Virtual Worlds as the Next Asset of Virtual Learning Environments for Students in Business?

2012 ◽  
Vol 3 (2) ◽  
pp. 59-76
Author(s):  
Jean-Eric Pelet ◽  
Benoît Lecat
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Exploratory Study ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Web Based

The authors’ research examines the effectiveness of a web-based virtual learning environment (VLE) in the context of management studies. This article provides two main contributions. First, an exploratory study introduces and describes the concept of VLE applied to the training of seven students in an “interactivity design” (IS) course. Second, a confirmatory study conducted with 168 students in management presents a framework of VLE application in the context of management courses (MS). Results indicate that in the context of management studies, singular differences in the knowledge of VLEs exist between low/high skilled students. Even if a VLE can benefit skilled students, low skilled students must first understand and appreciate the full meaning of VLEs. A VLE leads to good training of students in IS courses. However, its existence must be communicated more intensively in the context of managerial studies. Furthermore, these students will need to be trained before achieving a sufficient level of competency to be able to manage projects using Second Life (SL).

scholarly journals 3D virtual learning in counselor education: Using Second Life in counselor skill development

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Victoria Lynn Walker
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Second Life ◽  
Virtual World ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Online Course ◽  
Counseling Skills ◽  
3D Virtual Learning Environments

This article will present the process and the curricular and pedagogical lessons learned from adding a 3D virtual learning environment to an online course in a distance and hybrid education master’s degree program. Based on student surveys, course evaluations, and faculty interviews, the author will summarize attitudes and expectations from the varied stakeholders and offer practical recommendations on the design and delivery of an effective virtual world learning environment in an online course. The author is involved in developing 3D virtual learning environments and integrating their use in graduate level counseling courses in traditional, blended, and online master’s programs. In the fall of 2007, the author began the process of incorporating the virtual world Second Life into an online counseling skills and techniques course in the Human Services Counseling Program at Regent University. The course objectives consisted of teaching graduate level students expertise such as clinical counseling skills and techniques. One of the critical competencies, the student’s ability to demonstrate the basic counseling skills needed to be an effective counselor including attending, listening, empathy, warmth, and respect, was very difficult to teach and evaluate from a distance. In the past, program instructors have taught online and blended courses with the asynchronous learning environment Blackboard and the synchronous technologies, Skype and Instant Messenger. With the use of new learning environments, such as 3D virtual learning environments, the author hoped to provide the instructors and students with an environment more conducive to developing effective counseling skills. The author implemented the virtual learning environment – a simulated counseling facility and tested the virtual counseling facility’s use as an innovative learning environment for simulation of student counseling sessions. This article will discuss the author’s personal experiences as well as the empirical research collected during this case study. Given the potential for significant growth in the use of virtual learning objects, this article should provide useful information for instructors and administrators considering virtual environments as a means of teaching practical skills at a distance in online programs.

scholarly journals Design of Virtual Learning Environments: Learning Analytics and Identification of Affordances and Barriers

2015 ◽  
Vol 5 (4) ◽  
pp. 64 ◽  
Author(s):  
Pekka Qvist ◽  
Tuomas Kangasniemi ◽  
Sonja Palomäki ◽  
Jenni Seppänen ◽  
Pekka Joensuu ◽  
...  
Keyword(s):  
Educational Technology ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Learning Analytics ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Virtual Laboratory ◽  
The Impact

The future of educational technology has been envisioned to have increasing focus on simulations, game based learning, virtual learning environments and virtual worlds. The technologies aim to provide authentic learning and enable deeper, more complex and contextual understanding for students. To study the impact of virtual learning environments for natural sciences and engineering education, we have designed and implemented a virtual laboratory, LabLife3D, in Second Life. To date we have designed six virtual laboratory exercises in the biological sciences and chemistry and additionally created a system to gather behavioristic data during laboratory simulations for the purpose of learning analytics. This paper presents the design process of laboratory exercises and discusses the content-specific learning goals and outcomes. Additionally, this paper discusses the use of heuristic usability review used to improve the virtual learning environment. Lastly, the results from student and teacher interviews are presented, together with results of the learning analytics study. The discussion also includes student identified affordances and barriers for learning. We conclude that authentic and deep learning is possible within virtual worlds. Furthermore, the results of this study are not only limited to virtual worlds, but could also apply to other areas of digital educational technology.

Online Virtual Learning Environments

2014 ◽  
Vol 4 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

scholarly journals Criterios para la evaluación de usabilidad en entornos virtuales de aprendizaje [Judgment Guidelines for usability evaluation in virtual learning environments]

2014 ◽  
Author(s):  
Edilma Leonor DÍAZ GUTIÉRREZ ◽  
Andrea Catherine ALARCÓN ALDANA ◽  
Mauro CALLEJAS CUERVO
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Knowledge Integration ◽  
Web Applications ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Software Usability ◽  
Entornos Virtuales De Aprendizaje ◽  
Entornos Virtuales

