scholarly journals Grappling with grammar on a virtual learning platform: the case of first year French students at the University of Wollongong

2012 ◽  
Vol 9 (1) ◽  
pp. 5-23
Author(s):  
A. Bissoonauth Bedford ◽  
◽  
Ray Stace ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Educational Practice ◽  
Virtual Learning ◽  
Active Role ◽  
Virtual Learning Environment ◽  
Learning Platform ◽  
Online Discussion Forum ◽  
French Grammar ◽  
The University

This paper reports on an online discussion forum that was created on the University of Wollongong’s Virtual Learning Environment (VLE) to aid and support the learning of French grammar at beginner/false beginner level. The aim was to provide a blended learning situation which combines face to face teaching with online learning using multimedia resources. The key objective of the online forum is to encourage undergraduate students take an active role in their language learning through interaction with peers. Methodology draws on educational practice influenced by a constructivist approach, particularly on the importance of building one’s knowledge and linguistic skills through interaction and cooperation with others. Quantitative and qualitative analysis of data show examples of peer exchanges acting as activators in the meta-learning that was occurring outside class hours including reflection and independent language learning awareness.

scholarly journals A Brinquedoteca Virtual como Estratégia de Vivências Ativas na Educação a Distância do Curso de Formação de Professores/Pedagogia

REVISTA PLURI ◽  
2020 ◽  
Vol 1 (3) ◽  
pp. 139
Author(s):  
Carmen Lúcia Tozzi Mendonça Conti ◽  
Evelyn Camponucci Cassillo Rosa ◽  
Simone Martiningui Onzi
Keyword(s):  
Educational Games ◽  
Physical Space ◽  
Educational Practice ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Practices ◽  
Innovative Design ◽  
University Center ◽  
On Line ◽  
The University

Na condição de relato de experiência inovadora, o presente trabalho toma como referencial empírico as atividades realizadas com as acadêmicas do curso de Pedagogia, da Cruzeiro do Sul Virtual, modalidade EaD, do Centro Universitário da Serra Gaúcha, em Caxias do Sul – RS. O relato aborda experiências realizadas durante o segundo semestre de 2019, em que os acadêmicos, nas disciplinas de “Alfabetização e Letramento”, “Fundamentos Metodológicos do Ensino da Matemática” e “Fundamentos Metodológicos do Ensino da Arte e Música” realizaram atividades/oficinas, a partir de experiências e interações on-line, organizadas e ofertadas na Brinquedoteca Virtual de seu ambiente virtual de aprendizagem. Posteriormente, tiveram a oportunidade de utilizar o espaço físico da brinquedoteca da instituição, construindo e aplicando jogos pedagógicos que pudessem auxiliar seus futuros estudantes a desenvolverem habilidades necessárias para aprendizagem dos conteúdos que seriam abordados em ambiente educacional e/ou em sala de aula. A partir dos resultados apresentados pelos acadêmicos, e considerando um design inovador e de fácil interatividade, procuramos destacar a importância da construção e implementação de soluções inovadoras como a Brinquedoteca Virtual na formação de professores e na prática educativa em ambientes escolares e não escolares.Palavras-Chave: Brinquedoteca Virtual; Práticas pedagógicas; Ambiente virtual de aprendizagem; Inovação.AbstractAs an innovative experience report, the present work takes as an empirical reference the activities performed with the students of the Pedagogy Course, from Cruzeiro do Sul Virtual, distance education modality, from the University Center of Serra Gaúcha in Caxias do Sul - RS. The report approaches experiences carried out during the second semester of 2019, in which academics, in the subjects of “Literacy and Literacy”, “Methodological Fundamentals of Teaching Mathematics” and “Methodological Fundamentals of Teaching Art and Music” accomplished activities/ workshops from online experiences and interactions, organized and offered in the Virtual Toy Library of your virtual learning  environment. Subsequently, they had the opportunity to use the physical space of the institution’s toy library, building and applying educational games that could help their future students to develop the necessary skills to learn the contents that would be addressed in the educational enviroment and/or in the classroom. Based on the results presented by academics, and considering an innovative design and easy interactivity, we look for to contrast the importance of building and implementing innovative solutions such as the Virtual Toy Library in the training of teachers and in educational practice in school and non-school environments.Keywords: Virtual Toy Library, Pedagogical Practices, Virtual Learning Enviroment, Innovation

scholarly journals Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course

2016 ◽  
pp. 136-151
Author(s):  
Sahar Alzahrani ◽  
Vicky Wright
Keyword(s):  
Language Learning ◽  
Instant Messaging ◽  
Virtual Learning Environment ◽  
Learning Needs ◽  
Learning Resources ◽  
Learning Space ◽  
Look Ahead ◽  
Online Tools ◽  
The Many ◽  
The University

