Surveillance in the Virtual Classroom

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch808 ◽

2012 ◽

pp. 1676-1685

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.

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Stereotype Threat in Virtual Learning Environments: Effects of Avatar Gender and Sexist Behavior on Women's Math Learning Outcomes

Cyberpsychology Behavior and Social Networking ◽

10.1089/cyber.2019.0106 ◽

2019 ◽

Vol 22 (10) ◽

pp. 634-640 ◽

Cited By ~ 3

Author(s):

Felix Chang ◽

Mufan Luo ◽

Gregory Walton ◽

Lauren Aguilar ◽

Jeremy Bailenson

Keyword(s):

Stereotype Threat ◽

Learning Outcomes ◽

Learning Environments ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Math Learning

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3D Virtual Learning Environments

Advances in Game-Based Learning - Handbook of Research on 3-D Virtual Environments and Hypermedia for Ubiquitous Learning ◽

10.4018/978-1-5225-0125-1.ch003 ◽

2016 ◽

pp. 54-86

Author(s):

Tiago Cinto ◽

Harlei Miguel de Arruda Leite ◽

Sarah Negreiros Carvalho ◽

Cecilia Sosa Arias Peixoto ◽

Dalton Soares Arantes

Keyword(s):

Learning Environments ◽

Educational System ◽

Technological Development ◽

Learning Experience ◽

Virtual Learning ◽

Virtual Classroom ◽

Virtual Learning Environments ◽

Authoring System ◽

Amount Of Information ◽

3D Virtual Learning Environments

Heated debates involving reforms in the educational system are becoming more and more frequent in recent years, mostly due to the increasingly evident shortcomings in the educational system and its difficulties to evolve at the same pace as technological development. Since nowadays people spend much of their time interacting directly or indirectly with technological devices, one can think of using this involvement with educational purposes. Through this interaction people have easy and inexpensive access to a vast amount of information. In this sense, one can think of methodologies to improve education by focusing on the foundations of knowledge rather than the emphasis on the memorization of contents. Therefore, the aim of this work is to propose and validate an interactive content authoring system as well as a virtual classroom where lessons are taught by avatars in an attempt to make learning experience richer and more motivating to students.

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Seguimiento del proceso de aprendizaje a través de la huella en Moodle y comparativa de resultados

Libro de Actas IN-RED 2020: VI Congreso de Innovación Edicativa y Docencia en Red ◽

10.4995/inred2020.2020.11951 ◽

2020 ◽

Author(s):

Begoña Peña ◽

Sara Pascual

Keyword(s):

Secondary Schools ◽

Learning Outcomes ◽

Learning Environments ◽

Virtual Learning ◽

Automated Analysis ◽

Virtual Learning Environments ◽

Raw Data ◽

Educational Levels ◽

Academic Activities ◽

The Subject

The use of Virtual Learning Environments is widespread in most universities and it is also applied to other educational levels, such as Primary and Secondary schools. In fact, environments such as Moodle or Google Classroom are being essential tools to continue academic activities in those countries that, due to the pandemic of Covid-19, have suspended all classes. In these educational platforms, all the activities carried out by each student are registerd and stored in detail. This information can be extracted as raw data or as indicators developed after automated analysis if the platform has the appropriate tools. In this work, the information extracted for the subject of Engineering Thermodynamics from the last 3 academic years in the Degree in Engineering of Industrial Technologies is presented and compared. The results have been used to detect bad practices and study patterns, in order to improve assessment activities in particular and learning outcomes in general.

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Frustration in Virtual Learning Environments

Handbook of Research on E-Learning Methodologies for Language Acquisition ◽

10.4018/978-1-59904-994-6.ch025 ◽

2011 ◽

pp. 409-422

Author(s):

Mar Gutiérrez-Colon Plana

Keyword(s):

Second Language Acquisition ◽

Learning Environments ◽

English Language ◽

Virtual Learning ◽

Virtual Classroom ◽

Learning Technologies ◽

Language Teachers ◽

Virtual Learning Environments ◽

Language Courses ◽

New Methodologies

Many language teachers, students, and institutions of virtual learning environments are well acquainted with the feelings of loneliness and frustration that many students experience due to the fact that many virtual language courses base their methodology on simply uploading the material into the virtual classroom. Teachers should be aware of the learning process itself; that is, they shouldn’t talk only about new learning technologies for second language acquisition but also of new methodologies. In this chapter, we present some methodological actions that should be avoided in the virtual language classroom and try to suggest ways to improve teachers’ online practices. In order to collect data from some students enrolled in English language subjects in their degree course (English Philology and Mechanical Engineering at University Rovira i Virgili, Tarragona, Spain), a questionnaire was created. This chapter is part of the project PID08-PROFID, which receives financial support from the Institut de Ciències de l’Educació (URV).

