The Emerging Use of E-Learning Environments in K-12 Education

2011 ◽  
pp. 586-603
Author(s):  
Christopher O’Mahony
Keyword(s):  
Secondary Education ◽  
Learning Environments ◽  
Learning Strategy ◽  
Tertiary Education ◽  
Early Years ◽  
Virtual Learning Environments ◽  
Recent Emergence ◽  
The World ◽  
E Learning ◽  
K 12

Virtual learning environments (VLEs) and managed learning environments (MLEs) are emerging as popular and useful tools in a variety of educational contexts. Since the late 1990s a number of ‘off-the-shelf’ solutions have been produced. These have generally been targeted at the tertiary education sector. In the early years of the new millennium, we have seen increased interest in VLEs/MLEs in the primary and secondary education sectors. In this chapter, a brief overview of e-learning in the secondary and tertiary education sectors over the period from 1994 to 2004 is provided, leading to the more recent emergence of VLEs and MLEs. Three models of e-learning are explored. Examples of solutions from around the world are considered in light of these definitions. Through the case of one school’s journey towards an e-learning strategy, we look at the decisions and dilemmas facing schools and school authorities in developing their own VLE/MLE solutions.

The Emerging Use of E-Learning Environments in K-12 Education

2011 ◽  
pp. 3559-3576
Author(s):  
Christopher O’Mahony
Keyword(s):  
Secondary Education ◽  
Learning Environments ◽  
Learning Strategy ◽  
Tertiary Education ◽  
Early Years ◽  
Virtual Learning Environments ◽  
Recent Emergence ◽  
The World ◽  
E Learning ◽  
K 12

Virtual learning environments (VLEs) and managed learning environments (MLEs) are emerging as popular and useful tools in a variety of educational contexts. Since the late 1990s a number of ‘off-the-shelf’ solutions have been produced. These have generally been targeted at the tertiary education sector. In the early years of the new millennium, we have seen increased interest in VLEs/MLEs in the primary and secondary education sectors. In this chapter, a brief overview of e-learning in the secondary and tertiary education sectors over the period from 1994 to 2004 is provided, leading to the more recent emergence of VLEs and MLEs. Three models of e-learning are explored. Examples of solutions from around the world are considered in light of these definitions. Through the case of one school’s journey towards an e-learning strategy, we look at the decisions and dilemmas facing schools and school authorities in developing their own VLE/MLE solutions.

Virtual Learning Environments in Health

2009 ◽  
pp. 382-389
Author(s):  
Stamatia Ilioudi
Keyword(s):  
New Media ◽  
Learning Environments ◽  
Virtual Learning ◽  
Relevant Information ◽  
Health Sciences ◽  
Virtual Learning Environments ◽  
The Internet ◽  
Face To Face ◽  
The World ◽  
E Learning

This chapter aims to present various virtual learning environments for medical purposes in the world. More than ever, medical students and healthcare professionals are faced to with floods of data of which the relevant information has to be selected and applied. The internet and the new media are a fertile ground to meet these requirements. More and more physicians unravel e-learning as new tool and as attractive adjunct to the traditional face-to-face teaching in medicine. This chapter describes the most important benefits for all parties of the simulation and learning environments in health sciences.

scholarly journals Analysis of Brazilian publications on distance education in nursing: integrative review

2018 ◽  
Vol 71 (1) ◽  
pp. 214-222 ◽  
Author(s):  
Ana Paula Cardoso Tavares ◽  
Bruna Silva Leite ◽  
Isabelle Andrade Silveira ◽  
Thayane Dias dos Santos ◽  
Willian de Andrade Pereira de Brito ◽  
...  
Keyword(s):  
Distance Education ◽  
Data Analysis ◽  
Data Collection ◽  
Learning Environments ◽  
Learning Strategy ◽  
Virtual Learning Environments ◽  
Integrative Review ◽  
Traditional Teaching ◽  
Review Of The Literature ◽  
Teaching Learning

ABSTRACT Objective: To analyze the publications that focus on distance education in nursing in Brazil from 2010 to 2016. Method: Integrative review of the literature with data collection in June 2016 in the following databases: LILACS, MEDLINE via PUBMED, CINAHL and SCOPUS. For the data analysis and interpretation, the thematic categorization was chosen. Results: We selected 18 articles for discussion, whose textual analysis permitted the construction of three thematic categories: use of virtual technologies for distance education in nursing; construction of virtual learning environments with the aid of virtual technologies for distance education in nursing; and evaluation of the learning process through virtual technologies for distance education of nurses. Conclusion: Distance Education stands out as an effective teaching-learning strategy in this type of education in Brazilian nursing, focused mainly on the improvement and complement of traditional teaching.

