PREFERENCES ON INTERNET BASED LEARNING ENVIRONMENTS IN STUDENT-CENTERED EDUCATION

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Zuhal CUBUKCU

2008-10-01

Full Text Available Nowadays, educational systems are being questionned to find effective solutions to problems that are being encountered, and discussions are centered around the ways of restructuring systems so as to overcome difficulties. As the consequences of the traditional teaching approach, we can indicate that the taught material is not long-lasting but easily forgotten, that students do not sufficiently acquire the knowledge and skills that are aimed at developing, and that students lack transferring their knowledge to real life. In our current situation, individuals prefer to use educational resources where and when they want, based on their individual skills and abilities. Throughout the world, because the internet infrastructure has developed quite rapidly, it has been offered as an alternative way for a rich learning and teaching environment. This study aims at determining teacher candidates’ preferences regarding internet-based learning environments in student-centered education by involving the teacher candidates enrolled at Osmangazi University, Faculty of Education, Primary School Teaching, Mathematics Teaching and Computer and Educational Technologies Education programmes. This study is a descriptive study. The data collection scale consists of the “Constructivist Internet-based Education of Science Scale (CILES-S”. The sample group of teacher candidates in the study showed differences with respect to their preferences regarding internet-based learning in student-centered education. The candidates scored higher in the internet-based learning environments of Cognitive Development and Critical Judgement. The lowest average scores of the sample group were observed in the internet-based learning environment of Episthemologic awareness.

Simulation based virtual learning environment in medical genetics counseling

DEFF Research Database (Denmark)

Makransky, Guido; Bonde, Mads T.; Wulff, Julie S. G.

2016-01-01

BACKGROUND: Simulation based learning environments are designed to improve the quality of medical education by allowing students to interact with patients, diagnostic laboratory procedures, and patient data in a virtual environment. However, few studies have evaluated whether simulation based...... the perceived relevance of medical educational activities. The results suggest that simulations can help future generations of doctors transfer new understanding of disease mechanisms gained in virtual laboratory settings into everyday clinical practice....... learning environments increase students' knowledge, intrinsic motivation, and self-efficacy, and help them generalize from laboratory analyses to clinical practice and health decision-making. METHODS: An entire class of 300 University of Copenhagen first-year undergraduate students, most with a major...

Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments

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Sabourin, Jennifer L.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2013-01-01

Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing attention. Unfortunately, monitoring these behaviors in real-time has…

Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

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Samur, Yavuz

2011-01-01

In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…

USING WIKIS AS A SUPPORT AND ASSESSMENT TOOL IN COLLABORATIVE DIGITAL GAME-BASED LEARNING ENVIRONMENTS

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Yavuz SAMUR

2011-04-01

Full Text Available In computer-supported collaborative learning (CSCL environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances for learning, especially in collaborative learning activities. Therefore, in this paper, related literature on wikis and how game & instructional designers can leverage from wikis in game-based learning settings for enhancing students’ collaborative learning activities are examined. Based on the reviewed literature, two main suggestions are given in this paper with their underlying reasons. First, using wikis as a support tool for enhancing collaboration in digital game-based learning (DGBL environments, and second using wikis as an assessment tool in DGBL are suggested.

Characteristics of the Web-Based Learning Environment in Distance Education: Students' Perceptions of Their Learning Needs

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Atan, Hanafi; Rahman, Zuraidah; Idrus, Rozhan M.

2004-01-01

A study was conducted regarding students' perceptions on the characteristics of the learning requirements in a web-based learning environment. Various aspects of on-line learning were studied including the general web-based support system for the students, the learning materials, instructional strategies of the learning materials and the learning…

Medium-Based Design: Extending a Medium to Create an Exploratory Learning Environment

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Rick, Jochen; Lamberty, K. K.

2005-01-01

This article introduces "medium-based" design -- an approach to creating "exploratory learning environments" using the method of "extending a medium". First, the characteristics of exploratory learning environments and medium-based design are described and grounded in related work. Particular attention is given to "extending a medium" --…

Exploring Children's Requirements for Game-Based Learning Environments

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Marja Kankaanranta

2008-08-01

Full Text Available End users' expertise in the development of new applications is acknowledged in user-centered and participatory design. Similarly, children's experience of what they find enjoyable and how they learn is a valuable source of inspiration for the design of products intended for them. In this paper, we explore experiences obtained from collaboration with elementary school children in the design of learning environments, based on three projects and three requirements gathering techniques. We also discuss how the children experienced the participation. The children's contribution yielded useful, both expected and unanticipated, outcomes in regard to the user interface and contents of the learning environments under development. Moreover, we present issues related to design collaboration with children, especially in terms of the children's feeling of ownership over the final outcome.

Metacognitive components in smart learning environment

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Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

2018-03-01

Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.

Designing a Virtual-Reality-Based, Gamelike Math Learning Environment

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Xu, Xinhao; Ke, Fengfeng

2016-01-01

This exploratory study examined the design issues related to a virtual-reality-based, gamelike learning environment (VRGLE) developed via OpenSimulator, an open-source virtual reality server. The researchers collected qualitative data to examine the VRGLE's usability, playability, and content integration for math learning. They found it important…

Educational Game Design. Bridging the gab between computer based learning and experimental learning environments

DEFF Research Database (Denmark)

Andersen, Kristine

2007-01-01

Considering the rapidly growing amount of digital educational materials only few of them bridge the gab between experimental learning environments and computer based learning environments (Gardner, 1991). Observations from two cases in primary school and lower secondary school in the subject...... with a prototype of a MOO storyline. The aim of the MOO storyline is to challenge the potential of dialogue, user involvement, and learning responsibility and to use the children?s natural curiosity and motivation for game playing, especially when digital games involves other children. The paper proposes a model......, based on the narrative approach for experimental learning subjects, relying on ideas from Csikszentmihalyis notion of flow (Csikszentmihalyi, 1991), storyline-pedagogy (Meldgaard, 1994) and ideas from Howard Gardner (Gardner, 1991). The model forms the basis for educational games to be used in home...

Innovative teaching: Using multimedia in a problem-based learning environment

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Mai Neo

2001-10-01

Full Text Available Presently, traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative, can think critically and analytically, and are able to solve problems. In this paper, we focus on using multimedia technology as an innovative teaching and learning strategy in a problem-based learning environment by giving the students a multimedia project to train them in this skill set. The purpose of this project was to access the students’ skills in framing and solving problems using multimedia technologies. The students worked in groups and each group had to pick a topic for their project, develop, design and present it in a CD-ROM. They were then surveyed on their attitudes toward the project and their skills as a team. Results showed that the students were very positive toward the project, enjoyed teamwork, able to think critically and became active participants in their learning process. Therefore, multimedia-oriented projects, like many other problem-based learning solutions, can be used alternatively as an innovative and effective tool in a problem-based learning environment for the acquisition of problem-solving skills.

