232,579 research outputs found

    Virtual Learning Environments: Prediction of Satisfaction in the University Context

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    El presente estudio persigue un doble objetivo: evaluar el grado de satisfacción de los estudiantes con la formación recibida en un entorno virtual y, analizar su capacidad predictiva sobre la satisfacción. Se ha utilizado la versión española del cuestionario Distance Education Learning Environments Survey (SpDELES). Los resultados ponen de manifiesto el significativo nivel de satisfacción de los estudiantes con la experiencia y revelan las variables más importantes a la hora de explicar la varianza en satisfacción.The present study was conducted with two aims: assess the overall students' satisfaction of the teachinglearning process in a virtual environment and, to analyze the predictive capacity of the virtual learning environment, with respect to the student's satisfaction. The Spanish version of the Distance Education Learning Environments Survey (Sp-DELES) was used. The most important variables in explaining the variance of student's satisfaction are the perceived instructor support, the interaction with other students, the degree of autonomy and the personal relevance

    Cultural Learning in Virtual Environments

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    This paper is a survey of evaluation mechanisms that may be specifically suitable for virtual heritage environments and also to some extent for social learning environments. It suggests in particular new terms and criteria to assess the contextual appropriateness of various evaluation methods. From two working examples it also reviews issues and lessons learnt from current ongoing research. The first case study of Palenque in Mexico involved five types of evaluation specifically chosen to assess cultural awareness and understanding gained from different forms of interaction in a virtual heritage environment. The second case study, "Virtual Babel", will attempt to use some of these evaluation methods to track cultural learning between students in Japan and in Australia using an online virtual world

    Mobile VLE vs. Mobile PLE: How Informal is Mobile Learning?

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    Mobile Learning Systems are often described as supporting informal learning; as such they are a good fit to the idea of Personal Learning Environments (PLEs), software systems that users choose and tailor to fit their own learning preferences. This paper explores the question of whether existing m-learning research is more in the spirit of PLEs or Virtual Learning Environments (VLEs). To do this we survey the mobile learning systems presented at M-Learn 2007 in order to see if they might be regarded as informal or formal learning. In order to categorise the systems we present a four dimensional framework of formality, based on Learning Objective, Learning Environment, Learning Activity and Learning Tools. We use the framework to show that mobile systems tend to be informal in terms of their environment, but ignore the other factors. Thus we can conclude that despite the claims of m-learning systems to better support informal and personal learning, today’s m-learning research is actually more in the spirit of a VLE than a PLE, and that there remains a great deal of unexplored ground in the area of Mobile PLE systems

    Knowledge and Awareness of Virtual Learning Environments Among Ghanaian University Students and its Implications for Global Education

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    The study examined the perception of University Students on the benefits, knowledge and awareness of virtual learning environments and their impact on international education and curriculum development. The descriptive survey design was employed with a sample size of 264 Business students randomly selected from the Business department of the University of Education, Kumasi Campus in Ghana. The Logistic Regression analysis was also utilized to estimate predictors of the usage of virtual learning among the respondents at 0.05 level of significance. Results from the study showed that majority of the students had sufficient understanding of the benefits of the virtual learning environments in enhancing international education and had in-depth knowledge in the influx of the applications of the virtual learning devices. Results from the logistic regression analysis also revealed that predictors such as sex and place of residents of respondents significantly influence their usage and knowledge of virtual learning devices. The Nagelkerke R- square of 0.7 and Cox & Snell R- Square of 0.56 indicated the goodness of fit. It is recommended that curriculum designers and lecturers incorporate the virtual learning technologies into their teaching pedagogy to enhance learning and teaching in this current global world. Keywords: Virtual learning, Awareness, University Students, Ghana

    Virtual To Reality: Teaching Mathematics And Aerospace Concepts To Undergraduates Using Unmanned Aerial Systems And Flight Simulation Software

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    Student engagement is an essential element for learning. Active learning has been consistently shown to increase student engagement and hence learning. Hands-on activities are one of the many active learning approaches. These activities vary from structured laboratory experiments on one end of the spectrum to virtual gaming environments and to for example building a solar car on the other end. Active learning has also been credited for developing critical thinking skills that promote metacognition. We have used virtual and real environments to promote student engagement and provide opportunities for developing a deeper understanding of science, technology, engineering, and mathematics (STEM) concepts. Several learning modules have been developed utilizing Unmanned Aerial Systems (UAS) with autonomous flight capabilities and a flight simulation environment . In this paper we explain three modules. Based on a survey, students reported positve impact of these modules and of the opportunity to assemble the UAS

    A Qualitative Study on Teachers\u27 Perceptions of Virtual Instruction During the COVID-19 Pandemic in a Midwest Public School District

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    During the COVID-19 pandemic, schools closed to in-person instruction and forced teachers and students into virtual learning environments. Schools and districts had to create new ways to deliver curriculum to their students, and most chose to switch to an online/virtual learning environment. In this learning environment, the teachers taught from a distance, and students received their instruction through synchronous and asynchronous methods. This change in content delivery was a new experience for most educators. Teachers worldwide expressed their frustrations with virtual instruction and dissatisfaction with student engagement through social media and mainstream media outlets. The study aimed to determine teachers’ perceptions of the virtual learning environment to assess Teacher Efficacy and ideas for possible improvement for that type of learning environment. Participants answered survey questions about teacher self-efficacy, collective Teacher Efficacy, school effectiveness, technology proficiency, and professional development needs through a qualitative study. These survey questions ranged from Likert-type scale and open-ended questions to allow participants multiple ways to express their feelings about teaching in a virtual environment during the COVID-19 pandemic. After analyzing the data, the results indicated that teachers were primarily confident that they could impact student achievement while stressed over the virtual learning environment. They suggested a need for time to plan for virtual learning with their colleagues and focused professional development on the most important digital tools required for virtual instruction
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