scholarly journals Using Technology to Support Student Learning in an Integrated STEM Learning Environment

2020 ◽  
Vol 4 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Dazhi Yang ◽  
Sally J. Baldwin
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Learning Environments ◽  
Technology Use ◽  
Stem Learning ◽  
Web Based ◽  
Disciplinary Boundaries ◽  
Integrated Stem ◽  
Engineering And Technology ◽  
And Mathematics

This paper provides the first review and illustration of technology-use strategies for supporting student learning in different integrated science, technology, engineering, and mathematics (STEM) learning environments. An integrated STEM learning environment may focus on integrating and learning science and mathematics or integrating and learning engineering and technology simultaneously for multiple levels of learners. An integrated STEM learning environment breaks down disciplinary boundaries and allows students to apply multidisciplinary knowledge in solving problems. This study illustrates four technology-use strategies to support student learning in an integrated STEM learning environment: a) providing authentic learning contexts, b) offering web-based inquiry environments, c) expanding learning through immersive and interactive technology, and d) transforming students from consumers to creators. It also addresses the challenges that manifest in integrated STEM learning environments. The study provides practical implications and research directions for technology-supported learning in integrated STEM learning environments.

Factors Related to Students' Performance of Hybrid Learning in an English Language Course

2015 ◽  
pp. 225-241
Author(s):  
Saovapa Wichadee
Keyword(s):  
Student Learning ◽  
Technology Use ◽  
English Language ◽  
Correlation Coefficients ◽  
Learning Achievement ◽  
Web Based ◽  
Hybrid Course ◽  
Face To Face ◽  
Hybrid Teaching ◽  
Face To Face Learning

Redesigning a course along the lines of a hybrid format that blends face-to-face and online learning brings about changes in instructional practice. This paper introduces hybrid teaching that uses multiple web-based tools to supplement the students' face-to-face learning environment in a difficult situation in Thailand. In order to examine factors related to student learning achievement in the hybrid teaching course, data regarding learning achievement score, amount of participation, comfort with technology, and course satisfaction were collected from 182 students enrolled in an English course and analyzed by using correlation coefficients and multiple regression analysis. The findings indicated that students had a moderate level of satisfaction with the hybrid course and comfort with technology use, and previous experience of hybrid courses did not have an effect on their satisfaction. Student learning achievement was positively correlated with how much participation students had, but was negatively correlated with students' comfort with technology. There were no correlations between student learning achievement and how satisfied they felt with the hybrid course. In addition, an analysis of benefits and drawbacks of this hybrid course allowed teachers insights into what changes were needed when adjusting the hybrid course for language teaching.

Factors Affecting the Design and Development of a Personal Learning Environment

2012 ◽  
pp. 226-236
Author(s):  
Helene Fournier ◽  
Rita Kop
Keyword(s):  
Learning Environment ◽  
Human Factors ◽  
Learning Environments ◽  
Technology Use ◽  
Interface Design ◽  
Design And Development ◽  
Factors Affecting ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments

After speculation in literature about the nature of Personal Learning Environments, research in the design and development of PLEs is now in progress. This paper reports on the first phase of the authors’ research on PLE, the identification process of what potential users would consider important components, applications, and tools in a PLE. The methodology included surveying “super-users” on their use of existing tools, applications and systems and their preferences in learning, in order to enhance the development of a PLE and reach a specification that potential learners will find useful and empowering in their learning. The research resulted in suggestions on factors affecting technology use and uptake, human factors and attitudes, and interface design that need to be factored in the design and development of a PLE.

scholarly journals Time and the Design of Web-Based Learning Environments

10.28945/2875 ◽  
2005 ◽  
Author(s):  
Ari Wahlstedt
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Web Based ◽  
Social Barriers ◽  
Initiation Phase ◽  
Web Based Learning ◽  
Novice Designers ◽  
Good Learning

For novice designers dealing with a mass of information, the initiation phase of design of a web-based learning environment can last much longer than for professional designers. A professional designer can with the help of experience surmount technological, cultural and social barriers that might prevent the design of a good learning environment. However, the time aspects of information, what is needed in design and information, what is used in learning, can result re-design and re-learning. From the designers’ perspective, we observe what information they use. We focus especially on analyzing how they understand the time aspect of learning. From the users’ perspective we discuss what time means to them in learning. The change in information happens in a certain period of time. We think that there should be more attention to this aspect in the design and propose hypothetical tools that might help filling the gap between design and use.

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).

