Virtual learning environments in action

In this workshop Paul and Patricia demonstrated the webcast lectures developed at Glasgow Graduate School of Law as part of a learning environment where students can take control of their own learning experience. They outlined the practical benefits of such a learning environment for both professional and undergraduate legal education, and discussed the theoretical implications of this approach for the pedagogy of legal education

Creating knowledge maps in Virtual Learning Environments

The intention of this paper is to show a reflexive study about knowledge representation through maps in virtual learning environments (VLE). The aim of this research is to investigate how maps can be used to build information networks, contribute to the collective building of knowledge, and facilitate research and pedagogical mediation in VLEs. For this purpose, the specialization post-graduation online course “Software Use in Qualitative Research” was analyzed. During this analysis, I discuss meaningful learning through maps built using the mapping software Nestor Web Cartographer, CMap tools and Compendium. I then present some important aspects about how maps can contribute to online content design, tutoring diagnostic and assessment applications

EFFECTS OF PRESENCE, COPRESENCE, AND FLOW ONLEARNING OUTCOMES IN 3D LEARNING SPACES

The level of satisfaction and effectiveness of 3D virtual learning environments were examined. Additionally, 3D virtual learning environments were compared with face-to-face learning environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D virtual learning environments. There were no significant differences between satisfaction and effectiveness of 3D virtual learning environments and face-to-face environments. These findings suggest that 3D virtual learning environments can be made to provide high levels of learning satisfaction. Additionally, these findings suggest that 3D virtual learning environments may be a viable delivery method for instruction and training because they compare favorably with face-to-face learning environments

Investigating the use of Virtual Learning Environments by teachers in schools and colleges

Investigating the use of Virtual Learning Environments by teachers in schools and college

User Acceptance of Virtual Learning Environments: A Case Study from Three Northern European Universities

Virtual learning environments have in recent years become an important tool in higher education, in distance learning as well as on campus. This study analyzes factors influencing acceptance of virtual learning environments among academic staff and students in blended learning environments. Two research questions guided the study: (1) How do organizational and individual factors influence the acceptance of virtual learning environments among academic staff and students? (2) What are the implications for practice in order to create good prerequisites for acceptance of virtual learning environments? The study was performed as a comparative, explanatory case study at three universities providing master education of public health in Sweden, Norway and Lithuania. The findings of the case study showed that the contextual factor of culture was powerful in influencing acceptance of virtual learning environments, positively as well as negatively. High degrees of performance expectancy, results demonstrability and social influence affected acceptance of virtual learning environments positively. The degree of social influence was hypothesized to be transferred by the contextual factor of culture. The organizational culture of universities, ex-pressed as shared values of what is good quality teaching and learning, were found to partly oppose values inherent in the virtual learning environment. Implications for practice are put forward, emphasizing culture as an important factor to consider in the implementation of virtual learning environments

The rocks from space initiative and the space safari

This paper reports the successes of a new initiative in the UK using electronic resources, such as virtual learning environments and e-classrooms, for planetary and space science public engagement activities

Engagement with virtual learning environments : a case study across faculties

Original article can be found at: www.herts.ac.uk/blip Copyright University of HertfordshireThe Virtual Learning Environment (VLE) at the University of Hertfordshire (UH) not only supports institutional and national strategies in learning and teaching, but represents a significant investment in capital. Studies show that VLEs offer a variety of pedagogical benefits and usage of such systems can be effectively measured through the analysis of a system’s log files. However, although the increase in engagement with the VLE at UH as a whole has been considerable over recent years, there appears to be a wide variation in engagement across faculties, suggesting that tutors of some faculties could benefit from increased support to improve engagement. For example, during each of the academic years under study, the range of student engagement between two particular faculties dif-fered by at least 290%. Having identified faculties that show consistently low VLE engage-ment, we need to ask why this is, and ask whether there needs to be further investigation into the reasons behind this disparity.Peer reviewe

Virtual learning environments – help or hindrance for the ‘disengaged’ student?

The introduction of virtual learning environments (VLEs) has been regarded by some as a panacea for many of the problems in today’s mass numbers modular higher education system. This paper demonstrates that VLEs can help or hinder student engagement and performance, and that they should be adapted to the different types of learner. A project is described that aimed to investigate whether the introduction of a VLE can assist ‘disengaged’ students, drawing on click count tracking data and student performance. The project took place in the context of two very large undergraduate modules (850 and 567 students) in a Business School of a new university in the UK. In an adaptation of a model of learner engagement in Web-enhanced environments, four distinct learner types have emerged: model, traditionalist, geek and disengaged. There was evidence that use of the VLE exacerbated, rather than moderated, the differences between these learner types

Communication aspects of virtual learning environments: perspectives of early adopters

Virtual Learning Environments (VLEs) are increasingly used in higher education to support communication and collaboration among students. However, there is little research into the effectiveness of VLE communication tools, and how they might be improved. This paper reports findings from interviews with teaching staff at UK universities who were early adopters of VLEs. The interviews revealed how these staff used VLE communication tools, what benefits and problems they experienced, and how VLEs might be improved to provide better support for collaborative learning