Edutainment With Flipped IDEAS

2019 ◽  
pp. 146-164
Author(s):  
Norita Ahmad ◽  
Kevin Rose Dias
Keyword(s):  
Experimental Study ◽  
Academic Performance ◽  
Learning Environments ◽  
United Arab Emirates ◽  
Flipped Classroom ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Graduate Level ◽  
Team Based Learning

Virtual learning environments are receiving a growing interest due to exponential advancements in technology alongside the millennial users' preference for more modern rather than traditional means of studying. This chapter narrows down on optimizing edutainment in the classroom by strategically using the methods of flipped classroom, team-based learning, and the IDEAS method. The study provides an explained framework that highlights what needs to be implemented on behalf of the instructor and what outcomes can be expected as a result. An experimental study was conducted on students within a course at the graduate level in the United Arab Emirates (UAE). The main objective is to study the effect of virtual learning environment that incorporates the use of flipped classroom, Team-based learning and IDEAS methods on students' academic performance.

The Importance of Virtual Learning Environments in Higher Education

2019 ◽  
pp. 109-131 ◽  
Author(s):  
Paulo Alves ◽  
Luisa Miranda ◽  
Carlos Morais
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Research Work ◽  
Virtual Learning ◽  
Education Institution ◽  
Daily Basis ◽  
Computer Skills ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Access Frequency

This chapter focuses on the concept of virtual learning environment (VLE), its characteristics and potentialities. We present the results of a research work conducted with a sample of 347 undergraduates from a Portuguese public higher education institution. The research addressed the issue regarding the use of virtual learning environments within the higher education context and had the following aims: identify the VLE access frequency; assess the influence of users' computer skills on the VLE access frequency; and assess the importance and impact that students consider the VLE to have on supporting the course units they attend. In the light of the results obtained and considering the VLE used in the sample institution, we highlight that the majority of students accesses the VLE on a daily basis, no significant differences were found regarding VLE access according to users' computer skills, and the most valued aspects of the VLE were: checking exam results and receiving teachers' messages or notices.

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.

scholarly journals Criterios para la evaluación de usabilidad en entornos virtuales de aprendizaje [Judgment Guidelines for usability evaluation in virtual learning environments]

2014 ◽  
Author(s):  
Edilma Leonor DÍAZ GUTIÉRREZ ◽  
Andrea Catherine ALARCÓN ALDANA ◽  
Mauro CALLEJAS CUERVO
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Knowledge Integration ◽  
Web Applications ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Software Usability ◽  
Entornos Virtuales De Aprendizaje ◽  
Entornos Virtuales

Resumen La calidad de un producto software aborda distintos aspectos, entre ellos la usabilidad, y al evaluarla, se afrontan algunas dificultades, como el desconocimiento de los atributos a evaluar, las características de los usuarios y objetivo del producto evaluado; en el caso de entornos virtuales de aprendizaje, deben permitir el desarrollo de procesos de incorporación de habilidades y saberes teniendo en cuenta quesus usuarios tienen distintos grados de conocimiento, edades e intereses, pertenecen a múltiples disciplinas y acceden desde distintos dispositivos. Dichas diferencias hacen que el proceso de evaluación de usabilidad de un entorno virtual de aprendizaje tenga unas características propias. Actualmente no existe un consenso en cuanto a los aspectos que se consideran para establecer factores de usabilidad en métodos de evaluación de calidad, lo cual motiva la construcción de otro tipo deaplicaciones web que dejan de lado aspectos propios de este factor, conllevando a que sean los usuarios quienes se adaptan a las características de la WebApp y no como debiera ser. Considerando lo anterior, se realizó un estudio de trabajos previos, modelos, normas y estándares de calidad, que permitieron analizar los principales atributos de usabilidad de las aplicaciones web y enfáticamente de los entornos virtuales de aprendizaje. Palabras Claves:modelo, estándar, usabilidad, entorno virtual de aprendizaje, calidad.   Abstract Software quality deals with different aspects. One of them is usability. However, it has been quite challenging to assess due to the lack of knowledge of its features. Besides, software usability is also related to its aim and target users. For instance, virtual learning environments should enhance abilities and knowledge integration. Its users have different knowledge levels, ages, interests, background and technological device access. Then, virtual learning environment assessment varies according to its own features and currently, there is a lack of consensus around setting usability principles in quality assessment methods. As a result, web applications and designing tend to overlook this aspect. Then, users have to adapt to WebApp features rather than the reverse. Therefore, this article aims at showing the study of previous works, models, norms and quality standards leading to the analysis of usability principles referring to web applications and virtual learning environments. Keywords: model, standard, usability, virtual learning environment, quality.