Gender and Diversity in a Problem and Project Based Learning Environment

DEFF Research Database (Denmark)

Du, Xiangyun

Problem and Project Based Learning (PBL) has been well used as an educational philosophy and methodology in the construction of student centered and contextualized learning environment. PBL is also regarded as an effective method in producing engineering graduates who can not only meet the needs...... on the learning experiences of engineering students in the PBL environment in Denmark. This book also attempts to question the issue of diversity in engineering education via the exploration of whether or in which ways the PBL environment is friendly to diverse groups of learners such as women....

Personalized learning Ecologies in Problem and Project Based Learning Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn; Ryberg, Thomas; Zander, Pär-Ola

2012-01-01

is in contrast to an artificial learning setting often found in traditional education. As many other higher education institutions, Aalborg University aims at providing learning environments that support the underlying pedagogical approach employed, and which can lead to different online and offline learning.......g. coordination, communication, negotiation, document sharing, calendars, meetings and version control. Furthermore, the pedagogical fabric of LMSs/VLEs have recently been called into question and critiqued by proponents of Personal Learning Environments (PLEs)(Ryberg, Buus, & Georgsen, 2011) . In sum....... making it important to understand and conceptualise students’ use of technology. Ecology is the study of relationship between organisms in an environment which is the set of circumstances surrounding that organism. Learning ecologies are the study of the relationship of a learner or a group of learners...

The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment

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Urhahne, Detlef; Nick, Sabine; Poepping, Anna Christin; Schulz , Sarah Jayne

2013-01-01

The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text…

Appreciation of learning environment and development of higher-order learning skills in a problem-based learning medical curriculum.

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Mala-Maung; Abdullah, Azman; Abas, Zoraini W

2011-12-01

This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.

Investigating Learners' Attitudes toward Virtual Reality Learning Environments: Based on a Constructivist Approach

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Huang, Hsiu-Mei; Rauch, Ulrich; Liaw, Shu-Sheng

2010-01-01

The use of animation and multimedia for learning is now further extended by the provision of entire Virtual Reality Learning Environments (VRLE). This highlights a shift in Web-based learning from a conventional multimedia to a more immersive, interactive, intuitive and exciting VR learning environment. VRLEs simulate the real world through the…

Students’ Views about the Problem Based Collaborative Learning Environment Supported By Dynamic Web Technologies

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Erhan ÜNAL

2017-04-01

Full Text Available The purpose of this study is to design a problem based collaborative learning environment supported by dynamic web technologies and examine students’ views about this learning environment. The study was designed as a qualitative research. 36 students who took Object Oriented Programming I-II course from a public university at the department of computer programming participated in the study. During the research process, the Object Oriented Programming I-II course was designed with incorporating different dynamic web technologies (Edmodo, Google Services, and Mind42 and Nelson (1999’s collaborative problem solving method. At the end of the course, there were focus group interviews in regards to the students’ views on a learning environment supported by dynamic web technologies and collaborative problem solving method. At the end of the focus group interviews, 4 themes were obtained from the students’ views, including positive aspects of the learning environment, difficulties faced in the learning environment, advantages of the learning environment, and skills gained as a result of the project. The results suggest that problem based collaborative learning methods and dynamic web technologies can be used in learning environments in community colleges.

Learning in Virtual Forest: A Forest Ecosystem in the Web-Based Learning Environment

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Jussila, Terttu; Virtanen, Viivi

2014-01-01

Virtual Forest is a web-based, open-access learning environment about forests designed for primary-school pupils between the ages of 10 and 13 years. It is pedagogically designed to develop an understanding of ecology, to enhance conceptual development and to give a holistic view of forest ecosystems. Various learning tools, such as concept maps,…

Peer Feedback to Facilitate Project-Based Learning in an Online Environment

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Ching, Yu-Hui; Hsu, Yu-Chang

2013-01-01

There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students' participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design…

Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

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Sanja Bauk

2014-01-01

Full Text Available Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dysfunctional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.

Pervasive Learning Environments

DEFF Research Database (Denmark)

Helms, Niels Henrik; Hundebøl, Jesper

2006-01-01

The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE's differ...... from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...... in schools. The other is moreover related to work based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed...

A collaborative learning environment for Management Education based on Experiential Learning

DEFF Research Database (Denmark)

Lidón, Iván; Rebollar, Rubén; Møller, Charles

2011-01-01

from a student learning perspective. This paper presents the design and the operating principles of a learning environment that has been formulated in a joint development by teachers and researchers of the universities of Zaragoza (Spain) and Aalborg (Denmark). In this paper we describe what...... the learning environment developed consists in, beginning by presenting the theoretical foundation considered for its design, to then describe it in detail and present it. Finally, we will discuss the implications of this environment for researching and teaching in this field, and gather the conclusions...

Game-Based Learning in an OpenSim-Supported Virtual Environment on Perceived Motivational Quality of Learning

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Kim, Heesung; Ke, Fengfeng; Paek, Insu

2017-01-01

This experimental study was intended to examine whether game-based learning (GBL) that encompasses four particular game characteristics (challenges, a storyline, immediate rewards and the integration of game-play with learning content) in an OpenSimulator-supported virtual reality learning environment can improve perceived motivational quality of…

Dynamic Scaffolding of Socially Regulated Learning in a Computer-Based Learning Environment

NARCIS (Netherlands)

Molenaar, I.; Roda, Claudia; van Boxtel, Carla A.M.; Sleegers, P.J.C.

2012-01-01

The aim of this study is to test the effects of dynamically scaffolding social regulation of middle school students working in a computer-based learning environment. Dyads in the scaffolding condition (N = 56) are supported with computer-generated scaffolds and students in the control condition (N =

Learners’ Evaluation Based on Data Mining in a Web Based Learning Environment

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İdris GÖKSU

2015-06-01

Full Text Available This study has been done in order to determine the efficiency level in the extend of learners’ evaluation by means of comparing the Web Based Learning (WBL with traditional face to face learning. In this respect, the effect of WBL and traditional environment has been analyzed in the class of Visual Programming I, and the learners have been evaluated with the rule based data mining method in a WBL environment. The study has been conducted according to experimental design with pre-test and post-test groups. Experimental group has attended the class in WBL environment, and the control group in a traditional class environment. In accordance with the pre-test and post-test scores of experimental and control groups, both methods have been proved to be effective. According the average scores of post-test, the learners in experimental groups have been more successful than the ones in the control group. The guiding of WBL system prepared for the study has been found to be significant in terms of both underlining the points in which the learners are unsuccessful in a short time and having trust in the system technically.

