3D Virtual Learning Environment for Acquisition of Cultural Competence

2021 ◽  
pp. 17-42
Author(s):  
Stephen Petrina ◽  
Jennifer Jing Zhao
Keyword(s):  
Cultural Competence ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Future Research ◽  
Educational Systems ◽  
Instructional Designers ◽  
Design Based Research ◽  
Data Collection And Analysis ◽  
Future Research Directions

As educational systems emphasize and experiment with forms of online and remote learning, it is increasingly important to investigate the cultural competence of instructional designers. This chapter addresses the experiences of instructional designers in a 3D virtual learning environment designed for development of cultural competence. Design-based research (DBR) and user experience (UX) methodologies were employed to explore experience of six instructional designers in 3D virtual environment. A taxonomy of experience (ToE) established by Coxon guided qualitative data collection and analysis. Through examples and data, the chapter emphasizes the necessity for instructional designers to keep in mind the challenge of cultural diversity in the backgrounds of students and their own, and bring guidelines and principles into culturally sensitive and responsive instructional design processes. The authors recommend four future research directions, including cross-cultural instructional designer competencies along with research into cultural personas, avatars, and guest-host relations.

Faculty Perception of Virtual 3-D Learning Environment to Assess Student Learning

2018 ◽  
pp. 1827-1853
Author(s):  
Anita Cassard ◽  
Brian W. Sloboda
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Instructional Designers ◽  
Anecdotal Evidence ◽  
Comprehensive Examination ◽  
Assessment Of Student Learning

This chapter presents some of the methods and approaches that are used in the assessment of student outcomes in 3-D virtual learning environments. Distance learning or eLearning that includes the 3-D virtual learning environments have been increasing dramatically because of the rise in demand by students. Because of this advent in eLearning, assessment of the outcomes is crucial when measuring student learning. In addition to the measurement of student learning, the instructional designers will need assessment of student learning as a means to upgrade the 3-D virtual learning environments and maintain the relevancy of the content for students. Much of the research on measurement of outcomes is based on anecdotal evidence provided by students. A comprehensive examination of assessment of the 3-D virtual learning environment becomes paramount, so educators will have a better idea how to carefully assess outcomes of student learning.

Exploring the Virtual Learning Environment

2011 ◽  
pp. 906-911
Author(s):  
Teresa Torres-Coronas
Keyword(s):  
Information Technology ◽  
Learning Environment ◽  
Education System ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Future Research ◽  
Post Graduate ◽  
Face To Face ◽  
New Learning ◽  
Considerable Impact

Education has traditionally been conducted face-to-face, with professors performing outstanding magisterial classes in front of the learners. During the centuries, students and professors have shared the same time and same space frame. Nowadays, things are quite different. Information Technology (IT) is a reality affecting the whole education system from primary school to post-graduate education. IT has a considerable impact on the learning providers, on the learning process itself and, of course, on any agent involved in the process. The aim of this article is to explore this fascinating new learning world. To do this, we discuss the following main two elements: the plethora of terms related to virtual learning and, the dimensions of a virtual learning environment. Finally, some suggestions are made for future research in this field.

Open Source Software Virtual Learning Environment (OSS-VLEs) in Library Science Schools

2021 ◽  
pp. 378-388
Author(s):  
Rosy Jan
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Learning ◽  
Development Trend ◽  
Virtual Learning Environment ◽  
Library Science ◽  
Virtual Learning Environments ◽  
Future Research ◽  
Face To Face ◽  
The Face

A Virtual Learning Environment (VLE) is a software system designed to facilitate teachers in the management of educational courses. The system can often track the learners' progress, which can be monitored by both teachers and learners. While often thought of as primarily tools for distance education, they are most often used to supplement the face-to-face classroom as well as blended learning. Plethora of research conducted on VLEs has reported positive impacts from various contexts. Keeping in view the benefits, the work has been initiated to review concept, features and issues of virtual learning environments. Some of the most used OSS VLEs are discussed. Further it determines the suitability of a VLE for higher education. The chapter also explore and identify the recent contributions to the concept by analyzing ongoing virtual learning initiatives and projects by different organizations and information centres to stimulate future Research and development trend in the field.