scholarly journals Análise das Trajetórias de Aprendizagem em Ambientes Virtuais de Aprendizagem por meio da Visualização da Informação | Analysis of Learning Paths in Virtual Learning Environments through Information Visualization

2018 ◽  
Vol 15 (2) ◽  
pp. 183-196
Author(s):  
Franco Bernardo Simbine ◽  
Jose Valdni De Lima ◽  
Marco Antonio Rodriges Torre ◽  
Sebastião Jose Sarmento Chiguvo
Keyword(s):  
Learning Environments ◽  
Information Visualization ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Learning Activity ◽  
Learning Trajectory ◽  
Student Interactions ◽  
Visualization System ◽  
Learning Paths

Este artigo tem como objetivo descrever um modelo de Visualização das Interações do aluno através da sua trajetória de aprendizagem (TA) pelo monitoramento do tempo de duração da atividade aprendizagem, deste, nos Ambiente Virtual de Aprendizagem (AVAs). Para a materialização do modelo foi feito a revisão de literatura e desenvolvido um gráfico, usado para visualizar TA um estudo realizado com alunos do curso de Design na Universidade Pedagógica em Moçambique. Neste contexto, foi realizado uma atividade de aprendizagem no Sistema de Visualização Interativa de Trajetórias de Aprendizagem (SVITA). Onde obteve como resultado um gráfico que ilustra o tempo e ordem de acesso dos conteúdos pelos alunos.Este artigo tem como objetivo descrever um modelo de Visualização das Interações do aluno através da sua trajetória de aprendizagem (TA) pelo monitoramento do tempo de duração da atividade aprendizagem, deste, nos Ambiente Virtual de Aprendizagem (AVAs). Para a materialização do modelo foi feito a revisão de literatura e desenvolvido um gráfico, usado para visualizar TA um estudo realizado com alunos do curso de Design na Universidade Pedagógica em Moçambique. Neste contexto, foi realizado uma atividade de aprendizagem no Sistema de Visualização Interativa de Trajetórias de Aprendizagem (SVITA). Onde obteve como resultado um gráfico que ilustra o tempo e ordem de acesso dos conteúdos pelos alunos.*** This article aims to describe a model of Visualization of Student Interactions through their learning trajectory (TA) by monitoring the duration of learning activity, of this, in the Virtual Learning Environment (AVAs). For the materialization of the model the literature review was done and a graphic was developed, used to visualize a study carried out with students of the course of Design at the Pedagogical University in Mozambique. In this context, a learning activity was carried out in the Interactive Visualization System of Learning Paths (SVITA). Where it resulted in a graph that shows the time and order of access of the contents by the students.

scholarly journals Entorno virtual de aprendizaje compartido en Educación Superior

2013 ◽  
Vol 11 (1) ◽  
pp. 411 ◽  
Author(s):  
Margarita R. Rodríguez Gallego ◽  
Antonia López Martínez
Keyword(s):  
Web 2.0 ◽  
Virtual Environment ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Point Of View ◽  
Virtual Learning Environments ◽  
Teaching Methodology ◽  
Learning Networks ◽  
The Creation

