Optimizing Student Engagement in a Virtual Environment

2021 ◽  
pp. 344-357
Author(s):  
Patrice D. Petroff ◽  
Stacey Bush
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Virtual Environment ◽  
Management System ◽  
Learning Management System ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Engagement Strategies ◽  
Current Student ◽  
High Engagement

The purpose of the chapter was to investigate current student engagement in a virtual classroom with the lens of exploring high engagement strategies in conjunction with learning styles and diversity in a virtual classroom. The authors researched three different educators' experiences with virtual learning and strategies they have used including their current learning management system (LMS). The chapter highlights potential strategies and next steps for moving forward and increasing the reflection on creation of new lessons for students both asynchronous and synchronous that include strategies, and tasks educators with refocusing to include learning styles and diversity.

scholarly journals Examining the use of a Personalized Learning Management System (PLMS) to Increase Student Engaagement in High School Physics

2018 ◽  
Author(s):  
Meera Singh
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Survey Data ◽  
Learning Style ◽  
Management System ◽  
Learning Management System ◽  
Project Based Learning ◽  
Digital Learning ◽  
Learning Management ◽  
K 12

Motivated by the drive to impact the quality and diversity of students applying to engineering schools, this study evaluates a component of a Personalized Digital Learning Management System (PLMS) that has been designed to increase student engagement in K-12 Physics. In particular, a non-traditional project based learning module, with roots in game-based learning, has been developed and executed in grade 8 science classrooms. Pre and post survey data that includes attitudinal markers, learning style profiles, gender, and assessments of knowledge gained, are analyzed and presented. Results suggest that students who are more interested in science, physics and engineering tend to have learning styles that require programming that is more active and less sequential than traditionally delivered. This is particularly the case for female students. The non-traditional game based project acted to provide these types of learning opportunities and post survey data showed a very high level of student engagement. Results obtained will be used to further refine the PLMS.

Design of an Adaptive Mobile Learning Management System

2008 ◽  
pp. 286-301 ◽  
Author(s):  
Hyungsung Park ◽  
Young Kyun Baek ◽  
David Gibson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mobile Learning ◽  
Management System ◽  
Learning Management System ◽  
Analysis Tool ◽  
User Interactions ◽  
E Learning ◽  
Adaptive Environment ◽  
Learning Management

This chapter introduces the application of an artificial intelligence technique to a mobile educational device in order to provide a learning management system platform that is adaptive to students’ learning styles. The key concepts of the adaptive mobile learning management system (AM-LMS) platform are outlined and explained. The AM-LMS provides an adaptive environment that continually sets a mobile device’s use of remote learning resources to the needs and requirements of individual learners. The platform identifies a user’s learning style based on an analysis tool provided by Felder & Soloman (2005) and updates the profile as the learner engages with e-learning content. A novel computational mechanism continuously provides interfaces specific to the user’s learning style and supports unique user interactions. The platform’s interfaces include strategies for learning activities, contents, menus, and supporting functions for learning through a mobile device.

scholarly journals An Assessment of the Impact of the Centralised Electronic Student Records Management System at Africa University, Mutare, Zimbabwe

2016 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Stanislas Bigirimana ◽  
Nelson Jagero ◽  
Cleopatra Dina Zulu
Keyword(s):  
Information System ◽  
Management System ◽  
Virtual Classroom ◽  
Records Management ◽  
Student Records ◽  
Extra Effort ◽  
Student Information ◽  
Current Student ◽  
Africa University ◽  
The Impact

This research was carried out to assess the impact of the centralised electronic student records management system at Africa University. The parameters of the research were to find out whether the current Student Information System at Africa University was adequate, consistent, and reliable. Questionnaires were administered to students and staff who use the system. It was then concluded the SIS at Africa University is only centralised in theory since there is no interaction between the accounts office, accommodation services, registration, library and the virtual classroom. Moreover, students are frustrated by the time and extra effort they have to put in whenever they have to register and make enquiries about fees as they have to stand in queues for hours.

Identification of Learning Styles in Distance Education Through the Interaction of the Student With a Learning Management System

2020 ◽  
Vol 15 (3) ◽  
pp. 148-160 ◽  
Author(s):  
Roberto Douglas da Costa ◽  
Gustavo Fontoura de Souza ◽  
Thales Barros de Castro ◽  
Ricardo Alexsandro de Medeiros Valentim ◽  
Aline de Pinho Dias
Keyword(s):  
Distance Education ◽  
Learning Styles ◽  
Management System ◽  
Learning Management System ◽  
Learning Management

scholarly journals A hybrid approach for supporting adaptivity in e-learning environments

2016 ◽  
Vol 33 (5) ◽  
pp. 333-348 ◽  
Author(s):  
Mohammad Al-Omari ◽  
Jenny Carter ◽  
Francisco Chiclana
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Management System ◽  
Learning Management System ◽  
Hybrid Approach ◽  
Content Type ◽  
E Learning ◽  
Learning Management ◽  
System Prototype

Purpose The purpose of this paper is to identify a framework to support adaptivity in e-learning environments. The framework reflects a novel hybrid approach incorporating the concept of the event-condition-action (ECA) model and intelligent agents. Moreover, a system prototype is developed reflecting the hybrid approach to supporting adaptivity in any given learning management system based on learners’ learning styles. Design/methodology/approach This paper offers a brief review of current frameworks and systems to support adaptivity in e-learning environments. A framework to support adaptivity is designed and discussed, reflecting the hybrid approach in detail. A system prototype is developed incorporating different adaptive features based on the Felder-Silverman learning styles model. Finally, the prototype is implemented in Moodle. Findings The system prototype supports real-time adaptivity in any given learning management system based on learners’ learning styles. It can deal with any type of content provided by course designers and instructors in the learning management system. Moreover, it can support adaptivity at both course and learner levels. Originality/value To the best of the authors’ knowledge, no previous work has been done incorporating the concept of the ECA model and intelligent agents as hybrid architecture to support adaptivity in e-learning environments. The system prototype has wider applicability and can be adapted to support different types of adaptivity.

Building Interaction Online

2016 ◽  
pp. 120-146 ◽  
Author(s):  
Arianne J Rourke ◽  
Annabelle Lewer-Fletcher
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Student Engagement ◽  
Management System ◽  
Learning Management System ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Postgraduate Student ◽  
Educational Tool ◽  
Educational Value

In higher education in recent years the educational value of blog journals for facilitating student engagement, reflection and learning has been emphasized (Chu, Kwan, & Warning, 2012; Ellison & Wu, 2008; Richardson, 2005; Yang, 2009). According to Williams and Jacobs (2004), blogs are seen as a ‘transformative educational tool', which assists in the development of ‘reflective and critical thinking skills' (Joshi & Chugh, 2009). This chapter critically analyzes the reflective and collaborative value of two different systems of blog journaling used by postgraduate student to reflect on their arts industry internships. Firstly Blogger (https://www.blogger.com), used between 2008 and 2012 and secondly, journal blogging in the Learning Management System (LMS) of Moodle (2014) are critiqued in terms their ability to promote student engagement, reflection, connection and collaboration. There is particular emphasis on how recent blog journals (2014) reflect how students' confidence, awareness and understandings evolve as they develop professional expertise.

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