Bridging Theory and Practice: Developing Guidelines to Facilitate the Design of Computer-based Learning Environments

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Lisa D. Young

2003-10-01

Full Text Available Abstract. The design of computer-based learning environments has undergone a paradigm shift; moving students away from instruction that was considered to promote technical rationality grounded in objectivism, to the application of computers to create cognitive tools utilized in constructivist environments. The goal of the resulting computer-based learning environment design principles is to have students learn with technology, rather than from technology. This paper reviews the general constructivist theory that has guided the development of these environments, and offers suggestions for the adaptation of modest, generic guidelines, not mandated principles, that can be flexibly applied and allow for the expression of true constructivist ideals in online learning environments.

Mobile Based User-Centered Learning Environment for Adult Absolute Illiterates

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Inayat ur-Rehman

2016-01-01

Full Text Available Education plays a vital role in the success of any community. Countries with increased literacy rate have improved their status on the world map. In recent years, the use of e-learning methodologies has been significant. However, majority of the previous methodologies are focused on the formal education or toddlers. The technoliteracy solutions for children are not suitable for adults and those designed specifically for adults are text dominant and require the users of these applications to be functional literate. Moreover, users’ interest (sense of belonging is not taken into consideration in existing solutions. To address the aforementioned issues, a user study is conducted to collect users’ interests. Another highlight of our study is that we develop our system as a mobile device application to facilitate our target user group. Based on the collected interests, a 3D virtual learning environment is designed and developed for adult illiterate learners. To evaluate the effectiveness of the proposed environment, an experimental study is carried out with users. The results show that the proposed learning environment significantly improves adults learning.

Pervasive Learning Environments

DEFF Research Database (Denmark)

Hundebøl, Jesper; Helms, Niels Henrik

in schools. The other is moreover related to work based learning in that it foresees a community of practitioners accessing, sharing and adding to knowledge and learning objects held within a pervasive business intelligence system. Limitations and needed developments of these and other systems are discussed......Abstract: The potentials of pervasive communication in learning within industry and education are right know being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE......'s differ from virtual learning environments (VLE) primarily because in PLE's the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...

VET Students' Integration of Knowledge Engaged with in School-Based and Workplace-Based Learning Environments in the Netherlands

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Baartman, L. K. J.; Kilbrink, N.; de Bruijn, E.

2018-01-01

In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on…

A Development of Game-Based Learning Environment to Activate Interaction among Learners

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Takaoka, Ryo; Shimokawa, Masayuki; Okamoto, Toshio

Many studies and systems that incorporate elements such as “pleasure” and “fun” in the game to improve a learner's motivation have been developed in the field of learning environments. However, few are the studies of situations where many learners gather at a single computer and participate in a game-based learning environment (GBLE), and where the GBLE designs the learning process by controlling the interactions between learners such as competition, collaboration, and learning by teaching. Therefore, the purpose of this study is to propose a framework of educational control that induces and activates interaction between learners intentionally to create a learning opportunity that is based on the knowledge understanding model of each learner. In this paper, we explain the design philosophy and the framework of our GBLE called “Who becomes the king in the country of mathematics?” from a game viewpoint and describe the method of learning support control in the learning environment. In addition, we report the results of the learning experiment with our GBLE, which we carried out in a junior high school, and include some comments by a principal and a teacher. From the results of the experiment and some comments, we noticed that a game may play a significant role in weakening the learning relationship among students and creating new relationships in the world of the game. Furthermore, we discovered that learning support control of the GBLE has led to activation of the interaction between learners to some extent.

Development and Evaluation of Mechatronics Learning System in a Web-Based Environment

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Shyr, Wen-Jye

2011-01-01

The development of remote laboratory suitable for the reinforcement of undergraduate level teaching of mechatronics is important. For the reason, a Web-based mechatronics learning system, called the RECOLAB (REmote COntrol LABoratory), for remote learning in engineering education has been developed in this study. The web-based environment is an…

Instructional Designers' Media Selection Practices for Distributed Problem-Based Learning Environments

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Fells, Stephanie

2012-01-01

The design of online or distributed problem-based learning (dPBL) is a nascent, complex design problem. Instructional designers are challenged to effectively unite the constructivist principles of problem-based learning (PBL) with appropriate media in order to create quality dPBL environments. While computer-mediated communication (CMC) tools and…

Dynamic Scaffolding of Socially Regulated Learning in a Computer-Based Learning Environment

Science.gov (United States)

Molenaar, Inge; Roda, Claudia; van Boxtel, Carla; Sleegers, Peter

2012-01-01

The aim of this study is to test the effects of dynamically scaffolding social regulation of middle school students working in a computer-based learning environment. Dyads in the scaffolding condition (N=56) are supported with computer-generated scaffolds and students in the control condition (N=54) do not receive scaffolds. The scaffolds are…

Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle.

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Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C

2017-01-01

Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs) . Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages.

Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle

Science.gov (United States)

Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C.

2017-01-01

Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs). Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages. PMID:28883801

Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle

Directory of Open Access Journals (Sweden)

Rebeca Cerezo

2017-08-01

Full Text Available Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs. Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques.Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples.Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance.Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages.

Optimizing T-Learning Course Scheduling Based on Genetic Algorithm in Benefit-Oriented Data Broadcast Environments

Science.gov (United States)

Huang, Yong-Ming; Chen, Chao-Chun; Wang, Ding-Chau

2012-01-01

Ubiquitous learning receives much attention in these few years due to its wide spectrum of applications, such as the T-learning application. The learner can use mobile devices to watch the digital TV based course content, and thus, the T-learning provides the ubiquitous learning environment. However, in real-world data broadcast environments, the…

Creating a Project-Based Learning Environment to Improve Project Management Skills of Graduate Students

Science.gov (United States)

Arantes do Amaral, Joao Alberto; Gonçalves, Paulo; Hess, Aurélio

2015-01-01

This article describes the project-based learning environment created to support project management graduate courses. The paper will focus on the learning context and procedures followed for 13 years, in 47 project-based learning MBA courses, involving approximately 1,400 students and 34 community partners.

Construction of a Digital Learning Environment Based on Cloud Computing

Science.gov (United States)

Ding, Jihong; Xiong, Caiping; Liu, Huazhong

2015-01-01

Constructing the digital learning environment for ubiquitous learning and asynchronous distributed learning has opened up immense amounts of concrete research. However, current digital learning environments do not fully fulfill the expectations on supporting interactive group learning, shared understanding and social construction of knowledge.…

Creating a flexible learning environment.

Science.gov (United States)

Taylor, B A; Jones, S; Winters, P

1990-01-01

Lack of classroom space is a common problem for many hospital-based nurse educators. This article describes how nursing educators in one institution redesigned fixed classroom space into a flexible learning center that accommodates their various programs. Using the nursing process, the educators assessed their needs, planned the learning environment, implemented changes in the interior design, and evaluated the outcome of the project. The result was a learning environment conducive to teaching and learning.