Resumen La calidad de un producto software aborda distintos aspectos, entre ellos la usabilidad, y al evaluarla, se afrontan algunas dificultades, como el desconocimiento de los atributos a evaluar, las características de los usuarios y objetivo del producto evaluado; en el caso de entornos virtuales de aprendizaje, deben permitir el desarrollo de procesos de incorporación de habilidades y saberes teniendo en cuenta quesus usuarios tienen distintos grados de conocimiento, edades e intereses, pertenecen a múltiples disciplinas y acceden desde distintos dispositivos. Dichas diferencias hacen que el proceso de evaluación de usabilidad de un entorno virtual de aprendizaje tenga unas características propias. Actualmente no existe un consenso en cuanto a los aspectos que se consideran para establecer factores de usabilidad en métodos de evaluación de calidad, lo cual motiva la construcción de otro tipo deaplicaciones web que dejan de lado aspectos propios de este factor, conllevando a que sean los usuarios quienes se adaptan a las características de la WebApp y no como debiera ser. Considerando lo anterior, se realizó un estudio de trabajos previos, modelos, normas y estándares de calidad, que permitieron analizar los principales atributos de usabilidad de las aplicaciones web y enfáticamente de los entornos virtuales de aprendizaje. Palabras Claves:modelo, estándar, usabilidad, entorno virtual de aprendizaje, calidad.   Abstract Software quality deals with different aspects. One of them is usability. However, it has been quite challenging to assess due to the lack of knowledge of its features. Besides, software usability is also related to its aim and target users. For instance, virtual learning environments should enhance abilities and knowledge integration. Its users have different knowledge levels, ages, interests, background and technological device access. Then, virtual learning environment assessment varies according to its own features and currently, there is a lack of consensus around setting usability principles in quality assessment methods. As a result, web applications and designing tend to overlook this aspect. Then, users have to adapt to WebApp features rather than the reverse. Therefore, this article aims at showing the study of previous works, models, norms and quality standards leading to the analysis of usability principles referring to web applications and virtual learning environments. Keywords: model, standard, usability, virtual learning environment, quality.

SOA-Frameworks for Modular Virtual Learning Environments

2010 ◽  
pp. 277-293
Author(s):  
Fredrik Paulsson ◽  
Mikael Berglund
Keyword(s):  
Learning Environment ◽  
Web Service ◽  
Learning Environments ◽  
Virtual Learning ◽  
Learning Objects ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Learning Object ◽  
Learning Content ◽  
Java Rmi

A general SOA framework for Virtual Learning Environments, based on the VWE Learning Object Taxonomy, is suggested in this chapter. Five basic and general services are suggested for implementation of modular Virtual Learning Environments. The design of the service framework was tested by implementation in two prototypes, using two different approaches where a Java-RMI based implementation was compared to a Web Service (SOAP) based implementation. By implementing the VWE Learning Object Taxonomy and the VWE SOA framework, the prototypes showed that a level of modularity, similar to the level of modularity of Learning Objects, could be achieved for the Virtual Learning Environment as well. Using the VWE Learning Object Taxonomy, this was accomplished by including the learning content and the Virtual Learning Environment into the same conceptual space. The comparison of the prototypes showed that the Web Service approach was preferred in favor of the Java-RMI approach. This was mainly due to platform neutrality and the use of the http-protocol. The study was supplemented by an analysis of the two approaches in relation to a third, REST-based approach.

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.

Different Shades of Virtual Learning Environments

2021 ◽  
pp. 809-824
Author(s):  
Arshia Ayoub ◽  
Zahid Ashraf Wani
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Formal Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Space ◽  
Virtual Learning Environments ◽  
Virtual Objects ◽  
Current Trends ◽  
Computer Based

The emergence of the internet has opened a wealth of new, network-based applications, from digital music stores to new venues for scholarly publishing. It has replaced the physical learning environments with virtual ones. The virtual learning environments are utilized for not only imparting informal but formal education as well. A collaborative virtual learning environment is a computer-based, distributed, virtual space or set of places. In such places, people can meet and interact with others, with agents, or with virtual objects. Collaborative virtual learning environment might vary in their representational richness from 3D graphical spaces, 2.5D, and 2D environments to text-based environments. In this milieu, the proposed study shall make an endeavor to time travel and identify various virtual learning systems, services, and tool that are being used and adopted by virtual learners. In addition, the study shall also anticipate the future virtual learning environments based on current trends and future requirements.

Assisting Peer Learning Performance Using Online Collaborative Tools in Virtual Learning Environments

2020 ◽  
pp. 108-124 ◽  
Author(s):  
Chee Leong Lim ◽  
Habibah Ab Jalil ◽  
Aini Marina Ma'rof ◽  
Wan Zuhainis Saad
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Peer Learning ◽  
Virtual Learning ◽  
Peer To Peer ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Learning Performance ◽  
Collaborative Tools ◽  
Learning And Collaboration

Assisting peer learning performance through behaviour of teaching for learning is not a novel idea. In most learning environments, students have been supporting one another regardless of the involvement of their teachers. However, though the potential of peer learning has been realized, it is often introduced in unintentional way, without much consideration of their implications in different learning environments. In the virtual learning environment (VLE), especially, the application of peeragogy is imperative as the online knowledge is mainly generated through peer-to-peer learning and collaboration. Therefore, it is timely to explore how to embrace online collaborative tools in facilitating online peer learning. Three emerging online collaborative tools (workshop, wiki, and database) are discussed in this chapter with focus on the strategies and ideas to assist peer learning performance in VLEs. Checklist related to selecting the most effective collaborative tools according to the diverse pedagogical requirements is also provided.

Online Virtual Learning Environments

2016 ◽  
pp. 16-37
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

Online Virtual Learning Environments

2016 ◽  
pp. 327-348
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

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