scholarly journals Seguimiento del proceso de aprendizaje a través de la huella en Moodle y comparativa de resultados

2020 ◽  
Author(s):  
Begoña Peña ◽  
Sara Pascual
Keyword(s):  
Secondary Schools ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Virtual Learning ◽  
Automated Analysis ◽  
Virtual Learning Environments ◽  
Raw Data ◽  
Educational Levels ◽  
Academic Activities ◽  
The Subject

The use of Virtual Learning Environments is widespread in most universities and it is also applied to other educational levels, such as Primary and Secondary schools. In fact, environments such as Moodle or Google Classroom are being essential tools to continue academic activities in those countries that, due to the pandemic of Covid-19, have suspended all classes. In these educational platforms, all the activities carried out by each student are registerd and stored in detail. This information can be extracted as raw data or as indicators developed after automated analysis if the platform has the appropriate tools. In this work, the information extracted for the subject of Engineering Thermodynamics from the last 3 academic years in the Degree in Engineering of Industrial Technologies is presented and compared. The results have been used to detect bad practices and study patterns, in order to improve assessment activities in particular and learning outcomes in general.

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.

scholarly journals MOBILE TECHNOLOGIES IN VIRTUAL LEARNING ENVIRONMENTS

2021 ◽  
Vol 75 (3) ◽  
pp. 197-204
Author(s):  
G. Tkach ◽  
◽  
N. Kerimbayev ◽  
N. Nurym ◽  
A. Akramova ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Learning Process ◽  
Human Life ◽  
Virtual Learning ◽  
Training System ◽  
Virtual Learning Environments ◽  
Mobile Technologies ◽  
Effective Feedback ◽  
The Subject

The issues and problems of mobile learning in virtual environments have gained widespread academic and commercial recognition in recent years. Although the evolution of wireless technologies and the number of mobile applications is impressive, the issues of widespread use of mobile technologies in virtual learning environments are not well represented. Immersive digital technologies, which are spreading in all spheres of human life, are increasingly being introduced into the educational environment. Mobile technologies in the learning process have become the subject of much modern research. This article describes the design of a training system consisting of mobile technologies used in virtual environments. This work makes an attempt to show the change in the mechanisms of functioning and implementation of the education system in the conditions of virtual learning environments. It is expected that the proposed work will make the organization of virtual learning effective, practical and ergonomic, provide a learning process aimed at mastering the result. Mobile technologies are technical support for the learning virtual environment, under the influence of which significant changes occur in the process of assimilating knowledge, implementing mobile, highly effective feedback.

Surveillance in the Virtual Classroom

2012 ◽  
pp. 1676-1685
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.

scholarly journals The effects of computer-based virtual learning environments on nursing students’ mathematical learning in medication processes

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Diana P. Zwart ◽  
Sui Lin Goei ◽  
Omid Noroozi ◽  
Johannes E. H. Van Luit
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Virtual Learning ◽  
Worked Examples ◽  
Virtual Learning Environments ◽  
Verbal Intelligence ◽  
Domain Specific Knowledge ◽  
Computer Based

AbstractComputer-based virtual learning environments (CBVLEs) are potentially useful teaching tools for training nursing students in professional duties such as the mathematical tasks associated with medication processes. In this study, a CBVLE was designed with well-structured instructional activities such as interleaved practice and feedback. Mathematical medication scenarios and basic arithmetic exercises were integrated into the CBVLE. Four training conditions were used in the CBVLE to facilitate extra support for mathematical medication learning: (1) learning without worked examples, (2) learning with worked examples involving domain-specific knowledge, (3) learning with worked examples involving regular thinking strategies, and (4) learning with combined worked examples. This study was conducted with 118 nursing students enrolled in post-secondary nursing education and Bachelor’s nursing programmes. Students were pre-tested and post-tested on their mathematical medication learning. Training in the CBVLE improved mathematical medication learning for all students from pre-test to the post-test stages, but no differences were found among the four different conditions. Nursing students’ prior knowledge, non-verbal intelligence, and number of correct tasks predicted mathematical medication learning outcomes. When controlling for non-verbal intelligence, students in the condition 1 benefited more than students in condition 3 in terms of their mathematical medication learning outcomes. The same accounted for the support of the low-achieving students in the CBVLE. The support conditions for the high-achieving group appeared to be unimportant for mathematical medication learning. It seems that technology is taken over some of the capacity of working memory, which accounts for the benefits to the low-achieving learners.

scholarly journals Reconceptualising Culture in Virtual Learning Environments: From an ‘Essentialist’ to a ‘Negotiated’ Perspective

2005 ◽  
Vol 2 (4) ◽  
pp. 355-367 ◽  
Author(s):  
Robin Goodfellow ◽  
Anne Hewling
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Online Discussion ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Student Diversity ◽  
Cultural Narratives ◽  
Institutional Practices ◽  
The Subject

The notion of ‘culture’ as an essential attribute of individuals and groups, owed to national or ethnic background, is critiqued in this article as unhelpful to the project of understanding how diverse participants in virtual learning environments (VLEs) individually and jointly construct a culture of interaction. An alternative conceptualisation of culture in VLEs is proposed, which views online discussion as just one of the sites in which the culture of a VLE is negotiated. Other sites are to be found in institutional practices of teaching and learning at a distance, and in the wider cultural narratives of the Internet. Examples from two online masters courses in online and distance education are used to contextualise this concept of culture, exploring the differences in patterns of participation that are produced by contrasting institutional cultures, even though such participation is explicitly valorised as the means and the subject of the learning that goes on in both these courses. Some implications for the understanding and management of student diversity in these environments are considered, in particular the need for emerging cultural narratives around VLEs to reflect all aspects of student engagement in distance education, not just those which relate to online interaction.

Exploring Self-Regulation Based Virtual Learning Environments Using Diary

2015 ◽  
Vol 3 (2) ◽  
pp. 66-75
Author(s):  
Mahmoud Mohamed Hussien Ahmed ◽  
Chaklam Silpasuwanchai ◽  
Naglaa Mohammed Fares ◽  
Zeinab Mohamed Amin ◽  
Abd El-Rahem Ahmed Ahmed Salama
Keyword(s):  
Learning Environments ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environments

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

A Microservice-driven Collaborative Agent in Virtual Learning Environments: A Role Model for a Tracing Agent

2020 ◽  
Author(s):  
Jéferson Miguel Thalheimer ◽  
Aluizio Haendchen Filho ◽  
Fabio Julio Pereira Briks ◽  
Rafael Castaneda Ribeiro ◽  
Fernando Concatto ◽  
...  
Keyword(s):  
Learning Environments ◽  
Role Model ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Collaborative Agent
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