Self-organized Learning Environments

DEFF Research Database (Denmark)

Dalsgaard, Christian; Mathiasen, Helle

2007-01-01

system actively. The two groups used the system in their own way to support their specific activities and ways of working. The paper concludes that self-organized learning environments can strengthen the development of students’ academic as well as social qualifications. Further, the paper identifies......The purpose of the paper is to discuss the potentials of using a conference system in support of a project based university course. We use the concept of a self-organized learning environment to describe the shape of the course. In the paper we argue that educational technology, such as conference...... systems, has a potential to support students’ development of self-organized learning environments and facilitate self-governed activities in higher education. The paper is based on an empirical study of two project groups’ use of a conference system. The study showed that the students used the conference...

Evaluation of Virtual Teaching-Learning Environments based on usability standards

Directory of Open Access Journals (Sweden)

Jose I. Cocunubo-Suarez

2018-01-01

Full Text Available The main objective of this review article is to determine the necessary sub-characteristics or aspects for the evaluation of Virtual Teaching-Learning Environments (VTLEs as final or finished products based on ISO 9126, 14598 and 25000-SQuaRE standards. A systematic information search was carried out. A total of 108 documents were retrieved about subjects such as web usability, virtual learning environments, usability, educational software, educational web evaluation, usability evaluation and web usability evaluation. Out of the 108 documents, 70 were selected by inclusion and exclusion analysis. The eight subfeatures of greater statistical frequency were identified among the subset of documents and then integrated as a proposal for standard 25000-SQuaRE.

Gendered practices of constructing an engineering identity in a problem-based learning environment

DEFF Research Database (Denmark)

Du, Xiangyun

2006-01-01

of an engineering identity with masculinity and the culturally defined engineering competencies leads to different learning experiences for male and female students. The nature of hard-core engineering subjects, based on male interests, privileges men and acts as a barrier to women. The masculine culture......This article examines the learning experiences of engineering students of both genders in a problem-based and project-organized learning environment (PBL) at a Danish university. This study relates an amalgam of theories on learning and gender to the context of engineering education. Based on data...

Simulation based virtual learning environment in medical genetics counseling

DEFF Research Database (Denmark)

Makransky, Guido; Bonde, Mads T; Wulff, Julie S G

2016-01-01

learning environments increase students' knowledge, intrinsic motivation, and self-efficacy, and help them generalize from laboratory analyses to clinical practice and health decision-making. METHODS: An entire class of 300 University of Copenhagen first-year undergraduate students, most with a major...... in medicine, received a 2-h training session in a simulation based learning environment. The main outcomes were pre- to post- changes in knowledge, intrinsic motivation, and self-efficacy, together with post-intervention evaluation of the effect of the simulation on student understanding of everyday clinical...... practice were demonstrated. RESULTS: Knowledge (Cohen's d = 0.73), intrinsic motivation (d = 0.24), and self-efficacy (d = 0.46) significantly increased from the pre- to post-test. Low knowledge students showed the greatest increases in knowledge (d = 3.35) and self-efficacy (d = 0.61), but a non...

A Framework for Building an Interactive Satellite TV Based M-Learning Environment

Directory of Open Access Journals (Sweden)

Ghassan Issa

2010-07-01

Full Text Available This paper presents a description of an interactive satellite TV based mobile learning (STV-ML framework, in which a satellite TV station is used as an integral part of a comprehensive interactive mobile learning (M-Learning environment. The proposed framework assists in building a reliable, efficient, and cost-effective environment to meet the growing demands of M-Learning all over the world, especially in developing countries. It utilizes recent advances in satellite reception, broadcasting technologies, and interactive TV to facilitate the delivery of gigantic learning materials. This paper also proposed a simple and flexible three-phase implementation methodology which includes construction of earth station, expansion of broadcasting channels, and developing true user interactivity. The proposed framework and implementation methodology ensure the construction of a true, reliable, and cost effective M-Learning system that can be used efficiently and effectively by a wide range of users and educational institutions to deliver ubiquitous learning.

Students' Views about the Problem Based Collaborative Learning Environment Supported by Dynamic Web Technologies

Science.gov (United States)

Ünal, Erhan; Çakir, Hasan

2017-01-01

The purpose of this study was to design a problem based collaborative learning environment supported by dynamic web technologies and to examine students' views about this learning environment. The study was designed as a qualitative research. Some 36 students who took an Object Oriented Programming I-II course at the department of computer…

Collaborative Working e-Learning Environments Supported by Rule-Based e-Tutor

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Salaheddin Odeh

2007-10-01

Full Text Available Collaborative working environments for distance education sets a goal of convenience and an adaptation into our technologically advanced societies. To achieve this revolutionary new way of learning, environments must allow the different participants to communicate and coordinate with each other in a productive manner. Productivity and efficiency is obtained through synchronized communication between the different coordinating partners, which means that multiple users can execute an experiment simultaneously. Within this process, coordination can be accomplished by voice communication and chat tools. In recent times, multi-user environments have been successfully applied in many applications such as air traffic control systems, team-oriented military systems, chat text tools, and multi-player games. Thus, understanding the ideas and the techniques behind these systems can be of great significance regarding the contribution of newer ideas to collaborative working e-learning environments. However, many problems still exist in distance learning and tele-education, such as not finding the proper assistance while performing the remote experiment. Therefore, the students become overwhelmed and the experiment will fail. In this paper, we are going to discuss a solution that enables students to obtain an automated help by either a human tutor or a rule-based e-tutor (embedded rule-based system for the purpose of student support in complex remote experimentative environments. The technical implementation of the system can be realized by using the powerful Microsoft .NET, which offers a complete integrated developmental environment (IDE with a wide collection of products and technologies. Once the system is developed, groups of students are independently able to coordinate and to execute the experiment at any time and from any place, organizing the work between them positively.

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

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Tian Luo

2017-09-01

Full Text Available Aim/Purpose: The purpose of the study is to provide foundational research to exemplify how knowledge construction takes place in microblogging-based learning environments, to understand learner interaction representing the knowledge construction process, and to analyze learner perception, thereby suggesting a model of delivery for microblogging. Background: Up-and-coming digital native learners crave the real-time, multimedia, global-interconnectedness of microblogging, yet there has been limited research that specifically proposes a working model of Twitter’s classroom integration for designers and practitioners without bundling it in with other social media tools. Methodology: This semester-long study utilized a case-study research design via a multi-dimensional approach in a hybrid classroom with both face-to-face and online environments. Tweets were collected from four types of activities and coded based on content within their contextual setting. Twenty-four college students participated in the study. Contribution: The findings shed light on the process of knowledge construction in mi-croblogging and reveal key types of knowledge manifested during learning activities. The study also proposes a model for delivering microblogging to formal learning environments applicable to various contexts for designers and practitioners. Findings: There are distinct learner interaction patterns representing the process of knowledge construction in microblogging activities ranging from low-order to high-order cognitive tasks. Students generally were in favor of the Twitter integration in this study. Recommendations for Practitioners: The three central activities (exploring hashtags, discussion topics, and participating in live chats along with the backchannel activity formulate a working model that represents the sequential process of Twitter integration into classrooms. Impact on Society: Microblogging allows learners omnichannel access while hashtags

Evaluating Students' Perceptions and Attitudes toward Computer-Mediated Project-Based Learning Environment: A Case Study

Science.gov (United States)

Seet, Ling Ying Britta; Quek, Choon Lang

2010-01-01

This research investigated 68 secondary school students' perceptions of their computer-mediated project-based learning environment and their attitudes towards Project Work (PW) using two instruments--Project Work Classroom Learning Environment Questionnaire (PWCLEQ) and Project Work Related Attitudes Instrument (PWRAI). In this project-based…

Student perceptions of a virtual learning environment for a problem-based learning undergraduate medical curriculum.