<p>Cada vez son más demandadas las plataformas virtuales apoyadas en el concepto web 2.0 y en las Redes Personales de Aprendizaje (PLN) al garantizar la conversación entre agentes educativos y la colaboración orientada a la producción conjunta de conocimiento.</p><p>Desde este punto de vista, surgieron los Entornos Virtuales de Aprendizaje (VLE) dónde se configuran, integran y combinan nuevas aplicaciones adaptadas a las necesidades de los usuarios.</p><p>El propósito final de esta experiencia es la creación de un entorno virtual compartido para lograr que el aprendizaje no se vincule exclusivamente a una actividad memorística y que a través del uso combinado de la plataforma virtual, herramientas de la web 2.0 y la red social los estudiantes puedan crear su propio espacio de trabajo en el que quede reflejado la búsqueda y transformación de la información, creación de recursos para el aprendizaje y tareas de colaboración.</p><p>Nuestro entorno virtual de aprendizaje compartido ha sido puesto a prueba, implementado y evaluado durante el segundo cuatrimestre, en el marco de la asignatura Didáctica General en la Facultad de Ciencias de la Educación de la Universidad de Sevilla (España) durante el curso académico 2009-2010.</p><p>Una encuesta efectuada revela hechos interesantes sobre el éxito de este entorno virtual compartido en relación con la motivación y los resultados de aprendizaje de los estudiantes. </p><p> </p><p><strong>ABSTRACT</strong></p><p class="REDUTITULOINGLES"><em><strong><span lang="GL">Shared virtual learning environments in higher education.</span><span lang="EN-US"> </span></strong></em></p><p>There is an increasing demand for virtual platforms based on the concept of Web 2.0 and on Personal Learning Networks (PLN) as these guarantee conversations between educational agents and cooperation aimed at the joint knowledge production.</p><p>From this point of view, Virtual Learning Environments (VLE) have emerged in which new applications adapted to users’ needs are configured, integrated and combined.</p><p>The ultimate purpose of this experience is the creation of a shared virtual environment to ensure that learning is not linked exclusively to rote activity. Through the combined use of the virtual platform, Web 2.0 tools and social networking, students can create their own workspace in which the search and processing of information, as well as the creation of learning resources and collaboration tasks are reflected.</p><p>Our shared virtual learning environment has been tested, implemented and evaluated in the second semester, as part of the General Teaching Methodology course in the Faculty of Education at the University of Seville (Spain) during the 2009 – 2010 academic year.</p><p>A survey reveals interesting facts about the success of the shared virtual environment in relation to the motivation and learning outcomes of students.</p><p> </p>

scholarly journals Virtual Learning Environments and Realizing Right to Education in COVID-19 Situation

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Shazia Mansoori
Keyword(s):  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
University Education ◽  
Conference Calls ◽  
Right To Education ◽  
Web Tools ◽  
Teachers And Students ◽  
Online Tests

In the prevailing worldwide situation, the virtual learning environment has grown to be inseparable part of life. Covid- 19 has taken a grip of the globe, affecting every sector of the economy drastically. Education has also suffered a setback in the manner that all schools, colleges and universities have shut down due to the complete lockdown. However, social distancing, which is the new motto to stop the spread of the deadly virus, has created opportunities for virtual world. In addition to education, all other sectors of nation’s development have also utilized the avenues of ‘digitalisation’. Learning systems pertaining to school education, university education, etc. have also grown technologically. Teachers and students have refined their skills of virtual/ online learning to meet the educational needs. Be it a MOODLE course, or a class group meeting on video conference calls, or submitting assignments on Google Classroom, or taking online tests, or registration through google forms, or other numerous web tools, learning and associated formalities have become accessible and easier for all. The present article explores the prevalence, utility and challenges faced in the tremendous growth of virtual learning environments. The author has reviewed the scope of virtual learning and discussed the various practical ways by which learning remains unaffected, even in the present crisis of COVID- 19

scholarly journals 3D virtual learning in counselor education: Using Second Life in counselor skill development

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Victoria Lynn Walker
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Second Life ◽  
Virtual World ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Online Course ◽  
Counseling Skills ◽  
3D Virtual Learning Environments