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The effects of computer-based virtual learning environments on nursing students’ mathematical learning in medication processes

Research and Practice in Technology Enhanced Learning ◽

10.1186/s41039-021-00147-x ◽

2021 ◽

Vol 16 (1) ◽

Author(s):

Diana P. Zwart ◽

Sui Lin Goei ◽

Omid Noroozi ◽

Johannes E. H. Van Luit

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Learning Outcomes ◽

Learning Environments ◽

Virtual Learning ◽

Worked Examples ◽

Virtual Learning Environments ◽

Verbal Intelligence ◽

Domain Specific Knowledge ◽

Computer Based

AbstractComputer-based virtual learning environments (CBVLEs) are potentially useful teaching tools for training nursing students in professional duties such as the mathematical tasks associated with medication processes. In this study, a CBVLE was designed with well-structured instructional activities such as interleaved practice and feedback. Mathematical medication scenarios and basic arithmetic exercises were integrated into the CBVLE. Four training conditions were used in the CBVLE to facilitate extra support for mathematical medication learning: (1) learning without worked examples, (2) learning with worked examples involving domain-specific knowledge, (3) learning with worked examples involving regular thinking strategies, and (4) learning with combined worked examples. This study was conducted with 118 nursing students enrolled in post-secondary nursing education and Bachelor’s nursing programmes. Students were pre-tested and post-tested on their mathematical medication learning. Training in the CBVLE improved mathematical medication learning for all students from pre-test to the post-test stages, but no differences were found among the four different conditions. Nursing students’ prior knowledge, non-verbal intelligence, and number of correct tasks predicted mathematical medication learning outcomes. When controlling for non-verbal intelligence, students in the condition 1 benefited more than students in condition 3 in terms of their mathematical medication learning outcomes. The same accounted for the support of the low-achieving students in the CBVLE. The support conditions for the high-achieving group appeared to be unimportant for mathematical medication learning. It seems that technology is taken over some of the capacity of working memory, which accounts for the benefits to the low-achieving learners.

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Teachers’ interaction in combined physical and virtual learning environments:

Apples - Journal of Applied Language Studies ◽

10.47862/apples.98339 ◽

2021 ◽

Author(s):

Katri Hansell ◽

Michaela Pörn ◽

Sandra Bäck

Keyword(s):

Language Learning ◽

Learning Environments ◽

Computer Mediated Communication ◽

School Context ◽

Virtual Learning ◽

Virtual Classroom ◽

Virtual Learning Environments ◽

Target Language ◽

Mediated Communication ◽

Learning And Teaching

The development of the Internet and digital tools for interaction has enabled computer-mediated communication as part of the communicative approach to language learning and teaching. This creates affordances for learners of any target language from any location to communicate with each other, for example, through tandem language learning – that is, reciprocal two-way learning in dyads of two students with different first languages. Previous studies on tandem learning have mainly focused on the interaction between tandem partners in informal learning situations. In this study, we explore the teacher’s role in virtual classroom tandem applied to curriculum-based language teaching. The aim is to describe teachers’ engagement in interactional situations in the classroom, including the interplay between the physical classroom and virtual learning environments (VLEs). The data comprise video and screen recordings of teacher activities and interactions. The results reveal that virtual classroom tandem is a strongly student-centred approach where the teacher interaction during tandem lessons is notably narrower compared with tandem language learning based entirely on face-to-face meetings in a formal school context and in classroom instruction generally.

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3D Virtual Learning Environments

Virtual Reality in Education ◽

10.4018/978-1-5225-8179-6.ch009 ◽

2019 ◽

pp. 193-225

Author(s):

Tiago Cinto ◽

Harlei Miguel de Arruda Leite ◽

Sarah Negreiros Carvalho ◽

Cecilia Sosa Arias Peixoto ◽

Dalton Soares Arantes

Keyword(s):

Learning Environments ◽

Educational System ◽

Technological Development ◽

Learning Experience ◽

Virtual Learning ◽

Virtual Classroom ◽

Virtual Learning Environments ◽

Authoring System ◽

Amount Of Information ◽

3D Virtual Learning Environments

Heated debates involving reforms in the educational system are becoming more and more frequent in recent years, mostly due to the increasingly evident shortcomings in the educational system and its difficulties to evolve at the same pace as technological development. Since nowadays people spend much of their time interacting directly or indirectly with technological devices, one can think of using this involvement with educational purposes. Through this interaction people have easy and inexpensive access to a vast amount of information. In this sense, one can think of methodologies to improve education by focusing on the foundations of knowledge rather than the emphasis on the memorization of contents. Therefore, the aim of this work is to propose and validate an interactive content authoring system as well as a virtual classroom where lessons are taught by avatars in an attempt to make learning experience richer and more motivating to students.

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Community in Virtual Learning Environments

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch046 ◽

2011 ◽

pp. 304-309 ◽

Cited By ~ 1

Author(s):

Holly McCracken

Keyword(s):

Staff Development ◽

Student Satisfaction ◽

Learning Environments ◽

Virtual Learning ◽

Virtual Classroom ◽

Virtual Learning Environments ◽

Professional Organizations ◽

Dynamic Learning ◽

Web Based ◽

Educational Environments

The development of dynamic learning communities is generally believed to be critical to providing engaging and multi-dimensional instructional experiences for participants in a range of educational environments (for example, as accessed through academic institutions, corporate staff development, professional organizations, and so forth). Both wide-scale anecdotal feedback and more formal research indicate that this aspect of a virtual classroom is particularly essential to student satisfaction, motivation, and retention in Web-based environments (Boettcher, 2004; Collison, Elbaum, Haavind, & Tinker, 2000; Kearsley, 2000; Palloff & Pratt, 1999, 2001; Rovai, 2002). For example, Fredericksen, Pelz, Pickett, Shea, and Swan (2001) surveyed 1,406 on-line students about their experiences in, satisfaction with, and perceptions of the Web-based classroom. Among the largest studies completed to date, it substantiated the correlation between, and importance of, student-to-student and instructor-to-student interaction to perceived learning effectiveness in virtual learning environments.

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