Science.gov (United States)

de Leng, Bas A; Dolmans, Diana H J M; Muijtjens, Arno M M; van der Vleuten, Cees P M

2006-06-01

To investigate the effects of a virtual learning environment (VLE) on group interaction and consultation of information resources during the preliminary phase, self-study phase and reporting phase of the problem-based learning process in an undergraduate medical curriculum. A questionnaire was administered to 355 medical students in Years 1 and 2 to ask them about the perceived usefulness of a virtual learning environment that was created with Blackboard for group interaction and the use of learning resources. The students indicated that the VLE supported face-to-face interaction in the preliminary discussion and in the reporting phase but did not stimulate computer-mediated distance interaction during the self-study phase. They perceived that the use of multimedia in case presentations led to a better quality of group discussion than if case presentations were exclusively text-based. They also indicated that the information resources that were hyperlinked in the VLE stimulated the consultation of these resources during self-study, but not during the reporting phase. Students indicated that the use of a VLE in the tutorial room and the inclusion of multimedia in case presentations supported processes of active learning in the tutorial groups. However, if we want to exploit the full potential of asynchronous computer-mediated communication to initiate in-depth discussion during the self-study phase, its application will have to be selective and deliberate. Students indicated that the links in the VLE to selected information in library repositories supported their learning.

Collaborations in Open Learning Environments

NARCIS (Netherlands)

Spoelstra, Howard

2015-01-01

This thesis researches automated services for professionals aiming at starting collaborative learning projects in open learning environments, such as MOOCs. It investigates the theoretical backgrounds of team formation for collaborative learning. Based on the outcomes, a model is developed

An instrument to characterize the environment for residents' evidence-based medicine learning and practice.

Science.gov (United States)

Mi, Misa; Moseley, James L; Green, Michael L

2012-02-01

Many residency programs offer training in evidence-based medicine (EBM). However, these curricula often fail to achieve optimal learning outcomes, perhaps because they neglect various contextual factors in the learning environment. We developed and validated an instrument to characterize the environment for EBM learning and practice in residency programs. An EBM Environment Scale was developed following scale development principles. A survey was administered to residents across six programs in primary care specialties at four medical centers. Internal consistency reliability was analyzed with Cronbach's coefficient alpha. Validity was assessed by comparing predetermined subscales with the survey's internal structure as assessed via factor analysis. Scores were also compared for subgroups based on residency program affiliation and residency characteristics. Out of 262 eligible residents, 124 completed the survey (response rate 47%). The overall mean score was 3.89 (standard deviation=0.56). The initial reliability analysis of the 48-item scale had a high reliability coefficient (Cronbach α=.94). Factor analysis and further item analysis resulted in a shorter 36-item scale with a satisfactory reliability coefficient (Cronbach α=.86). Scores were higher for residents with prior EBM training in medical school (4.14 versus 3.62) and in residency (4.25 versus 3.69). If further testing confirms its properties, the EBM Environment Scale may be used to understand the influence of the learning environment on the effectiveness of EBM training. Additionally, it may detect changes in the EBM learning environment in response to programmatic or institutional interventions.

A Web-Based Learning Support System for Inquiry-Based Learning

Science.gov (United States)

Kim, Dong Won; Yao, Jingtao

The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.

Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

Directory of Open Access Journals (Sweden)

Inga Glogger

2013-01-01

Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

Individual Learner Differences In Web-based Learning Environments: From Cognitive, Affective and Social-cultural Perspectives

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Mustafa KOC

2005-10-01

Full Text Available Individual Learner DifferencesIn Web-based Learning Environments:From Cognitive, Affective and Social-cultural Perspectives Mustafa KOCPh.D Candidate Instructional TechnologyUniversity of Illinois at Urbana-ChampaignUrbana, IL - USA ABSTRACT Throughout the paper, the issues of individual differences in web-based learning, also known as online instruction, online training or distance education were examined and implications for designing distance education were discussed. Although the main purpose was to identify differences in learners’ characteristics such as cognitive, affective, physiological and social factors that affect learning in a web-enhanced environment, the questions of how the web could be used to reinforce learning, what kinds of development ideas, theories and models are currently being used to design and deliver online instruction, and finally what evidence for the effectiveness of using World Wide Web (WWW for learning and instruction has been reported, were also analyzed to extend theoretical and epistemogical understanding of web-based learning.

An Adaptive Learning Based Network Selection Approach for 5G Dynamic Environments

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Xiaohong Li

2018-03-01

Full Text Available Networks will continue to become increasingly heterogeneous as we move toward 5G. Meanwhile, the intelligent programming of the core network makes the available radio resource be more changeable rather than static. In such a dynamic and heterogeneous network environment, how to help terminal users select optimal networks to access is challenging. Prior implementations of network selection are usually applicable for the environment with static radio resources, while they cannot handle the unpredictable dynamics in 5G network environments. To this end, this paper considers both the fluctuation of radio resources and the variation of user demand. We model the access network selection scenario as a multiagent coordination problem, in which a bunch of rationally terminal users compete to maximize their benefits with incomplete information about the environment (no prior knowledge of network resource and other users’ choices. Then, an adaptive learning based strategy is proposed, which enables users to adaptively adjust their selections in response to the gradually or abruptly changing environment. The system is experimentally shown to converge to Nash equilibrium, which also turns out to be both Pareto optimal and socially optimal. Extensive simulation results show that our approach achieves significantly better performance compared with two learning and non-learning based approaches in terms of load balancing, user payoff and the overall bandwidth utilization efficiency. In addition, the system has a good robustness performance under the condition with non-compliant terminal users.

The VREST learning environment.

Science.gov (United States)

Kunst, E E; Geelkerken, R H; Sanders, A J B

2005-01-01

The VREST learning environment is an integrated architecture to improve the education of health care professionals. It is a combination of a learning, content and assessment management system based on virtual reality. The generic architecture is now being build and tested around the Lichtenstein protocol for hernia inguinalis repair.

