Perception of Communication in Virtual Learning Environments

2016 ◽

pp. 25-39

Author(s):

Latonia M. Ayscue

Keyword(s):

Instructional Design ◽

Learning Environments ◽

Design Process ◽

Virtual Learning ◽

Sensory Systems ◽

Learning Objectives ◽

Virtual Learning Environments ◽

Learning Theories ◽

Instructional Design Process ◽

Tactile Communication

Perception research helps to understand how stimuli (gist) interacts with learners' sensory systems (visual, auditory, tactile). Communication in virtual learning environments is significant because when the laws of perception are manifested, the strategy should include discovering how the relationships between the instructional design process (analyze, design, develop, implement and evaluate) synthesizes learning theories and learners' experience to create effective communication in virtual instructional events, learning objectives and goals.

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Educational elements of instructional design to enhance the construction of virtual learning environments

Revista de Tecnología Informática ◽

10.35429/jct.2020.13.4.1.7 ◽

2020 ◽

pp. 1-7

Author(s):

Nadia Sarahi URIBE-OLIVARES ◽

Paul Rafael SIORDIA-MEDINA ◽

Aldo ZEA-VERDÍN

Keyword(s):

Instructional Design ◽

Learning Environments ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Virtual Education ◽

Instructional Designers ◽

Administrative Staff ◽

Educational Model ◽

Professional Profile

From the perspective of experts in instructional design, what pedagogical elements favor the construction of virtual learning environments? It is the question that guides the present investigation. Education has had significant changes in recent decades, so institutions would be expected to transform. The management of educational change must be carried out from within the institutions themselves, who, through the operability of their educational model, foster the learning of their students. The innovation elements of an institution involve the entire educational community. The pedagogical foundations must permeate the management team, teachers and administrative staff to achieve true educational quality in any educational modality. This research focuses on the particularities of the virtual modality. It aims to analyze the different perspectives of instructional designers of institutions of higher and higher education regarding what pedagogical elements are necessary in offering virtual education. It also analyzes the professional profile of those who exercise the role of instructional designer in the different institutions.

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Implementing Augmented Reality Into Immersive Virtual Learning Environments

Implementing Augmented Reality Into Immersive Virtual Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4222-4.ch006 ◽

2021 ◽

pp. 102-118

Author(s):

Pooja Siddharth Sukhdeve

Keyword(s):

Augmented Reality ◽

Learning Environment ◽

Learning Environments ◽

Design Process ◽

Learning Process ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Background Information ◽

Immersive Learning ◽

Artificial Environment

Technology is ever-changing and ever-growing. One of the newest developing technologies is augmented reality (AR), which can be applied to many different existing technologies, such as computers, tablets, and smartphones. This chapter discusses the immersive learning process and the usage of AR into a simulated or in an artificial environment. Discussed is the background information on how the AR use in educational industries and the design process of AR immersive learning environment. The chapter also evaluates the benefits if immersive learning and AR.

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Application of Adult Learning Theory in Distance Learning

Virtual Communities ◽

10.4018/978-1-60960-100-3.ch401 ◽

2011 ◽

pp. 1106-1127

Author(s):

Mary Rose Grant

Keyword(s):

Adult Learners ◽

Adult Learning ◽

Learning Environments ◽

Learning Theory ◽

Adult Learning Theory ◽

Virtual Learning ◽

Learning Preferences ◽

Virtual Learning Environments ◽

Learning Theories ◽

Constructive Feedback

Adult learning theory suggests that adults need to perceive the relevance and purpose of learning in order to learn most effectively. Grounded in the notion that adults frame their own learning objectives, are self-directed and active participants in their learning, require constructive feedback and want opportunities to practice new skills, online and virtual learning environments are well suited for adult learners and are directly based on adult learning principles. Virtual environments provide opportunities for adults to construct learning based on what they already know and apply what they are learning in the instructional setting. An online instructor is an adult learning expert. Using adult and constructivist learning theories and current knowledge about web-based andragogy, this chapter will focus on the characteristics and learning preferences of adult-learners in virtual learning environments and recommend instructional design and teaching strategies to encourage behaviors that influence student engagement, retention and learning.

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Integrating Virtual Spaces

Virtual Reality in Education ◽

10.4018/978-1-5225-8179-6.ch006 ◽

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.

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Design Process for Accessible Virtual Reality Learning Environments

UXD and UCD Approaches for Accessible Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2325-4.ch010 ◽

2020 ◽

pp. 170-183

Author(s):

Zeoli Antonio Maldonado

Keyword(s):

Virtual Reality ◽

Virtual Environments ◽

Learning Environments ◽

Design Process ◽

People With Disabilities ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Education Industry

Virtual reality has captured the attention of people. Since virtual reality has become more realistic, with the evolution of the technology like the innovation of smartphones, it has been more accessible for society, and many industries have begun research on the application of VR for training and for learning about certain specific topics as it allows reducing accidents and maximizes safety. Their use in the education industry has been best seen as a tool to complement certain issues that may be difficult to understand since it can allow one to virtually move to certain areas from safe areas. However, the development virtual environments is not fully specialized to implicitly include and promote learning, much less the consideration of people with disabilities. The main objective of this chapter is the presentation of a design process for the development of virtual learning environments that allows accessibility.

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Application of Adult Learning Theory in Distance Learning

Virtual Environments for Corporate Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-61520-619-3.ch002 ◽

2010 ◽

pp. 14-35

Author(s):

Mary Rose Grant

Keyword(s):

Adult Learners ◽

Adult Learning ◽

Learning Environments ◽

Learning Theory ◽

Adult Learning Theory ◽

Virtual Learning ◽

Learning Preferences ◽

Virtual Learning Environments ◽

Learning Theories ◽

Constructive Feedback

Adult learning theory suggests that adults need to perceive the relevance and purpose of learning in order to learn most effectively. Grounded in the notion that adults frame their own learning objectives, are self-directed and active participants in their learning, require constructive feedback and want opportunities to practice new skills, online and virtual learning environments are well suited for adult learners and are directly based on adult learning principles. Virtual environments provide opportunities for adults to construct learning based on what they already know and apply what they are learning in the instructional setting. An online instructor is an adult learning expert. Using adult and constructivist learning theories and current knowledge about web-based andragogy, this chapter will focus on the characteristics and learning preferences of adult-learners in virtual learning environments and recommend instructional design and teaching strategies to encourage behaviors that influence student engagement, retention and learning.

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Integrating Virtual Spaces

Integrating Multi-User Virtual Environments in Modern Classrooms - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3719-9.ch006 ◽

2018 ◽

pp. 111-136

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.

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Designed Learner Interactions in Blended Course Delivery

Online Learning ◽

10.24059/olj.v15i1.183 ◽

2011 ◽

Vol 15 (1) ◽

Author(s):

Reba-Anna Lee ◽

Brian Dashew

Keyword(s):

Instructional Design ◽

Best Practices ◽

Design Process ◽

Course Delivery ◽

Student Interactions ◽

Face To Face ◽

Instructional Design Process ◽

Hybrid Delivery ◽

Academic Technology ◽

Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

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