scholarly journals Evolução das variáveis teórico-empíricas interdisciplinares associadas ao design no contexto do desenvolvimento de interfaces para ambientes virtuais de aprendizagem | Evolution of the interdisciplinary theoretical and empirical variables associated with the design in the development of interfaces for virtual learning enviroments

2016 ◽  
Vol 13 (2) ◽  
pp. 181-198
Author(s):  
Luana Maia Conti ◽  
Patrícia De Sá Freire ◽  
Simone Meister Bilessimo ◽  
Solange Silva
Keyword(s):  
Social Sciences ◽  
Literature Review ◽  
Learning Environments ◽  
Direct Relationship ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Design And Technology ◽  
Future Research ◽  
Interdisciplinary Work ◽  
Exploratory Survey

A complexidade inerente ao desenvolvimento de ambientes virtuais de aprendizagem e seus rudimentos tem sido foco de pesquisas desde que as tecnologias emergiram e se tornaram centro de diversas engrenagens socioculturais, acelerando o fluxo de informações. Neste sentido, o design vem sendo apontado como um dos elementos conciliadores deste cenário. Assim, a pesquisa interdisciplinar é um caminho adequado para melhor compreender a essência destes assuntos. A pesquisa tem como objetivo compreender a evolução, interdisciplinaridade e variáveis teórico-empíricas relacionadas ao desenvolvimento de interfaces para ambientes virtuais de aprendizagem e como o design influencia esse processo, identificando as escolas invisíveis, as possíveis lacunas e oportunidades de futuras pesquisas. Este artigo apresenta os resultados da pesquisa exploratória realizada com procedimentos de revisão sistemática da literatura em bases de dados eletrônicas, seguida de análise bibliométrica. Foram identificadas duas variáveis distribuídas em duas grandes áreas do conhecimento. Ao final, o artigo sugere novas pesquisas.This article presents the results of the exploratory survey of systematic literature review procedures in electronic databases, followed by bibliometric analysis. For this, were considered two variables (theoretical and empirical) related to the development of interfaces for virtual learning environments and the influence of design in this process, aiming to understand the evolution and interdisciplinarity of these variables, identifying invisible schools, possible gaps and opportunities future research. Among other conclusions, the research presents in its results a direct relationship between design and technology in the development of virtual learning environments, as evidenced in interdisciplinary work, from areas as Computer Science, Engineering and Social Sciences.

U-Learning and Virtual Classrooms in Social Sciences Education

2020 ◽  
pp. 246-267
Keyword(s):  
Social Sciences ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Learning Model ◽  
Virtual Learning Environments ◽  
Mobile Technologies ◽  
Virtual Classrooms ◽  
Learning Modalities ◽  
Educational Processes

The development of internet, wireless devices, and sensors; the expansion of the use of mobile technologies; or the development of applications have enabled different ubiquitous learning modalities. u-Learning is an expanded model from e-learning and m-Learning with features such as mobile, collaborative, interactive, omni-synchronous, and experimental that fosters interaction and breaks limitations by place and time in the teaching and learning of social sciences, geography, and history. U-Learning is considered as a learning model that integrates technology in the assessment and monitoring of educational processes of the students, a learning model where virtual classrooms and virtual learning environments are highlighted. In a social context with a lack of civic engagement and democratic participation, interactive character of virtual classrooms, including social networks, is essential because they connect teachers, students, and parents in addition to encouraging participation in virtual learning environments.

scholarly journals Educação a distância no Brasil: comentários e desafios pedagógicos no ensino superior

2015 ◽  
Vol 8 (1) ◽  
pp. 25-38
Author(s):  
Pedro Camargo ◽  
Valdir Lamim-Guedes
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Literature Review ◽  
Learning Environments ◽  
College Education ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environments ◽  
Role Of Teachers

RESUMO: O trabalho aqui apresentado se propõe a discutir os rumos da Educação a Distância (EaD) no ensino superior brasileiro, a refletir acerca de suas particularidades, do papel do professor, do tutor, do currículo e das plataformas virtuais ao longo desse processo, além, é claro, do papel do aluno, que deve ser (mas nem sempre é) o ator principal do processo educacional. Para tanto, foi feita uma revisão bibliográfica sobre esses temas, apresentando-se neste artigo a conclusão de que, para um curso em EaD ser bem sucedido, necessita-se principalmente do esforço e da dedicação de cada aluno, além da comunhão de todos os personagens envolvidos.PALAVRAS-CHAVE: Educação a Distância (EaD). Ambientes Virtuais de Aprendizagem (AVA). Tutor. Professor.  ABSTRACT: The paper is proposing to discuss the future of the Distance Learning (ODL) in Brazilian college education. It reflects on the particularities of this, the role of teachers, tutors, curriculum and virtual platforms throughout its process. In addition, it also reflects about the students’ role, which should be the main actor on the educational process – but is not always like this. Therefore, we did a literature review on these topics. In conclusion, for a full success on a distance education course, it’s mainly required the effort and dedication of each student, besides the communion of all characters involved.KEYWORDS: Distance Learning (DL). Virtual Learning Environments (EVIDA). Tutor. Teacher.

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.