An Adaptive Approach to Managing Knowledge Development in a Project-Based Learning Environment

Science.gov (United States)

Tilchin, Oleg; Kittany, Mohamed

2016-01-01

In this paper we propose an adaptive approach to managing the development of students' knowledge in the comprehensive project-based learning (PBL) environment. Subject study is realized by two-stage PBL. It shapes adaptive knowledge management (KM) process and promotes the correct balance between personalized and collaborative learning. The…

Murder on Grimm Isle: The Impact of Game Narrative Design in an Educational Game-Based Learning Environment

Science.gov (United States)

Dickey, Michele D.

2011-01-01

The purpose of this research is to investigate the impact of narrative design in a game-based learning environment. Specifically, this investigation focuses the narrative design in an adventure-styled, game-based learning environment for fostering argumentation writing by looking at how the game narrative impacted player/learner (1) intrinsic…

Usage, attitudes and workload implications for a Web-based learning environment

NARCIS (Netherlands)

Collis, Betty; Messing, John

2001-01-01

At the University of Twente, a locally developed Web-based learning environment called the TeleTOP system is being implemented throughout the university after being first developed and used in the Faculty of Educational Science and Technology, followed by use in the Department of Telematics.

Effects of feedback in a computer-based learning environment on students’ learning outcomes: a meta-analysis

NARCIS (Netherlands)

van der Kleij, Fabienne; Feskens, Remco C.W.; Eggen, Theodorus Johannes Hendrikus Maria

2015-01-01

In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results

The digital Dalton Plan: Progressive education as integral part of web-based learning environments

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Georg Weichhart

2018-03-01

Full Text Available e-Learning systems increasingly support learning management and self-organized learning processes. Since the latter have been studied in the field of progressive education extensively, it is worthwhile to consider them for developing digital learning environments to support self-regulated learning processes. In this paper we aim at transforming one of the most prominent and sustainable approaches to self-organized learning, the “Dalton Plan” as proposed by Helen Parkhurst. Its assignment structure supports learners when managing their learning tasks, thus triggering self-organized acquisition of knowledge, and its feedback graphs enable transparent learning processes. Since e-learning environments have become common use, rather than creating another system, we propose a modular approach that can be used for extending existing e-learning environments. In order to design a respective component, we interviewed experts in self-organized e-learning. Their input facilitated integrating the Dalton Plan with existing features of e-learning environments. After representing each interview in concept maps, we were able to aggregate them for deriving e-learning requirements conform to the Dalton Plan instruments. In the course of implementing them, particular attention had to be paid to the asynchrony of interaction during runtime. Java Server Faces technology enable the Dalton Plan component to be migrated into existing web 2.0 e-learning platforms. The result was evaluated based on the acquired concept maps, as they also captured the transformation process of the Dalton Plan to e-learning features. The findings encourage embodying further progressive education approaches in this way, since the structured (concept mapping of the Dalton Plan to e-learning features turned out to be accurate. The experts were able to recognize the potential of the approach both in terms of structuring the knowledge acquisition process, and in terms of developing

The Integration of Personal Learning Environments & Open Network Learning Environments

Science.gov (United States)

Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

2012-01-01

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

The effects of different learning environments on students' motivation for learning and their achievement.

Science.gov (United States)

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-09-01

Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.

Students’ digital learning environments

DEFF Research Database (Denmark)

Caviglia, Francesco; Dalsgaard, Christian; Davidsen, Jacob

2018-01-01

The objective of the paper is to examine the nature of students’ digital learning environments to understand the interplay of institutional systems and tools that are managed by the students themselves. The paper is based on a study of 128 students’ digital learning environments. The objectives...... used tools in the students’ digital learning environments are Facebook, Google Drive, tools for taking notes, and institutional systems. Additionally, the study shows that the tools meet some very basic demands of the students in relation to collaboration, communication, and feedback. Finally...... of the study are 1) to provide an overview of tools for students’ study activities, 2) to identify the most used and most important tools for students and 3) to discover which activities the tools are used for. The empirical study reveals that the students have a varied use of digital media. Some of the most...

Development of Web-Based Learning Environment Model to Enhance Cognitive Skills for Undergraduate Students in the Field of Electrical Engineering

Science.gov (United States)

Lakonpol, Thongmee; Ruangsuwan, Chaiyot; Terdtoon, Pradit

2015-01-01

This research aimed to develop a web-based learning environment model for enhancing cognitive skills of undergraduate students in the field of electrical engineering. The research is divided into 4 phases: 1) investigating the current status and requirements of web-based learning environment models. 2) developing a web-based learning environment…

Interactive learning environments in augmented reality technology

Directory of Open Access Journals (Sweden)

Rafał Wojciechowski

2010-01-01

Full Text Available In this paper, the problem of creation of learning environments based on augmented reality (AR is considered. The concept of AR is presented as a tool for safe and cheap experimental learning. In AR learning environments students may acquire knowledge by personally carrying out experiments on virtual objects by manipulating real objects located in real environments. In the paper, a new approach to creation of interactive educational scenarios, called Augmented Reality Interactive Scenario Modeling (ARISM, is mentioned. In this approach, the process of building learning environments is divided into three stages, each of them performed by users with different technical and domain knowledge. The ARISM approach enables teachers who are not computer science experts to create AR learning environments adapted to the needs of their students.

The Effectiveness of Self-Regulated Learning Scaffolds on Academic Performance in Computer-Based Learning Environments: A Meta-Analysis

Science.gov (United States)

Zheng, Lanqin

2016-01-01

This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2,648 students. Moderator analyses were performed using a…

Mobile Learning Environment System (MLES): The Case of Android-based Learning Application on Undergraduates' Learning

OpenAIRE

Hanafi, Hafizul Fahri; Samsudin, Khairulanuar

2012-01-01

Of late, mobile technology has introduced new, novel environment that can be capitalized to further enrich the teaching and learning process in classrooms. Taking cognizance of this promising setting, a study was undertaken to investigate the impact of such an environment enabled by android platform on the learning process among undergraduates of Sultan Idris Education University, Malaysia; in particular, this paper discusses critical aspects of the design and implementation of the android le...

Learning about “wicked” problems in the Global South. Creating a film-based learning environment with “Visual Problem Appraisal”

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Loes Witteveen

2012-03-01

Full Text Available The current complexity of sustainable development in the Global South calls for the design of learning strategies that can deal with this complexity. One such innovative learning strategy, called Visual Problem Appraisal (VPA, is highlighted in this article. The strategy is termed visual as it creates a learning environment that is film-based. VPA enhances the analysis of complex issues, and facilitates stakeholder dialogue and action planning. The strategy is used in workshops dealing with problem analysis and policy design, and involves the participants “meeting” stakeholders through filmed narratives. The article demonstrates the value of using film in multi stakeholder learning environments addressing issues concerning sustainable development.

The Internet: A Learning Environment.