This paper reports on the design and management of an online self-access language learning (SALL) space that was used with a group of Saudi medical students to complement classroom-based learning. The aim was to increase the opportunities for communication and language practice and, more specifically, to help develop the learners’ language learning autonomy (Little, 1999). In a pre-study, a questionnaire and a focus group were used to collect information about the students’ needs and interests in language learning. The design of this space was informed by the students’ feedback on their language learning needs and styles as recommended by Breen (1986) and Marsh (2012). Desire2Learn, a widely used virtual learning environment, was used to provide learners with an online self-access center because of the many features it has which would help learners to take control of their learning. The learning resources and online tools included instant messaging (IM), a news stream, access to a facilitator and other learning support, moderated discussions, videos, images, activities and quizzes, as well as links to external materials and to free self-access language learning resources. A description will be provided of how the materials, the tools, and the facilities were integrated within this space along with the justification for each of the elements. A look ahead to how this study could be extended for use with all learners enrolled in the medical scheme of the university will be discussed at the end of the paper.

scholarly journals Learning Analytics in a Virtual Learning Environment: the challenge of mapping socio-affective scenarios

2020 ◽  
Vol 8 (6) ◽  
pp. 190-204
Author(s):  
Jacqueline Mayumi Akazaki ◽  
Leticia Rocha Machado ◽  
Ketia Kellen Araújo da Silva ◽  
Patricia Alejandra Behar
Keyword(s):  
Social Interactions ◽  
Undergraduate Students ◽  
Social Relations ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Strategies ◽  
The Social ◽  
Visualization Of Data

Virtual courses are increasingly being offered in Brazil, making it imperative to develop technological resources and research to help in the teaching and learning processes in this modality. One approach is to analyze student's socio-affective profile in Virtual Learning Environments (VLE). The co-operative learning network (ROODA) VLE has two features called the Social Map (SM) and Affective Map (AM), which can both contribute to the visualization of data regarding social interaction indicators and students' moods in the environment. The SM presents the social relations formed through indicators, which are the absence; collaboration; the distance from the class; evasion; informal groups and popularity, enabling the identification of the participating subjects in the form of sociograms. The AM identifies students' moods graphically through indicators, which are excitement, discouragement, satisfaction, and dissatisfaction. Thus, this article aims to map the possible recurrent socio-affective scenarios in a VLE using Learning Analytics (LA). LA is defined as measurement, collection, analysis, and reporting of data about students and their contexts to understand as well as optimize learning and the environments in which it occurs. It can also contribute to the understanding of student's learning profile, based on social and affective aspects, thus allowing the teacher to develop pedagogical strategies consistent with the needs of each subject. The importance of integrating the possible social and affective scenarios was verified using LA, making it possible to deepen the comprehension of the subjective and qualitative questions regarding the students' interactions in the VLE. In this study, the scenarios are understood as the intersection between the Affective Map and Social Map indicators identified in a VLE. It has both a qualitative and quantitative approach. The choice is qualitatively justified because the research object involves social and affective phenomena that were subjectively expressed in texts and social interactions manifested in the ROODA VLE. It is quantitatively justified by the need to measure the mapping of socio-affective indicators through social parameters and moods applying LA. The subjects were undergraduate students who participated in distance learning courses at a Brazilian public university that used the ROODA VLE in the second semester of 2019. Data were collected from social and affective maps to identify if there was a relationship between them. As a result, based on the existing indicators of social interactions and moods, the socio-affective indicators were created using LA in order to analyze the students’ behavior in relation to the forms of interaction and communication that occur in the ROODA VLE.

scholarly journals Avaliação de um Ambiente Virtual de Aprendizagem de Imunologia

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Adriano Theodoro ◽  
Gerlinde Agate Platais Brasil Teixeira ◽  
Claudia Marcia Borges Barreto
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Classroom Teaching ◽  
First Year ◽  
Face To Face ◽  
Teaching Concept