Integration of digital libraries and virtual learning environments: a literature review

2009 ◽  
Vol 110 (3/4) ◽  
pp. 136-150 ◽  
Author(s):  
Sirje Virkus ◽  
Getaneh Agegn Alemu ◽  
Tsigereda Asfaw Demissie ◽  
Besim Jakup Kokollari ◽  
Liliana M. Melgar Estrada ◽  
...  
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Digital Libraries ◽  
Virtual Learning ◽  
Virtual Learning Environments

Using a Classification of Psychological Experience in Social-Networking Sites as a Virtual Learning Environment

2012 ◽  
Vol 3 (4) ◽  
pp. 27-40
Author(s):  
Joseph Onibokun ◽  
Paul van Schaik
Keyword(s):  
University Students ◽  
Social Networking ◽  
Learning Environments ◽  
Social Networking Sites ◽  
Virtual Learning ◽  
Psychological Needs ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Future Research ◽  
Think Aloud

With over 800 million users worldwide, the global importance of Facebook as a social-networking platform is beyond doubt. This popularity, particularly among university-students, has encouraged research to explore ways in which social networking can be adapted into virtual learning environments. In particular, this study uses the think-aloud technique to explore university-students’ use of and interaction with Facebook. Twenty-six Teesside University students who were also Facebook users took part in a think-aloud study. Seven major categories of experience emerged during the coding and categorisation process of the think-aloud data. Further analysis revealed that six fundamental psychological needs were each related to particular themes of user-experience. Overall, the results demonstrate that psychological needs are particular qualities of students’ experience that are important in online social networking. Future research should investigate psychological needs in the context of virtual learning environments and ways in which these needs can be best supported for learning.

scholarly journals Virtual Learning Environments in the Light of Mind Maps and Flashcards: a Systematic Literature Review

2019 ◽  
Vol 7 (9) ◽  
pp. 104-113
Author(s):  
Augusto Weiand ◽  
Francieli Motter Ludovico ◽  
Patrícia da Silva Campelo Costa Barcellos
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Learning Environments ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Virtual Learning ◽  
Foreign Language Teaching ◽  
Virtual Learning Environments ◽  
Mind Maps

Mind Maps' and Flashcards' techniques are widely used in various sectors for different purposes. The use of Mind Maps focuses on the elaboration of physical models representing the neural connections between certain subjects, as well as for projects organization, for educational purposes or as a way of presenting content. Flashcards, on the other hand, propose a learning methodology based on key points of the approached content, commonly used for Foreign Language teaching and learning. Thus, this Systematic Literature Review proposes a theoretical and exploratory research on the application of Mind Maps and Flashcards in Virtual Learning Environments (VLE). Through the analyzed bibliography, approaches which connect Foreign Language teaching and learning with Flashcards were found and the studies proved this association to be feasible. However, neither VLE based on Mind Maps or Flashcards were found, nor theoretical evidence describing the implementation of both methodologies together.

scholarly journals Preparedness of Institutions of Higher Education for Assessment in Virtual Learning Environments During the COVID-19 Lockdown: Evidence of Bona Fide Challenges and Pragmatic Solutions

10.28945/4615 ◽  
2020 ◽  
Vol 19 ◽  
pp. 755-774
Author(s):  
Talha Abdullah Sharadgah ◽  
Rami Abdulatif Sa'di
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Learning Environments ◽  
Virtual Learning ◽  
Faculty Members ◽  
Virtual Learning Environments ◽  
Decision Makers ◽  
Future Research ◽  
Institutions Of Higher Education ◽  
Bona Fide

Aim/Purpose: This study investigates the perceptions of faculty members at Prince Sattam bin Abdulaziz University, Saudi Arabia, towards preparedness of institutions of higher education (IHE) for assessment in virtual learning environments (VLEs) during the COVID-19 lockdown. In addition, the study explores evidence of bona fide challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it attempts to propose some pragmatic solutions. Background: Assessment of student performance is an essential aspect of teaching and learning. However, substantial challenges exist in assessing student learning in VLEs. Methodology: Data on faculty’s perceptions were collected using an e-survey. Ninety-six faculty members took part in this study. Contribution: This paper contributes to COVID-19 research by investigating preparedness of IHE for assessment in VLEs from faculty members’ perceptions. This practical research explores deleterious challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it proposes effective solutions to prevent future challenges. These solutions can be used by IHE to improve the quality of assessment in VLEs. Findings: The findings revealed that IHE were not fully prepared to provide a proper assessment in a VLE during the lockdown, nor did they have clear mechanisms for online assessment. The findings also showed that faculty members were not convinced that e-assessment could adequately assess all intended learning outcomes. They were convinced that most students cheated in a way or another. Additionally, faculty had other concerns about (1) the absence of advanced systems to prevent academic dishonesty; (2) insufficient qualifications of some faculty in e-assessment because most of them have never done it before, and e-assessment has never been mandated by the university before the pandemic; and (3) insufficient attention paid to formative assessment. Recommendations for Practitioners: It is recommended that decision makers help faculty members improve by continuous training on developing e-assessment tests for both formative and summative assessments. Decision makers should also ensure the inclusion of technology-based invigilation software to preclude cheating, make pedagogical and technical expertise available, and reconsider e-assessment mechanisms. Faculty members are recommended to attend training sessions if they do not master the basic skills of e-assessment and should devise a variety of innovative e-assessments for formative and summative purposes. Recommendation for Researchers: More similar work is needed to provide more solutions to the challenges identified in this paper regarding the e-assessment in response to the COVID-19 pandemic. Impact on Society: The study suggests introducing technology-based solutions to ensure e-assessment security, or holding tests in locations where they can be invigilated whilst rules of social distancing can still be applied. Future Research: Future research could suggest processes and mechanisms to help faculty develop assessment in VLEs more effectively.

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.

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