Science.gov (United States)

McGreal, Rory

1997-01-01

The Internet environment is suitable for many types of learning activities and teaching and learning styles. Every World Wide Web-based course should provide: home page; introduction; course overview; course requirements, vital information; roles and responsibilities; assignments; schedule; resources; sample tests; teacher biography; course…

The Workplace as Learning Environment in Early Childhood Teacher Education: An Investigation of Work-Based Education

Science.gov (United States)

Kaarby, Karen Marie Eid; Lindboe, Inger Marie

2016-01-01

The article focuses on the workplace as a learning environment in work-based early childhood teacher education in Norway. The main question is: Which understandings of the workplace as a learning environment are to be found in regulations and policy documents, among students and among staff managers? Taking as the point of departure, a theoretical…

A Design Framework for Personal Learning Environments

NARCIS (Netherlands)

Rahimi, E.

2015-01-01

The purpose of our research was to develop a PLE (personal learning environment) design framework for workplace settings. By doing such, the research has answered this research question, how should a technology-based personal learning environment be designed, aiming at supporting learners to gain

[Learning about social determinants of health through chronicles, using a virtual learning environment].

Science.gov (United States)

Restrepo-Palacio, Sonia; Amaya-Guio, Jairo

2016-01-01

To describe the contributions of a pedagogical strategy based on the construction of chronicles, using a Virtual Learning Environment for training medical students from Universidad de La Sabana on social determinants of health. Descriptive study with a qualitative approach. Design and implementation of a Virtual Learning Environment based on the ADDIE instructional model. A Virtual Learning Environment was implemented with an instructional design based on the five phases of the ADDIE model, on the grounds of meaningful learning and social constructivism, and through the narration of chronicles or life stories as a pedagogical strategy. During the course, the structural determinants and intermediaries were addressed, and nine chronicles were produced by working groups made up of four or five students, who demonstrated meaningful learning from real life stories, presented a coherent sequence, and kept a thread; 82% of these students incorporated in their contents most of the social determinants of health, emphasizing on the concepts of equity or inequity, equality or inequality, justice or injustice and social cohesion. A Virtual Learning Environment, based on an appropriate instructional design, allows to facilitate learning of social determinants of health through a constructivist pedagogical approach by analyzing chronicles or life stories created by ninth-semester students of medicine from Universidad de La Sabana.

A Pilot Study: Facilitating Cross-Cultural Understanding with Project-Based Collaborative Learning in an Online Environment

Science.gov (United States)

Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min

2015-01-01

This study investigated three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used. A qualitative case study approach…

Perceptions of the Effectiveness of System Dynamics-Based Interactive Learning Environments: An Empirical Study

Science.gov (United States)

Qudrat-Ullah, Hassan

2010-01-01

The use of simulations in general and of system dynamics simulation based interactive learning environments (SDILEs) in particular is well recognized as an effective way of improving users' decision making and learning in complex, dynamic tasks. However, the effectiveness of SDILEs in classrooms has rarely been evaluated. This article describes…

Context-aware Cloud Computing for Personal Learning Environment

OpenAIRE

Chen, Feng; Al-Bayatti, Ali Hilal; Siewe, Francois

2016-01-01

Virtual learning means to learn from social interactions in a virtual platform that enables people to study anywhere and at any time. Current Virtual Learning Environments (VLEs) are a range of integrated web based applications to support and enhance the education. Normally, VLEs are institution centric; are owned by the institutions and are designed to support formal learning, which do not support lifelong learning. These limitations led to the research of Personal Learning Environments (PLE...

Personal Learning Environments for Language Learning

Directory of Open Access Journals (Sweden)

Panagiotis Panagiotidis

2013-02-01

acquiring the foreign language. Purpose—The purpose of this study is to investigate the ways in which foreign language teachers could take advantage of web 2.0 technologies to form efficient and easy to use personal learning environments (PLEs for their students in foreign language learning courses. Design/methodology/approach—In this paper we firstly present the current research on PLEs, as well as the different ways of their formation and the pedagogical context in which they are based. Furthermore, in order to investigate the possibility of developing PLEs for language teaching/learning, we examine the technological platforms and web 2.0 tools that could help a foreign language teacher without special technical skills to develop an environment suitable for use in a language course. Towards this direction, specific solutions-PLEs based on tools available on the web and especially designed for this purpose, are proposed. Findings—In this paper, the capabilities and characteristics of the proposed PLEs as well as the advantages and the disadvantages of the proposed settlements are detected. Moreover, as PLEs are a potential next step in the formation of future VLEs, the way in which the proposed solutions could extend the existing VLE installations and potential as well as the possibility of their parallel utilization is also examined. Research limitations/implications—A PLE can be developed in several different ways, which vary in degree of difficulty and development requirements, in terms of manpower and the skills involved, and of course in terms of financial resources. Having that in mind, the proposed solutions meet many of the above requirements, as they are exclusively based on tools that are freely available on the web and do not require the allocation of funds, or the existence of a multidisciplinary production team. Practical implications—Application solutions such as those proposed in this article will help foreign language teachers to use a wider

Personal Learning Environments for Language Learning

Directory of Open Access Journals (Sweden)

Panagiotis Panagiotidis

2012-12-01

the foreign language.Purpose—The purpose of this study is to investigate the ways in which foreign language teachers could take advantage of web 2.0 technologies to form efficient and easy to use personal learning environments (PLEs for their students in foreign language learning courses.Design/methodology/approach—In this paper we firstly present the current research on PLEs, as well as the different ways of their formation and the pedagogical context in which they are based. Furthermore, in order to investigate the possibility of developing PLEs for language teaching/learning, we examine the technological platforms and web 2.0 tools that could help a foreign language teacher without special technical skills to develop an environment suitable for use in a language course. Towards this direction, specific solutions-PLEs based on tools available on the web and especially designed for this purpose, are proposed.Findings—In this paper, the capabilities and characteristics of the proposed PLEs as well as the advantages and the disadvantages of the proposed settlements are detected. Moreover, as PLEs are a potential next step in the formation of future VLEs, the way in which the proposed solutions could extend the existing VLE installations and potential as well as the possibility of their parallel utilization is also examined.Research limitations/implications—A PLE can be developed in several different ways, which vary in degree of difficulty and development requirements, in terms of manpower and the skills involved, and of course in terms of financial resources. Having that in mind, the proposed solutions meet many of the above requirements, as they are exclusively based on tools that are freely available on the web and do not require the allocation of funds, or the existence of a multidisciplinary production team.Practical implications—Application solutions such as those proposed in this article will help foreign language teachers to use a wider variety of

Comparing 2D and 3D Game-Based Learning Environments in Terms of Learning Gains and Student Perceptions

Science.gov (United States)

Ak, Oguz; Kutlu, Birgul

2017-01-01

The aim of this study was to investigate the effectiveness of traditional, 2D and 3D game-based environments assessed by student achievement scores and to reveal student perceptions of the value of these learning environments. A total of 60 university students from the Faculty of Education who were registered in three sections of a required…

A Social Contract for University-Industry Collaboration: A Case of Project-Based Learning Environment

Science.gov (United States)

Vartiainen, Tero

This study determines a social contract for a form of university-industry collaboration to a project-based learning environment in close collaboration with industry. The author's previous studies on moral conflicts in a project-based learning (PjBL) environment and his 5-year engagement in the PjBL environment are used as background knowledge, and John Rawls' veil of ignorance is used as a method in the contract formulation. Fair and impartial treatment of actors is strived for with the contract which constitutes of sets of obligations for each party, students, clients, and university (instructors) in the chosen project course. With the contract fair and impartial treatment of actors is strived for and the most dilemmatic moral conflicts are tried to be avoided. The forming of the social contract is evaluated, and implications for research and collaborations in practice are offered.