Descrevemos o processo de criação colaborativa de um ambiente virtual de aprendizagem (AVA) de acordo com os princípios das metodologias ativas de ensino e a sua avaliação. O ambiente virtual foi usado no apoio ao ensino presencial. Participaram dessa experiência híbrida de aprendizagem estudantes da disciplina Imunobiologia, oferecida no primeiro ano de um curso tradicional de graduação em Medicina. Ao término da disciplina, foi aplicado um questionário para avaliar a facilidade de uso e a percepção dos estudantes sobre a qualidade do aprendizado adquirido. A maioria dos estudantes que avaliaram a intervenção pedagógica afirmou que o ambiente foi fácil de usar, atendeu às expectativas de apoio ao ensino presencial e as atividades didáticas foram importantes para o aprendizado de habilidades como reflexão, pesquisa e discussão. Portanto, o ambiente virtual desenvolvido foi bem-sucedido e bem-aceito pelos estudantes.Palavras-chave: Educação a distância, Moodle; Ensino de Imunologia, Mapa conceitual.? Evaluation of a Virtual Learning Environment of ImmunologyAbstractWe herein describe the process of collaborative creation and evaluation of a Virtual Learning Environment of Immunology according to the principles of active learning. The Web-based platform was used in support of face to face classroom teaching. First year Medicine undergraduate students attending Immunobiology? course participated in this blended learning experience. At the end of the course, a questionnaire was applied to evaluate the ease of use and the students' perception of the quality of the acquired learning. Most students assessed the educational intervention said that the environment was easy to use, supports the classroom teaching and the educational activities were important for learning skills such as reflection, research and discussion. Therefore, the developed virtual environment was successful and well accepted by the students. Keywords: Distance learning, Moodle, Immunology teaching, Concept map.

Business Simulations in Management Pedagogy: Role of Libraries in Enhancing Access to Business Simulations: A Case Study

2019 ◽  
Vol 9 (S1) ◽  
pp. 51-57
Author(s):  
P. Sreejaya
Keyword(s):  
Learning Environment ◽  
Management Education ◽  
Real Life ◽  
Educational Practice ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Tools ◽  
Participatory Learning ◽  
Business Simulations

Looking at the contemporary educational practice, we come across a host of buzzwords such as immersive environments, participatory learning, experiential learning, experimental learning, etc. Due to the drastic development in the information and communication technology areas, various new educational methods have emerged such as e-learning and virtual learning environment. Education, especially, the higher education scenario has witnessed the boom of new pedagogical tools. Among this, ‘simulations’ is a new mode of teaching and learning in the management pedagogy that is gaining ground and appreciation. Simulations act as an essential educational tool in the virtual learning environment. There has been a significant increase in the use of business simulation games in the area of management education. Business simulations attempt to bring real-life business scenarios to life in the classroom to develop the desired capacities and skills of the students.The most important advantage of a simulation is that they help to establish a new learning relationship with the students and assigning new roles to them and build their capacities regarding participatory learning. This paper highlights the concept of simulation, and it also explores the role of simulation in management education. It discusses various business simulations available in the market. This article also shares the Indian Institute of Management Kozhikode library’s experience about the facilitation of simulations with a special reference to Harvard Business School Publishing Simulations, for its academic programmes during the past few years.

Collaborative Learning in Virtual English Class

2013 ◽  
pp. 343-370 ◽  
Author(s):  
Lan Li ◽  
Dora Wong ◽  
Dean A. F. Gui ◽  
Gigi Au Yeung
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Second Life ◽  
Online Survey ◽  
Learning Experience ◽  
Group Discussion ◽  
Virtual Learning Environment ◽  
English Class ◽  
Survey System ◽  
Collaborative Language

This chapter demonstrates how Second Life (SL) is used to enhance collaborative language learning on a virtual campus of a Hong Kong university. The case study reports on the learning experience of a number of undergraduate students as they navigated through a virtual task in an existing course: English for Technical and Web-Based Writing. Student avatars assessed each other’s work and shared learning experiences and comments via SL-enabled tools such as voting bars and note cards. To determine if this practice was more effective as a learning tool than a traditional classroom or two-dimensional discussion on the Internet, the students’ feedback on SL was collected through the university’s online survey system (i-Feedback), camera recorded focus group discussion and audio recorded tutor feedback. The findings suggest that different tasks in a virtual learning environment may stimulate students’ interest in their learning process, even though the technical complexities might frustrate them. The possibilities, shortcomings, and technical challenges of cultivating a community of collaborative language learning are also discussed.

Online Virtual Learning Environments

2014 ◽  
Vol 4 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

The Making of the University Life Café

2010 ◽  
pp. 1-23
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Field Potential ◽  
Virtual Community ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Security Measures ◽  
Student Voices ◽  
University Life ◽  
Critical Issues ◽  
The University ◽  
Educational Modules

The building of an interactive, user-driven website for college students to promote mental health and wellness (and to combat suicide) has revealed important strategies in the construction of such a sociotechnical virtual learning environment. This project used a number of strategies to create allure to the site and to provide learning opportunities—through educational modules, virtual community mores of care for others, user interactivity, the support for student voices, and the use of artificial intelligence to enhance the security measures. Virtual learning environments that involve life-critical issues require an understanding of the domain field, potential site users, and thought-out strategies.

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