Virtual Learning in Smart Education

2020 ◽  
pp. 173-197
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Use Of Technology ◽  
Learning Principles

This chapter expands the knowledge about virtual learning in smart higher education, and how these processes can be a tool for motivated and student-centered learning in a resource-enriched virtual learning environment with technology-embedded tools. Methodologically, selected articles are reviewed to expand the knowledge about virtual learning in smart higher education and with an example analysis of an open question (N=57) among teacher educators (N=105) about what kind of education they need for using a virtual learning environment with different tools. Theoretically, the analysis of the answers is based on the TPACK model and Gees five learning principles. The findings highlight that higher education and academic researchers have much to learn about teaching and learning in a virtual learning environment and in virtual reality that can enhance student-centered learning and reveal the pedagogical surplus value in their own teaching and learning context through the use of technology for an educational purpose.

scholarly journals Exploring the Pros and Cons of Implementing Flipped Classroom in a Virtual Learning Environment in Mathematics 7

2021 ◽  
Vol 13 (2) ◽  
pp. 61-75
Author(s):  
Anton A. Romero ◽  
Edarlyn D. Angeles
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Relevant Information ◽  
Virtual Learning Environment ◽  
Student Centered ◽  
Learning Groups ◽  
Pros And Cons

Effective implementation of virtual learning has been a challenge encountered by many teachers. This paper investigates the experiences of twenty (20) grade seven students from a university exposed to virtual learning using the flipped classroom model in Mathematics. The informants were chosen from eight learning groups (LG) enrolled in online learning from 2020-2021. The study employed a case study design and used the Clarke and Braun thematic analysis (TA) approach to interpret the qualitative data. It used individual interviews, focused group discussions (FGD), and interviews with parents and teachers to collect relevant information. Google Meet was used to gather the data needed. This study aims to address the challenges encountered by the implementation of virtual classes during the pandemic. It also seeks to explore the pros and cons of putting the flipped classroom approach into practice in a virtual learning environment. The findings revealed that the flipped classroom approach could be an effective strategy in enhancing students’ positive attributes toward learning and socialization in an online learning environment. Also, the teacher could transform the teaching and learning process into a more student-centered classroom in which assessment could be carried out effectively. For future purposes, researchers could address the cons of this study by integrating anecdotal records and performance trackers into the new flipped classroom model developed.

scholarly journals A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning

2021 ◽  
Vol 18 (4) ◽  
pp. 184-205
Author(s):  
Lesley Andrew ◽  
◽  
Ruth Wallace ◽  
Ros Sambell ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Peer Observation ◽  
Learning And Teaching

The global COVID-19 pandemic has necessitated a rapid shift to online delivery in higher education. This learning and teaching environment is associated with reduced student engagement, a crucial prerequisite of student satisfaction, retention and success. This paper presents a case study that explored student engagement in the synchronous virtual learning environment, during the mandatory move to exclusive online learning in Australian higher education in April to June 2020. Three university instructors used the Teaching and Learning Circles Model to observe a series of their peers' synchronous virtual classrooms, from which they reflected on ways to enhance their own practice. The findings demonstrate how student engagement in these classrooms can be strengthened across the four constructs of Kahu and Nelson’s (2018) engagement conceptual framework: belonging; emotional response; wellbeing and self-efficacy. The case study also reveals limitations of the synchronous virtual environment as a means of supporting student engagement in the online learning and teaching environment, and proposes ways to address them. Against emerging reports of increased mental health issues among isolated university students during the current pandemic, the case study's recommendations to improve student wellbeing and belonging are particularly salient. This article also highlights the usefulness of the Teaching and Learning Circles Model of peer observation as a way to guide its participants' reflections on their own practice, support their collegiality with academic peers and build their confidence and competence in the synchronous virtual learning environment.

scholarly journals Tinjauan Motivasi, Sikap dan Peningkatan Prestasi Murid Sekolah Rendah Melalui Penggunaan Halaman Celik Akal (VLE)

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Muhammad Sabiq Mohd Noor ◽  
Megat Aman Zahiri Megat Zakaria
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Traditional Learning ◽  
Use Of Technology ◽  
Before And After ◽  
And Performance ◽  
High Level

The implementation of teaching and learning through the use of technology helped in interactive and interesting delivery of knowledge. The transformation from traditional learning now students learn through Virtual Learning Environment (VLE) can attract interest apart from a wide material access by the students. The implementation of learning through Halaman Celik Akal gives positive impact towards students’ motivation, attitude and performance especially in Malay language subject. This purpose of this research is to review students’ motivation and attitude and also investigate the relationshiop between both constructs. This research focused on students’ performance after using this page in teaching and learning. This research involved 31 students of Standard 5 in Primary School. There are four questions being analysed in this research. The finding of this research shows that students’ motivation and attitude are at a high level after learning through this page. From the performance aspect shows that there are differences between students’ score before and after using this page (t= -8.162, df=30, p = 0.00). However, the findings of this research shows that there no relationship between students’ motivation and attitude (R= -0.059, P = 0.752) through this learning. Therefore, this research shows that the implementation of Virtual Learning Environment (VLE) through virtual page has a lot of benefits to the students especially in the aspect of students’ motivation, attitude and performance in learning Malay language.

