scholarly journals Teachers’ interaction in combined physical and virtual learning environments:

2021 ◽  
Author(s):  
Katri Hansell ◽  
Michaela Pörn ◽  
Sandra Bäck
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Computer Mediated Communication ◽  
School Context ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environments ◽  
Target Language ◽  
Mediated Communication ◽  
Learning And Teaching

The development of the Internet and digital tools for interaction has enabled computer-mediated communication as part of the communicative approach to language learning and teaching. This creates affordances for learners of any target language from any location to communicate with each other, for example, through tandem language learning – that is, reciprocal two-way learning in dyads of two students with different first languages. Previous studies on tandem learning have mainly focused on the interaction between tandem partners in informal learning situations. In this study, we explore the teacher’s role in virtual classroom tandem applied to curriculum-based language teaching. The aim is to describe teachers’ engagement in interactional situations in the classroom, including the interplay between the physical classroom and virtual learning environments (VLEs). The data comprise video and screen recordings of teacher activities and interactions. The results reveal that virtual classroom tandem is a strongly student-centred approach where the teacher interaction during tandem lessons is notably narrower compared with tandem language learning based entirely on face-to-face meetings in a formal school context and in classroom instruction generally.

Informal Communication in Virtual Learning Environments

2011 ◽  
pp. 1076-1081
Author(s):  
Werner Beuschel ◽  
Birgit Gaiser ◽  
Susanne Draheim
Keyword(s):  
Information Technology ◽  
Learning Environments ◽  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Virtual Space ◽  
Virtual Learning Environments ◽  
Informal Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated

Learning environments increasingly become more diverse by the use of information technology. Thereby, the share of face-to-face situations between students as well as between students and mentors becomes smaller, while the share of encounters in virtual space is growing larger. Thus, computer mediated communication (CMC) is growing in importance in all learning environments.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

scholarly journals E-Simulations for Educating the Professions in Blended Learning Environments

2012 ◽  
pp. 1-23
Author(s):  
Dale Holt ◽  
Stephen Segrave ◽  
Jacob L. Cybulski
Keyword(s):  
Blended Learning ◽  
Digital Media ◽  
Learning Environments ◽  
Workforce Development ◽  
Online Community ◽  
Computer Mediated Communication ◽  
Simulation Design ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Role Based

This chapter introduces digital, role-based simulations as an emerging and powerful educational approach for the professions and for broader workforce development purposes. It is acknowledged that simulations used for education, professional development, and training, have a long history of development and use. The focus is on digital simulations (e-simulations) situated in blended learning environments and the improved affordances of the newer digital media used via the web to enhance the value of their contribution to learning and teaching in professional and vocationally-oriented fields. This is an area which has received less attention in the whole “e-learning” literature compared with the voluminous body of knowledge and practice on computer-mediated communication, online community building, social networking, and various forms of online (usually automated) assessment. A framework of blended e-simulation design is outlined. The chapter concludes by examining what the future might hold for simulations in further and higher education, and ongoing work-based learning.

scholarly journals Theoretical perspectives and new practices in audio-graphic conferencing for language learning

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 21-36 ◽  
Author(s):  
REGINE HAMPEL
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Computer Mediated Communication ◽  
Open University ◽  
Mediated Communication ◽  
Communicative Skills ◽  
Learning And Teaching ◽  
Theoretical Perspectives ◽  
Computer Mediated ◽  
Conferencing System

This article will start with the situation at the Open University, where languages are taught at a distance. Online tuition using an audio-graphic Internet-based conferencing system called Lyceum is one of the ways used to develop students’ communicative skills.Following Garrett’s call for an integration of research and practice at EUROCALL 1997 (Garrett, 1998) – a call which is still valid today – the present article proposes a conceptual framework which can support the use of conferencing systems such as Lyceum in language learning and teaching. In the first part of the article, I examine several pedagogical theories supporting language learning, that is, second language acquisition and sociocultural theories, and multimodality, and apply them to the practice of audio-graphic computer-mediated communication (CMC) as used at the Open University. I also build on previous research, which, however, is still dominated by written CMC. What Erben stated in 1999 is still true: that audio-graphic technology “remains under-researched and under-theorised.” (Erben, 1999:230). Firstly, I therefore examine studies on written CMC and secondly those that have been conducted on audio-graphic CMC in order to identify the benefits and challenges of these media.Both the pedagogical theory and previous studies of CMC have informed the design and implementation of online tuition at the Open University. Thus the second part of the article reports on a research project on Lyceum, which took place in 2002. The goal of the project was to evaluate the use of audio-graphic conferencing in practice, and this in turn has instigated both improvements in the software used and in student support as well as further changes to the task design. I present some findings and discuss both the challenges of audio-graphic conferencing that were encountered and the benefits that were identified.

Surveillance in the Virtual Classroom

2010 ◽  
pp. 160-169 ◽  
Author(s):  
Morgan Luck
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environments ◽  
Market Forces ◽  
Subject Design ◽  
Potential Problems ◽  
Managerial Level

In this chapter the author highlights some of the risks associated with universities establishing surveillance tools within virtual learning environments. Potential problems that may arise from such a move are considered at the student and managerial levels. At the student level the author argues that the adoption of the surveillance tool may result in students, especially the most gifted, feeling pressured to adopt practises that are not best suited to achieving their learning outcomes. At the managerial level the author argues that the surveillance tool provides a means by which subject design could be further influenced by market forces.

Informal Communication in Virtual Learning Environments

2011 ◽  
pp. 1164-1168 ◽  
Author(s):  
Werner Beuschel ◽  
Birgit Gaiser ◽  
Susanne Draheim
Keyword(s):  
Information Technology ◽  
Learning Environments ◽  
Computer Mediated Communication ◽  
Learning Processes ◽  
Virtual Space ◽  
Virtual Learning Environments ◽  
Informal Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated

Learning environments increasingly become more diverse by the use of information technology. Thereby, the share of face-to-face situations between students as well as between students and mentors becomes smaller, while the share of encounters in virtual space is growing larger. Thus, computer mediated communication (CMC) is growing in importance in all learning environments. Since standard learning environments involve both formal and informal communication, it seems reasonable to claim that without informal communication students and faculty would have difficulties in sustaining the learning processes. Beyond the ever-growing exchange of formal content, the opportunity of informal communication appears increasingly essential for the successful pursuit of online studies.

3D Virtual Learning Environments

2016 ◽  
pp. 54-86
Author(s):  
Tiago Cinto ◽  
Harlei Miguel de Arruda Leite ◽  
Sarah Negreiros Carvalho ◽  
Cecilia Sosa Arias Peixoto ◽  
Dalton Soares Arantes
Keyword(s):  
Learning Environments ◽  
Educational System ◽  
Technological Development ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environments ◽  
Authoring System ◽  
Amount Of Information ◽  
3D Virtual Learning Environments

Heated debates involving reforms in the educational system are becoming more and more frequent in recent years, mostly due to the increasingly evident shortcomings in the educational system and its difficulties to evolve at the same pace as technological development. Since nowadays people spend much of their time interacting directly or indirectly with technological devices, one can think of using this involvement with educational purposes. Through this interaction people have easy and inexpensive access to a vast amount of information. In this sense, one can think of methodologies to improve education by focusing on the foundations of knowledge rather than the emphasis on the memorization of contents. Therefore, the aim of this work is to propose and validate an interactive content authoring system as well as a virtual classroom where lessons are taught by avatars in an attempt to make learning experience richer and more motivating to students.

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