Assessment of the Effectiveness of Distance Learning Courses and of Interactive Processes in Virtual Learning Environments

2011 ◽  
pp. 342-364
Author(s):  
Francisco Villa Ulhôa Botelho ◽  
Rosa Maria Vicari
Keyword(s):  
Distance Learning ◽  
Virtual Environments ◽  
Learning Environments ◽  
Virtual Learning ◽  
Study Groups ◽  
Virtual Learning Environments ◽  
Learning Group ◽  
Speech Features ◽  
Distance Courses

The general objectives of this study are: to analyze significant indicators for assessment of the effectiveness of Distance Learning (DL) courses; to check the extent to which such effectiveness is related to the quality of interactive processes; to examine characteristic elements of individuals’ conversations while they interact in study groups within virtual environments, with a view to contributing toward the effectiveness of DL courses; the development of a methodology for assessing the effectiveness of distance learning courses. Results confirm the importance of the context, the teacher, and learning-group variables for the effectiveness of distance courses. They also illustrate the relevance of certain speech features of students and teachers in virtual learning environments that generate conversational dynamics and contribute toward meeting the goals of DL courses.

The Affordances of 3D Virtual Learning Environments

2019 ◽  
pp. 106-123
Author(s):  
Hisae Matsui ◽  
Terence C. Ahern
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Native Speakers ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Initial Stage ◽  
American Students ◽  
3D Virtual Learning Environments

The purpose of this chapter is to examine participants' perceived affordances of three-dimensional virtual learning environments (3D VLEs) in developing interpersonal emotional connections with their partners during the initial stage of the virtual exchange. To fulfill the purpose, two Japanese and two American students were paired and participated in sessions within two differently designed virtual environments using the same 3D virtual application. The results indicate that the participants tend to find avatars useful as a cue that helps in recalling previous conversations and in avoiding long silences. Additionally, the affordances of the 3D VLEs heightened the experience of co-presence. However, for non-native speakers, this experience also created increased anxiety. Finally, the results show the affordances affected the participants much more strongly during the first several sessions but were mitigated by other factors as the sessions continued.

The Affordances of 3D Virtual Learning Environments

2018 ◽  
pp. 92-109
Author(s):  
Hisae Matsui ◽  
Terence C. Ahern
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Native Speakers ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Initial Stage ◽  
American Students ◽  
3D Virtual Learning Environments

The purpose of this chapter is to examine participants' perceived affordances of three-dimensional virtual learning environments (3D VLEs) in developing interpersonal emotional connections with their partners during the initial stage of the virtual exchange. To fulfill the purpose, two Japanese and two American students were paired and participated in sessions within two differently designed virtual environments using the same 3D virtual application. The results indicate that the participants tend to find avatars useful as a cue that helps in recalling previous conversations and in avoiding long silences. Additionally, the affordances of the 3D VLEs heightened the experience of co-presence. However, for non-native speakers, this experience also created increased anxiety. Finally, the results show the affordances affected the participants much more strongly during the first several sessions but were mitigated by other factors as the sessions continued.

Virtual Learning Environments

2011 ◽  
pp. 62-74 ◽  
Author(s):  
Mitzi P. Trahan ◽  
Nan B. Adams ◽  
Susan Dupre
Keyword(s):  
Distance Learning ◽  
Learning Curve ◽  
Learning Environments ◽  
Real Life ◽  
Virtual Learning ◽  
Learning Opportunities ◽  
Virtual Learning Environments ◽  
Development Model ◽  
Steep Learning Curve ◽  
Barriers To Access

The growing experimentation with multi-user virtual environments for educational purposes demands rigorous examination of all aspects of these digital worlds. While their use appears to enhance and expand traditional distance learning, educators acknowledge that barriers to access remain, including a steep learning curve for orienting users to MUVE navigation and functionality. The application of Adams’s Knowledge Development Model for Virtual Learning Environments provides a framework for the design of in-world learning opportunities and activities, many of which tend to mirror pedagogical best-practices in Real Life (RL).

Virtual Learning Environments for a New Teaching Methodology

2019 ◽  
pp. 226-241
Author(s):  
Iolanda Caponata ◽  
Anna Pietra Ferraro
Keyword(s):  
Learning Environment ◽  
Virtual Environments ◽  
Learning Environments ◽  
Virtual Learning ◽  
Active Participation ◽  
Virtual Learning Environments ◽  
Teaching Methodology ◽  
Teaching Unit

The potential and new educational perspectives offered by virtual environments are the arguments with which you want to highlight the opportunity, through the experience of the simulation offered by environments such SecondLife®, to organize and expand the involvement and motivation of pupils through active participation. It will be explained, in detail, how to plan a lesson in SecondLife® after having designed and built a learning environment by creating Holodeck, Teleport, Script, and the use of numerous Tools needed to implement a teaching unit.