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.

scholarly journals Promoting Cooperation and Collaboration in a Web-based Learning Environment

10.28945/2723 ◽  
2003 ◽  
Author(s):  
Fay Sudweeks
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Information Dissemination ◽  
Web Based ◽  
Face To Face ◽  
Critical Elements ◽  
Course Materials ◽  
Web Based Learning ◽  
Collaborative Activities

Web-based learning environments provide an attractive method for information dissemination, but in many instances they can be just electronic equivalents of printed course materials. Appropriate learning objectives and pedgagogical strategies are minimal or non-existent. Too often web-based learning environments lack cooperative and collaborative activities with the unintended consequence of feelings of social isolation. This paper describes a case study in which critical elements of online learning settings (Oliver, 2001) were implemented along with essential attributes for effective teamwork. Analyses of student que stionnaires indicate that students gained significant benefits from the instructional design of both the learning environment and the collaborative activity - without meeting face-to-face.

scholarly journals Pengaruh Kebiasaan Belajar dan Lingkungan Belajar Terhadap Prestasi Belajar Siswa Pada Mata Pelajaran Praktikum Akuntansi Jasa, Dagang Dan Manufaktur Siswa Kelas XI Akuntansi Keuangan Lembaga di SMK Negeri 2 Pariaman Tahun Ajaran 2018/2019

Jurnal Ecogen ◽  
2019 ◽  
Vol 2 (4) ◽  
pp. 624
Author(s):  
Govin Afrinaval ◽  
Syamwil Syamwil
Keyword(s):  
Quantitative Analysis ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Environments ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Multiple Linear Regressions ◽  
Learning Achievement ◽  
Linear Regressions

The purpose of this study was to determine the effect of Learning Habits and Learning Environments on accounting services, trade and manufacturing practicum subject Learning Achievement to Class XI Accounting SMK Negeri 2 Pariaman. Population was 106 students. Sample was 85 students selected by using sampling technique simple random sampling. Data were collected by questionnaires and documentation method. The method of analysis in this study was a quantitative analysis, the multiple linear regressions. The results showed that: 1) Learning Habits and Learning Environtment had a significant effect on student the learning achievement, (2) Learning Habits had a positive and significant effect on student learning achievment, (3) Learning Environment had a negative and significant effect on student learning achievement. Keywords: learning achievement, learning habits and learning environment

Using Ontology for Personalized E-Learning in K-12 Education

2010 ◽  
pp. 301-309 ◽  
Author(s):  
Petek Askar ◽  
Arif Altun ◽  
Kagan Kalinyazgan ◽  
S. Serkan Pekince
Keyword(s):  
Learning Environment ◽  
Semantic Web ◽  
Learning Environments ◽  
Ontology Development ◽  
Future Directions ◽  
Web Based ◽  
Implementation Processes ◽  
Web Environment ◽  
E Learning ◽  
K 12

This chapter introduces the development of a K-12 education ontology for e-learning environments. It presents design and implementation processes, followed by several recommendations for future directions for ontology development. E-learning environments incorporate the notion of semantic Web-based ontologies into their future directions. Semantic Web uses ontologies to show the interconnectedness in a Web environment. Within the concept of semantic mapping, domain ontology is at the core of intelligent e-learning systems. In order to achieve an ontology for K-12 education, the authors propse a domainspecific ontology PoleONTO (Personalized Ontological Learning Environment) with the emphasis on its development and incorporation into an e-learning environment.

Constructivist Teaching and Learning in a Web-Based Environment

2011 ◽  
pp. 418-423
Author(s):  
Valerie N. Morphew
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Constructivist Teaching ◽  
Constructivist Approach ◽  
Web Based ◽  
Approach To Teaching ◽  
The Rich ◽  
Teaching Learning ◽  
Traditional Setting

Web-based teaching and learning is on the rise in education and industry, challenging teachers and trainers to deliver instruction in new ways with the same or better results. To maximize the potential of Web-based delivery, instructors can avail themselves of the rich body of research that supports constructivist teaching and learning in the traditional setting. Applying the constructivist approach to Web-based teaching and learning can help instructors establish learning environments and practices that encourage growth and development in their students. Constructivist teaching and learning recognizes both teacher and student as important and contributing members in a teaching-learning relationship. Other students in the learning environment also hold such qualities. The constructivist approach acknowledges that teacher and student, alike, bring prior knowledge and experiences with them into the learning environment. By capitalizing on familiar concepts and experiences, the student is able to connect new knowledge with prior and construct new meaning. This approach to teaching and learning differs markedly from the long-held notion that students are empty vessels (tabula rasa) waiting to be filled by a knowledgeable teacher. Although constructivism is widely accepted in theory, the teaching practices of many instructors do not support this approach.

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