Students' Attitudes towards the Use of a Virtual Learning Environment with the Presence of Advertisements: Pilot Study

2021 ◽  
Vol 9 (2) ◽  
pp. 165-173
Author(s):  
MB Mutheiwana ◽  
KL Sharp ◽  
M Motale
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
South African ◽  
Learning Environments ◽  
Research Study ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Measuring Instrument ◽  
E Learning ◽  
Students Attitudes

Objective - As Higher Education Institutions (HEIs) begin to investigate how they can increase revenue and decrease costs, the Virtual Learning Environments (VLEs) already implemented in most HEIs may be the solution. The opportunity for including advertisements on a VLE allows HEIs to minimise the significant financial implications associated with the development and use of a VLE, without reducing the value of the service provided. While incorporating advertisements onto VLEs makes sense financially, there is limited knowledge on how students will respond to the presence of advertisements on VLEs. Consequently, this research study reports on the findings from a pilot study conducted to determine the legitimacy and reliability of a measuring instrument being employed to investigate students' attitudes towards the use of a VLE with the presence of advertisements at a South African university of technology. Methodology/Technique - A measuring instrument, including constructs of self-efficacy, technology experience, perceived ease of use, perceived usefulness, satisfaction, pre advert presence and post advert presence on a selected VLE was employed in this research study. A six-point Likert scale, ranging from 1= strongly disagree to 6= strongly agree was used to avoid the utilisation of a seventh scale item of neither agree nor disagree. After the initial pre-testing of the questionnaire, carried out to verify face and content validity, was completed, a non-probability, convenience, judgement sample of 50 students from a South African public higher education institution situated in the Gauteng province was taken. The gathered pilot data was analysed using the Statistical Package for Social Science (SPSS), Version 25.0. Findings - The findings indicate that the measuring instrument was deemed legitimate and reliable with regards to investigating students' attitudes towards the use of a VLE with the presence of advertisements. Novelty - Only one previous study has been conducted with regards to evaluating students' attitudes towards advertising on HEI VLEs, which was conducted in the UK. In addition, other studies closely related are concerned with students' attitudes towards e-learning and do not evaluate students' attitudes towards the use of a VLE with the presence of advertisements. Attitudes contribute to understanding the perceptions of students towards a VLE. Consequently, if HEIs are to incorporate advertisements on the VLEs used within HEIs, then evaluating the attitudes of the students enrolled at these HEIs, towards the use of a VLE with the presence of advertisements, is paramount. Type of Paper - Empirical. Keywords: E-learning, attitudes, virtual learning environments, advertisements, students, higher education institutions, South Africa. JEL Classification: I22, I23, M30, M31, M37 URI: http://gatrenterprise.com/GATRJournals/GJBSSR/vol9.2_6.html DOI: https://doi.org/10.35609/gjbssr.2021.9.2(6) Pages 165 – 173

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.

Hybrid 2D/3D Development of Interactive Simulations

2011 ◽  
pp. 736-751
Author(s):  
Penny deByl
Keyword(s):  
Learning Environments ◽  
World Wide ◽  
Three Dimensional ◽  
Learning Context ◽  
Web Page ◽  
Effective Learning ◽  
Simulated Environments ◽  
The World ◽  
E Learning ◽  
Interactive Simulations

Three-dimensional virtual learning environments provide students with pedagogic experiences beyond traditional two-dimensional textbook and Web page content. When delivered via the World Wide Web, this technology is known as Web3D. Such immersive learning experiences are available to a wider audience of student and when coupled with existing 2D content make effective learning applications. In this chapter a method for delivering a 2D/3D hybrid Web page will be demonstrated, which illustrates a best of both worlds approach to including both traditional text-based content and 3D simulated environments in an e-Learning context.