Faculty Perception of Virtual 3-D Learning Environment to Assess Student Learning

2016 ◽  
pp. 48-74 ◽  
Author(s):  
Anita Cassard ◽  
Brian W. Sloboda
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Instructional Designers ◽  
Anecdotal Evidence ◽  
Comprehensive Examination ◽  
Assessment Of Student Learning

This chapter presents some of the methods and approaches that are used in the assessment of student outcomes in 3-D virtual learning environments. Distance learning or eLearning that includes the 3-D virtual learning environments have been increasing dramatically because of the rise in demand by students. Because of this advent in eLearning, assessment of the outcomes is crucial when measuring student learning. In addition to the measurement of student learning, the instructional designers will need assessment of student learning as a means to upgrade the 3-D virtual learning environments and maintain the relevancy of the content for students. Much of the research on measurement of outcomes is based on anecdotal evidence provided by students. A comprehensive examination of assessment of the 3-D virtual learning environment becomes paramount, so educators will have a better idea how to carefully assess outcomes of student learning.

Faculty Perception of Virtual 3-D Learning Environment to Assess Student Learning

2019 ◽  
pp. 2067-2093
Author(s):  
Anita Cassard ◽  
Brian W. Sloboda
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Instructional Designers ◽  
Anecdotal Evidence ◽  
Comprehensive Examination ◽  
Assessment Of Student Learning

This chapter presents some of the methods and approaches that are used in the assessment of student outcomes in 3-D virtual learning environments. Distance learning or eLearning that includes the 3-D virtual learning environments have been increasing dramatically because of the rise in demand by students. Because of this advent in eLearning, assessment of the outcomes is crucial when measuring student learning. In addition to the measurement of student learning, the instructional designers will need assessment of student learning as a means to upgrade the 3-D virtual learning environments and maintain the relevancy of the content for students. Much of the research on measurement of outcomes is based on anecdotal evidence provided by students. A comprehensive examination of assessment of the 3-D virtual learning environment becomes paramount, so educators will have a better idea how to carefully assess outcomes of student learning.

Open Source Software Virtual Learning Environment (OSS-VLEs) in Library Science Schools

2018 ◽  
pp. 7912-7921
Author(s):  
Rosy Jan
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Learning ◽  
Development Trend ◽  
Virtual Learning Environment ◽  
Library Science ◽  
Virtual Learning Environments ◽  
Future Research ◽  
Face To Face ◽  
The Face

A Virtual Learning Environment (VLE) is a software system designed to facilitate teachers in the management of educational courses. The system can often track the learners' progress, which can be monitored by both teachers and learners. While often thought of as primarily tools for distance education, they are most often used to supplement the face-to-face classroom as well as blended learning. Plethora of research conducted on VLEs has reported positive impacts from various contexts. Keeping in view the benefits, the work has been initiated to review concept, features and issues of virtual learning environments. Some of the most used OSS VLEs are discussed. Further it determines the suitability of a VLE for higher education. The chapter also explore and identify the recent contributions to the concept by analyzing ongoing virtual learning initiatives and projects by different organizations and information centres to stimulate future Research and development trend in the field.

Proposal of an instrument to evaluate interaction spaces in a VLE

2019 ◽  
pp. 1-13
Author(s):  
Rubí Estela Morales-Salas ◽  
Daniel Montes-Ponce
Keyword(s):  
Learning Environment ◽  
Design Space ◽  
Collaborative Work ◽  
Virtual Learning ◽  
Interaction Space ◽  
Learning Objects ◽  
Traditional Education ◽  
Virtual Learning Environment ◽  
Discussion Forums ◽  
Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

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