scholarly journals VIRTUAL LEARNING AFFORDANCES AND IDENTITY: A CASE STUDY

2021 ◽  
Author(s):  
Angela M Cirucci
Keyword(s):  
Social Media ◽  
Learning Environments ◽  
Social Presence ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Turn On ◽  
Marginalized Groups ◽  
User Friendly

This case study pairs a walkthrough analysis of two popular virtual learning environments (VLEs) (Zoom and WebEx) with undergraduate responses (n=250) to an open-ended survey to investigate how VLE affordances impact student identifications and quality of learning. Previous research has found that interaction and social presence are necessary for learning online, but professors find these relationships difficult to achieve when students will not, or cannot, turn on their cameras. Preliminary findings include three main themes. First, students find Zoom more user-friendly because it is designed to look like popular social media apps, yet they are still not comfortable being visible. Second, many students are concerned about their classmates and professors seeing their physical backgrounds, particularly those who reported having family incomes below $50,000. Subsequently, they rarely turn on their cameras. Third, BIPOC who identify as women fear being judged based on their physical appearance and also choose to rarely turn on their cameras. This study is one of the first to explore VLE affordances and their impact on identities. Early analyses point to already marginalized groups feeling the pains that came with the shift to online learning more acutely. Professors and universities should provide training for identity personalization and find ways to invite students to participate that do not include mandatory cameras.

Assessment of the Effectiveness of Distance Learning Courses and of Interactive Processes in Virtual Learning Environments

2011 ◽  
pp. 342-364
Author(s):  
Francisco Villa Ulhôa Botelho ◽  
Rosa Maria Vicari
Keyword(s):  
Distance Learning ◽  
Virtual Environments ◽  
Learning Environments ◽  
Virtual Learning ◽  
Study Groups ◽  
Virtual Learning Environments ◽  
Learning Group ◽  
Speech Features ◽  
Distance Courses

The general objectives of this study are: to analyze significant indicators for assessment of the effectiveness of Distance Learning (DL) courses; to check the extent to which such effectiveness is related to the quality of interactive processes; to examine characteristic elements of individuals’ conversations while they interact in study groups within virtual environments, with a view to contributing toward the effectiveness of DL courses; the development of a methodology for assessing the effectiveness of distance learning courses. Results confirm the importance of the context, the teacher, and learning-group variables for the effectiveness of distance courses. They also illustrate the relevance of certain speech features of students and teachers in virtual learning environments that generate conversational dynamics and contribute toward meeting the goals of DL courses.

Towards Disability-Aware Social Media-Enriched Virtual Learning Environments

2021 ◽  
pp. 922-936
Author(s):  
Julius T. Nganji
Keyword(s):  
Social Media ◽  
Social Learning ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Virtual Learning ◽  
Learning Systems ◽  
Virtual Learning Environments ◽  
Educational Institutions ◽  
The United Kingdom ◽  
Use Of Social Media

The increasing use of social media brings about the need to consider learners with disability when designing learning environments incorporating social learning. Additionally, there is need for educational institutions to consider social media-enriched learning environments. By default, designers and developers of virtual learning environments tend to design for learners without disabilities. The consequences for learners with disabilities are enormous. This chapter aims to propose a disability-aware approach to designing social learning environments that advocates that stakeholders consider the needs of learners with disabilities throughout development. The challenges that learners with disabilities face when interacting with learning systems are reviewed, and a disability-aware approach to designing social learning environments is presented, examining how this could be practically implemented. The opinions and recommendations of 48 students with disabilities from two universities in the United Kingdom and Canada are presented.

Developing usability heuristics with PROMETHEUS: A case study in virtual learning environments

2019 ◽  
Vol 65 ◽  
pp. 132-142 ◽  
Author(s):  
Ismael Figueroa ◽  
Cristhy Jiménez ◽  
Hector Allende-Cid ◽  
Paul Leger
Keyword(s):  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments

Fancy or Efficiency?

2020 ◽  
pp. 336-360
Author(s):  
Maria Denami ◽  
Pascal Marquet
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Learning Environments ◽  
Virtual Learning ◽  
Instructional Designer ◽  
Virtual Learning Environments ◽  
Cancer Drugs ◽  
Or Efficiency ◽  
Anti Cancer ◽  
User Friendly

With the democratization of informatics technologies, there is a new demand for more advanced Virtual Learning Environments (VLE) and also fancy training devices that integrate technologies like Augmented Reality (AR) or Virtual Reality (VR). The fact that these solutions are now affordable makes the learning managers dream about having realistic simulations for training. When delivered, sometimes customers are not satisfied because the software is often complex, not user-friendly enough, or not compatible with the computer fleet of the company. Consequently, professionals show a preference for the old training solution. In this chapter, the crash case of a French university commissioning a simulator on VR for training operators on the production of anti-cancer drugs will be presented. The authors will highlight the reasons that made this training not adapted to the field in which the training takes place, then, explain which guidelines an effective instructional designer should take into consideration while developing the training solution.

Open Source vs. Proprietary Collaborative Virtual Learning Environments

2015 ◽  
pp. 392-406
Author(s):  
Apostolos Mavridis ◽  
Andreas Konstantinidis ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Collaborative Learning ◽  
Open Source ◽  
Learning Environments ◽  
Second Life ◽  
State Of The Art ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Learning Activities ◽  
Specific Scenario

This chapter is an evaluation of the efficiency of 3D Collaborative Virtual Learning Environments to facilitate the implementation of collaborative learning activities. Firstly, there is a presentation of the state of the art regarding open source as well as proprietary platforms. Afterwards, the use of a case study reveals issues concerning the suitability of open source Collaborative Virtual Learning Environments, rationalizing the choice of executing a collaborative learning scenario in Second Life. The specific scenario is then presented culminating in evaluation results related to the appropriateness of Second Life with regards to its technical and pedagogical affordances. Finally, students' suggestions and reactions towards such a novel didactical approach are discussed.

Open Source vs. Proprietary Collaborative Virtual Learning Environments

2014 ◽  
pp. 141-157
Author(s):  
Apostolos Mavridis ◽  
Andreas Konstantinidis ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Collaborative Learning ◽  
Open Source ◽  
Learning Environments ◽  
Second Life ◽  
State Of The Art ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Learning Activities ◽  
Specific Scenario

This chapter is an evaluation of the efficiency of 3D Collaborative Virtual Learning Environments to facilitate the implementation of collaborative learning activities. Firstly, there is a presentation of the state of the art regarding open source as well as proprietary platforms. Afterwards, the use of a case study reveals issues concerning the suitability of open source Collaborative Virtual Learning Environments, rationalizing the choice of executing a collaborative learning scenario in Second Life. The specific scenario is then presented culminating in evaluation results related to the appropriateness of Second Life with regards to its technical and pedagogical affordances. Finally, students' suggestions and reactions towards such a novel didactical approach are discussed.

Sign in / Sign up

Export Citation Format

Share Document