This article will present the process and the curricular and pedagogical lessons learned from adding a 3D virtual learning environment to an online course in a distance and hybrid education master’s degree program. Based on student surveys, course evaluations, and faculty interviews, the author will summarize attitudes and expectations from the varied stakeholders and offer practical recommendations on the design and delivery of an effective virtual world learning environment in an online course. The author is involved in developing 3D virtual learning environments and integrating their use in graduate level counseling courses in traditional, blended, and online master’s programs. In the fall of 2007, the author began the process of incorporating the virtual world Second Life into an online counseling skills and techniques course in the Human Services Counseling Program at Regent University. The course objectives consisted of teaching graduate level students expertise such as clinical counseling skills and techniques. One of the critical competencies, the student’s ability to demonstrate the basic counseling skills needed to be an effective counselor including attending, listening, empathy, warmth, and respect, was very difficult to teach and evaluate from a distance. In the past, program instructors have taught online and blended courses with the asynchronous learning environment Blackboard and the synchronous technologies, Skype and Instant Messenger. With the use of new learning environments, such as 3D virtual learning environments, the author hoped to provide the instructors and students with an environment more conducive to developing effective counseling skills. The author implemented the virtual learning environment – a simulated counseling facility and tested the virtual counseling facility’s use as an innovative learning environment for simulation of student counseling sessions. This article will discuss the author’s personal experiences as well as the empirical research collected during this case study. Given the potential for significant growth in the use of virtual learning objects, this article should provide useful information for instructors and administrators considering virtual environments as a means of teaching practical skills at a distance in online programs.

Students' Attıtudes Towards The Use Of A Vırtual Learnıng Envıronment Wıth The Presence Of Advertısements At A South Afrıcan Unıversıty Of Technology: Pılot Study Results

2020 ◽  
Vol 11 (1) ◽  
pp. 170-170
Author(s):  
Mutheiwana Mulalo Beauty ◽  
Sharp Kirsty-Lee ◽  
Motale Manti
Keyword(s):  
South Africa ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Learning Attitudes ◽  
University Of Technology ◽  
Study Results ◽  
E Learning ◽  
Students Attitudes

Through the inclusion of advertisements onto VLEs, HEIs have the potential of generating additional revenue through the use of the virtual learning environments (Ogba et al., 2012:64). As HEIs globally and in South Africa particularly, begin to investigate measures and ways in which they can increase revenue and decrease costs, the VLEs already implemented in most HEIs may be the key (Browne, 2010:17). By incorporating advertisements onto the VLEs of HEIs, HEIs have an opportunity to reduce the significant financial costs associated with implementing, using and maintaining their chosen VLEs, without decreasing the value of the service provided, which could provide a source of long-term sustainable revenue for HEIs. Although integrating advertisements onto a VLE is advisable due to the financial implications, there is a scarcity in research on how the users of the VLEs, mainly students, will respond to the presence of advertisements on these VLEs (Ogba et al., 2012:64). Keywords: E-learning, attitudes, virtual learning environments, advertisements, students, higher education institutions, South Africa

Virtual Worlds as the Next Asset of Virtual Learning Environments for Students in Business?

2012 ◽  
Vol 3 (2) ◽  
pp. 59-76
Author(s):  
Jean-Eric Pelet ◽  
Benoît Lecat
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Exploratory Study ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Web Based

The authors’ research examines the effectiveness of a web-based virtual learning environment (VLE) in the context of management studies. This article provides two main contributions. First, an exploratory study introduces and describes the concept of VLE applied to the training of seven students in an “interactivity design” (IS) course. Second, a confirmatory study conducted with 168 students in management presents a framework of VLE application in the context of management courses (MS). Results indicate that in the context of management studies, singular differences in the knowledge of VLEs exist between low/high skilled students. Even if a VLE can benefit skilled students, low skilled students must first understand and appreciate the full meaning of VLEs. A VLE leads to good training of students in IS courses. However, its existence must be communicated more intensively in the context of managerial studies. Furthermore, these students will need to be trained before achieving a sufficient level of competency to be able to manage projects using Second Life (SL).

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.

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