations. Results of an experiment with 62 students show that there were not significant differences in learning between students who were exposed and interacted with the realistic visualizations versus those who interacted with the schematic ones.

The boat is rocked – Employees' grumbles: a decision dilemma

2015 ◽  
Vol 5 (7) ◽  
pp. 1-19
Author(s):  
Abd Latiff Sukri Bin Shamsuri ◽  
Ponmalar N. Alagappar ◽  
Dileep Kumar
Keyword(s):  
Organizational Change ◽  
Change Management ◽  
Strategic Management ◽  
Competitive Advantage ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Communication Systems ◽  
Organizational Change Management ◽  
Content Type ◽  
Entrepreneurial Firm

Subject area Entrepreneurship, Strategic Management, Organizational Change Management. Study level/applicability Postgraduate and undergraduate students. Case overview Restoran Minang Plus is a self-styled family-owned and managed restaurant featuring a gamut of Malaysian Negeri Sembilan and Indonesian Padang dishes. The eatery establishment has sailed the food industry waters successfully since 2004 and currently has five branches. However, there are certain imperatives they have to institute to integrate their entrepreneurial challenges with organizational change management. The nature of the forces in the competitive restaurant landscape requires a continuous rethinking of current strategic actions, organizational change, communication systems, motivation, asset deployment and strategic flexibility to respond quickly to changing conditions and thereby develop and maintain a competitive advantage. The question is how do they integrate this organizational change management to their entrepreneurial challenges with a view to achieve and maintain competitive advantage? Expected learning outcomes The expected learning outcomes are as follows: understanding managing diversity by looking at the different categories of diversity, that is, generic characteristics and learned characteristics that influence work attitudes; explaining how fostering learning and reinforcement can help in increasing job satisfaction; describing the basic motivational needs of the employees and how it can help in increasing job performance; understanding how an entrepreneurial firm can maximize its firm performance through effective change management; and understanding the importance of strategic management in an entrepreneurial firm. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes.

scholarly journals Developing research capacities for undergraduate students using instructional strategies in virtual learning environments

Apertura ◽  
2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Danilo Pástor Ramírez ◽  
◽  
Gloria de Lourdes Arcos Medina ◽  
Agustín Lagunes Domínguez
Keyword(s):  
Instructional Strategies ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environments

Surveillance in the Virtual Classroom

2010 ◽  
pp. 160-169 ◽  
Author(s):  
Morgan Luck
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environments ◽  
Market Forces ◽  
Subject Design ◽  
Potential Problems ◽  
Managerial Level

In this chapter the author highlights some of the risks associated with universities establishing surveillance tools within virtual learning environments. Potential problems that may arise from such a move are considered at the student and managerial levels. At the student level the author argues that the adoption of the surveillance tool may result in students, especially the most gifted, feeling pressured to adopt practises that are not best suited to achieving their learning outcomes. At the managerial level the author argues that the surveillance tool provides a means by which subject design could be further influenced by market forces.

Integrating Virtual Spaces

2019 ◽  
pp. 124-150
Author(s):  
Peggy Hartwick ◽  
Nuket Savaskan Nowlan
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Design Process ◽  
Task Design ◽  
Learning Processes ◽  
Virtual Learning Environments ◽  
Learning Theories ◽  
Learning Framework ◽  
Pedagogical Design ◽  
3D Virtual Learning Environments

This chapter explores perspectives from general learning theories in relation to affordances of 3D virtual learning environments (3DVLEs) in order to substantiate a theoretically informed pedagogical design process. Following this review, the authors describe 3DVLE space and task design used as part of an English for Academic Purpose (EAP) course at a Canadian university. The design process is then contextualized according to a Phillips, McNaught, and Kennedy's (2010, 2012) learning framework called Learning Environment, Learning Processes, and Learning Outcomes (LEPO). The authors share sample tasks and screen shots of the 3DVLE, as well as teacher and designer recommendations for future designs. In conclusion, the authors stress the importance of drawing on multiple learning theories to illuminate the affordances of the space. Further, they call for empirical research that makes use of telemetric data in the assessment of learner interaction in relation to achieving learning outcomes and predicting learner success.

Online Virtual Learning Environments

2016 ◽  
pp. 16-37
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

Online Virtual Learning Environments

2016 ◽  
pp. 327-348
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

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