Three Stages in the Social Construction of Virtual Learning Environments

2012 ◽  
pp. 1518-1529
Author(s):  
Ken Stevens
Keyword(s):  
Rural Communities ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Daily Basis ◽  
Virtual Learning Environments ◽  
Small School ◽  
Learning Partnerships ◽  
E Learning ◽  
Three Stages

Schools located in rural communities are often physically small in terms of the number of students who attend them in person on a daily basis, but through the introduction of e-learning partnerships, they can become large educational institutions based on the enhanced range of teaching and learning they can provide. Small school capacities can be enhanced by e-learning and the creation of virtual learning environments. Structurally, the capacity of schools can be enhanced by internet-based inter-institutional collaboration. Pedagogically, e-learning can enable schools to share teaching and learning within virtual learning environments spanning participating sites to facilitate student engagement with ideas, people and places in new, interactive ways. Three stages are identified in the development of teaching and learning in the virtual structures that complement traditional schools.

E-Learning as a Catalyst for Educational Innovation

2004 ◽  
pp. 196-207
Author(s):  
Petek Askar ◽  
Ugur Halici
Keyword(s):  
Learning Environments ◽  
Diffusion Theory ◽  
Educational Innovation ◽  
School Management ◽  
Future Trends ◽  
Key Points ◽  
The World ◽  
E Learning ◽  
Related Individuals ◽  
Technological Improvements

As a form of distance learning, e-learning has become a major instructional force in the world. In this chapter, initiatives regarding e-learning and its impacts on instructional design, on school management and on the community are described and discussed in order to show different aspects of e-learning environments and their impact on related individuals or institutions. Future trends in e-learning are presented in connection with expected technological improvements and key points needing special care in the development of future e-learning environments are mentioned in the light of diffusion theory.

scholarly journals Managing creativity in collaborative virtual learning environments e: A DL corporate project

Comunicar ◽  
2014 ◽  
Vol 22 (43) ◽  
pp. 143-151 ◽  
Author(s):  
Felipe Chibás-Ortíz ◽  
Gerardo Borroto-Carmona ◽  
Fernando Almeida-Santos
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Redes Sociales ◽  
E Learning ◽  
Aprendizaje Colaborativo ◽  
Entornos Virtuales

There is a currently ongoing discussion regarding the most effective methodologies for establishing collaborative virtual learning environments (VLEs) and the true contribution to student creativity and innovation in such environments, particularly in the corporate sphere. Educational social networks based on collaborative learning have grown exponentially in recent years, with countless networks now established in nearly all fields. However, stimulation of creativity among VLE users in general, and specifically in the corporate sphere, has become an important issue in educational research. Utilizing experiences of corporate distance learning (DE) in Brazil, the present paper proposes a means of evaluating the presence of creativity indicators among students in collaborative virtual teaching and learning environments. Case studies are used to compare a corporate VLE project that uses information and communication technologies (ICTs) under a creative and educommunicative approach with a project that uses ICTs under a traditional approach. The study was conducted in partnership with the consulting and e-learning company Perfectu. The results obtained suggest that the pedagogic model adopted and the manner in which ICTs are employed determine whether ICTs lead to innovative results, not the use of ICTs alone. The average level of creativity in the group that used the creative and educommunicative model was higher than that of the group that used the traditional paradigm. Se mantiene abierta en nuestros días la discusión con respecto a las metodologías más efectivas en los entornos virtuales de aprendizaje (EVA) colaborativos y su verdadera contribución al desarrollo de la creatividad y la actitud innovadora en los estudiantes, particularmente en los ámbitos corporativos. Las redes sociales educativas basadas en el aprendizaje colaborativo crecen exponencialmente, y se hacen ya incontables en cualquier área del conocimiento. Sin embargo, la estimulación de la creatividad de los usuarios de los EVA en general y en el ámbito corporativo en específico, se ha convertido en un problema científico de gran importancia para las investigaciones en las Ciencias de la Educación. El presente trabajo se propone valorar la presencia de indicadores de creatividad en los estudiantes al interactuar con los entornos virtuales de enseñanza de aprendizaje colaborativo, basados en la experiencia de educación a distancia (EAD) corporativa acumulada en Brasil. El método de investigación utilizado es el del estudio de caso, que permitió comparar la realización de un proyecto EAD corporativo a partir de la utilización de las TIC con un enfoque creativo y educomunicativo, con otro que también utilizó las TIC pero con una visión tradicional. Fue realizado en la empresa de consultoría y e-learning Perfectu. Los resultados obtenidos sugieren que el modelo pedagógico adoptado y la forma de utilizar las TIC son las que llevan a resultados innovadores y no las TIC por sí mismas, dado que se observó que el promedio de creatividad del grupo que trabajó bajo el patrón educomunicativo-creativo fue más elevado que para el grupo que trabajó con el paradigma tradicional.

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