Virtual Learning Environments for a New Teaching Methodology

2017 ◽  
pp. 76-91
Author(s):  
Iolanda Caponata ◽  
Anna Pietra Ferraro
Keyword(s):  
Learning Environment ◽  
Virtual Environments ◽  
Learning Environments ◽  
Virtual Learning ◽  
Active Participation ◽  
Virtual Learning Environments ◽  
Teaching Methodology ◽  
Teaching Unit

The potential and new educational perspectives offered by virtual environments are the arguments with which you want to highlight the opportunity, through the experience of the simulation offered by environments such SecondLife®, to organize and expand the involvement and motivation of pupils through active participation. It will be explained, in detail, how to plan a lesson in SecondLife® after having designed and built a learning environment by creating Holodeck, Teleport, Script, and the use of numerous Tools needed to implement a teaching unit.

scholarly journals Preparing for Industry 4.0 – Testing Collaborative Virtual Learning Environments with Students and Professional Trainers

2015 ◽  
Vol 8 (4) ◽  
pp. 14 ◽  
Author(s):  
Katharina Schuster ◽  
Lana Plumanns ◽  
Kerstin Groß ◽  
Rene Vossen ◽  
Anja Richert ◽  
...  
Keyword(s):  
Focus Groups ◽  
Virtual Environments ◽  
Learning Environments ◽  
Industry 4.0 ◽  
Engineering Students ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Physical Reality ◽  
Virtual Learning Environments ◽  
Collaborative Problem Solving

In consideration of future employment domains, engineering students should be prepared to meet the demands of society 4.0 and industry 4.0 – resulting from a fourth industrial revolution. Based on the technological concept of cyber-physical systems and the Internet of Things, it facilitates – among others - the vision of the smart factory. The vision of “industry 4.0” is characterized by highly individualized and at the same time cross-linked production processes. Physical reality and virtuality increasingly melt together and international teams collaborate across the globe within immersive virtual environments. In this context, a large market arises in the field virtual trainings, which means that professional trainers need to explore the potential of new learning settings. In the context of the development from purely document based management systems to complex virtual learning environments (VLEs), a shift towards more interactive and collaborative components within higher educational e-learning can be noticed, but is still far from being called the state of the art. As a result, engineering education is faced with a large potential field of research, which ranges from the technical development and didactical conception of new VLEs to the investigation of students’ acceptance or the proof of concept of the VLEs in terms of learning efficiency. This paper presents three corresponding qualitative studies: In a series of focus groups, it was investigated which kinds of VLEs students prefer in a higher education context. Building upon the results of the focus groups, a collaborative VLE was created within the open world game Minecraft. In two different studies this VLE was tested, first by students and then by professional trainers. First screenings of the video material of the studies indicate a connection between communicational behavior and successful collaborative problem solving in virtual environments. The majority of the trainers who participated in the second study ascribe the new technological possibilities great potential and would consider using it within their own trainings.

scholarly journals VIRTUAL LEARNING AFFORDANCES AND IDENTITY: A CASE STUDY

2021 ◽  
Author(s):  
Angela M Cirucci
Keyword(s):  
Social Media ◽  
Learning Environments ◽  
Social Presence ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Turn On ◽  
Marginalized Groups ◽  
User Friendly

This case study pairs a walkthrough analysis of two popular virtual learning environments (VLEs) (Zoom and WebEx) with undergraduate responses (n=250) to an open-ended survey to investigate how VLE affordances impact student identifications and quality of learning. Previous research has found that interaction and social presence are necessary for learning online, but professors find these relationships difficult to achieve when students will not, or cannot, turn on their cameras. Preliminary findings include three main themes. First, students find Zoom more user-friendly because it is designed to look like popular social media apps, yet they are still not comfortable being visible. Second, many students are concerned about their classmates and professors seeing their physical backgrounds, particularly those who reported having family incomes below $50,000. Subsequently, they rarely turn on their cameras. Third, BIPOC who identify as women fear being judged based on their physical appearance and also choose to rarely turn on their cameras. This study is one of the first to explore VLE affordances and their impact on identities. Early analyses point to already marginalized groups feeling the pains that came with the shift to online learning more acutely. Professors and universities should provide training for identity personalization and find ways to invite students to participate that do not include mandatory cameras.

Design Process for Accessible Virtual Reality Learning Environments

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.

Virtual Learning Environments

2012 ◽  
pp. 200-213 ◽  
Author(s):  
Mitzi P. Trahan ◽  
Nan B. Adams ◽  
Susan Dupre
Keyword(s):  
Distance Learning ◽  
Learning Curve ◽  
Learning Environments ◽  
Real Life ◽  
Virtual Learning ◽  
Learning Opportunities ◽  
Virtual Learning Environments ◽  
Development Model ◽  
Steep Learning Curve ◽  
Barriers To Access

The growing experimentation with multi-user virtual environments for educational purposes demands rigorous examination of all aspects of these digital worlds. While their use appears to enhance and expand traditional distance learning, educators acknowledge that barriers to access remain, including a steep learning curve for orienting users to MUVE navigation and functionality. The application of Adams’s Knowledge Development Model for Virtual Learning Environments provides a framework for the design of in-world learning opportunities and activities, many of which tend to mirror pedagogical best-practices in Real Life (RL).

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