Adult Learning Principles as the Foundation for Innovative Technology Applications in Business and Higher Education Venues

2010 ◽  
pp. 136-152
Author(s):  
Judith Parker
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Innovative Technology ◽  
Global Business ◽  
Jack Mezirow ◽  
Use Of Technology ◽  
Technology Applications ◽  
Learning Principles

As Web 2.0 surfaces as the latest trendy phrase in education and technology discussions, it is imperative that instructors not get caught up in the glamour of the latest technology and loose sight of the required andragogical underpinnings necessary for effective and efficient teaching and learning. This chapter will begin by exploring the major theories and theorists in the field of adult education and the meshing of these theories with technology applications in higher education and global business venues. While Malcolm Knowles is credited with popularizing adult learning theory in the 1970’s, Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward over the past decades. Along with this progression in theory, the use of technology has escalated in popularity creating a need to frame its application in the foundational principles of adult education; an “Andragogy 2.0” focus is required. This chapter will expand on this theoretical base by offering short case studies that are linked to the theories as examples of innovative strategic approaches in the use of technology in adult teaching and learning.

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

Applying the Polysynchronous Learning to Foster the Student-Centered Learning in the Higher Education Context

2016 ◽  
pp. 385-403
Author(s):  
Fan Ouyang
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Learning Activity ◽  
Communication Model ◽  
Environment Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
App Design ◽  
Activity Design

Teaching and learning computer programming has posed great challenges for both instructors and students. An emerging blended learning mode - polysynchronous learning has potentials to motivate and engage students in the programming learning process, to optimize students' programming learning experiences, and to transform the computer programming teaching and learning. This paper aims to integrate the polysynchronous learning, as a communication model, with the student-centered learning, as a pedagogical approach, to design a graduate-level course - App Design and Development. The authors primarily focuses on describing my decision-making process of the physical environment design, the technologies and tools selection, and the polysynchronous learning activity design, as well as specific details regarding these three aspects. Moreover, potentials, challenges, and implications of applying the polysynchronous learning to foster the student-centered learning in the higher education context are discussed.

Cloud Computing Enabled Virtual Learning Environment

2013 ◽  
Vol 4 (3) ◽  
pp. 52-65
Author(s):  
Rabindra Ku Jena
Keyword(s):  
Cloud Computing ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Cost Effective ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Technological Advancement ◽  
Learning And Teaching ◽  
Information And Communication ◽  
E Learning

Recent advances in Information and Communication Technology (ICT) provide an opportunity to build a self growing and sharing virtual environment for teaching and learning. Cloud computing is one of the latest technological advancement in ICT domain. Cloud computing technologies have changed the way applications are developed and accessed. A Virtual Learning Environment (VLE) is a system for delivering learning materials to students via the web. Cloud computing is provides one of the most emerging cost effective solution for virtual learning and teaching environment. This paper discusses how cloud computing has been contributing to virtual learning environment and an overview of the current state of the structure of Cloud Computing based e-learning is discussed. The readers will also find a brief overview of cloud computing and the different efficient cloud based virtual learning models. Towards the end different offers from different cloud vendors are discussed.

Promoting Virtual Collaborative Learning with the Use of Mobile Devices

2020 ◽  
pp. 32-43
Author(s):  
Despo Ktoridou ◽  
Elli Doukanari
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning Environment ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Process

With the ubiquity and rapidly expanding functionality of mobile technologies, educational institutions have the potential to improve and facilitate learning. More and more educators are employing communication, collaboration and sharing tools and resources to make learning more accessible, equitable, personalized and flexible for students everywhere. This study investigates the implementation of Cloud-Based Student-Centered Learning (CBSCL) environment with the use of mobile devices in an MIS course. For the purpose of the study, the data were elicited through students' focus groups and the lecturer's notes on CBSCL as a virtual learning environment. The data were examined based on content analysis. The results indicate that CBSCL can be a challenging collaborative learning experience and a motivating approach to teaching and learning; consequently, the students become responsible for their own learning and problem solving process.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

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