Pervasive Learning Environments

DEFF Research Database (Denmark)

Hundebøl, Jesper; Helms, Niels Henrik

2006-01-01

The potentials of pervasive communication in learning within industry and education are right now being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE?s differ...... from virtual learning environments (VLE) primarily because in PLE?s the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...

The Effects of Integrating Social Learning Environment with Online Learning

Science.gov (United States)

Raspopovic, Miroslava; Cvetanovic, Svetlana; Medan, Ivana; Ljubojevic, Danijela

2017-01-01

The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional…

Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study

Science.gov (United States)

2014-01-01

Background While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students’ satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. Methods The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Results Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills. PMID:24690365

Interplay between Individual Creativity and Group Creativity in Problem and Project-Based Learning (PBL) Environment in Engineering Education

DEFF Research Database (Denmark)

Zhou, Chunfang; Kolmos, Anette

2013-01-01

Recent studies regard Problem and Project Based Learning (PBL) as providing a learning environment which fosters both individual and group creativity. This paper focuses on the question: In a PBL environment, how do students perceive the interplay between individual and group creativity? Empirica...

Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

Directory of Open Access Journals (Sweden)

Simándi Szilvia

2017-08-01

Full Text Available Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008, as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc. there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013. Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010 Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

Students' Perceptions of Computer-Based Learning Environments, Their Attitude towards Business Statistics, and Their Academic Achievement: Implications from a UK University

Science.gov (United States)

Nguyen, ThuyUyen H.; Charity, Ian; Robson, Andrew

2016-01-01

This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instruments, one for measuring the learning environment and…

Ethnography in the Danish Veterinary Learning Environment

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Camilla Kirketerp Nielsen

2015-11-01

Full Text Available The overall objective of this project is research-based development, implementation and evaluation of a game-based learning concept to be used in the veterinary education. Herd visits and animal contact are essential for the development of veterinary competences and skills during education. Yet veterinary students have little occasion to reach/attain a proper level of confidence in their own skills/abilities, as they have limited “training-facilities” (Kneebone & Baillie, 2008. One possible solution mightbe to provide a safe, virtual environment (game-based where students could practise interdisciplinary clinical skills in an easily-accessible, interactive setting. A playable demo using Classical Swine Fever in a pig herd as an example has been produced for this purpose. In order totailor the game concept to the specific veterinary learning environment and to ensure compliance with both learning objectives and the actual learning processes/procedures of the veterinary students, the project contains both a developmental aspect (game development and an exploration of the academic (scholastic and profession (practice oriented learning context. The initial phase of the project was a preliminary exploration of the actual learning context, providing an important starting point for the upcoming phase in which I will concentrate on research-based development, implementation and evaluation of a game-based virtual environment in this course context. In the academic (scholastic and profession (practice oriented learning context of a veterinary course in Herd Health Management (Pig module,ethnographic studies have been conducted by using multiple data collection methods; participant observation, spontaneous dialogues and interviews (Borgnakke, 1996; Hammersley & Atkinson, 2007. All courserelated activities in the different learning spaces (commercial pig herds, auditoriums, post-mortem examinations, independent group work were followed.This paper will

Web-Based Learning Support System

Science.gov (United States)

Fan, Lisa

Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

Drilling Students’ Communication Skill through Science, Environment, Technology, and Society (SETS)-Based Learning

Science.gov (United States)

Al-Farisi, B. L.; Tjandrakirana; Agustini, R.

2018-01-01

Student’s communication skill paid less attention in learning activity at school, even though communication skill is needed by students in the 21st century based on the demands of new curriculum in Indonesia (K13). This study focuses on drilling students’ communication skill through science, environment, technology, and society (SETS)-based learning. The research is a pre-experimental design with a one-shot case study model involving 10 students of ninth-grader of SMPN 2 Manyar, Gresik. The research data were collected through observation method using communication observation sheet. The data were analyzed using the descriptive qualitative method. The result showed that students’ communication skill reached the completeness of skills decided both individually and classically in the curriculum. The fundamental result of this research that SETS-based learning can be used to drill students’ communication skill in K13 context.

When Creative Problem Solving Strategy Meets Web-Based Cooperative Learning Environment in Accounting Education

Science.gov (United States)

Cheng, Kai Wen

2011-01-01

Background: Facing highly competitive and changing environment, cultivating citizens with problem-solving attitudes is one critical vision of education. In brief, the importance of education is to cultivate students with practical abilities. Realizing the advantages of web-based cooperative learning (web-based CL) and creative problem solving…

Problem-Based Learning and Problem-Solving Tools: Synthesis and Direction for Distributed Education Environments.

Science.gov (United States)

Friedman, Robert S.; Deek, Fadi P.

2002-01-01

Discusses how the design and implementation of problem-solving tools used in programming instruction are complementary with both the theories of problem-based learning (PBL), including constructivism, and the practices of distributed education environments. Examines how combining PBL, Web-based distributed education, and a problem-solving…

Incremental learning of concept drift in nonstationary environments.

Science.gov (United States)

Elwell, Ryan; Polikar, Robi

2011-10-01

We introduce an ensemble of classifiers-based approach for incremental learning of concept drift, characterized by nonstationary environments (NSEs), where the underlying data distributions change over time. The proposed algorithm, named Learn(++). NSE, learns from consecutive batches of data without making any assumptions on the nature or rate of drift; it can learn from such environments that experience constant or variable rate of drift, addition or deletion of concept classes, as well as cyclical drift. The algorithm learns incrementally, as other members of the Learn(++) family of algorithms, that is, without requiring access to previously seen data. Learn(++). NSE trains one new classifier for each batch of data it receives, and combines these classifiers using a dynamically weighted majority voting. The novelty of the approach is in determining the voting weights, based on each classifier's time-adjusted accuracy on current and past environments. This approach allows the algorithm to recognize, and act accordingly, to the changes in underlying data distributions, as well as to a possible reoccurrence of an earlier distribution. We evaluate the algorithm on several synthetic datasets designed to simulate a variety of nonstationary environments, as well as a real-world weather prediction dataset. Comparisons with several other approaches are also included. Results indicate that Learn(++). NSE can track the changing environments very closely, regardless of the type of concept drift. To allow future use, comparison and benchmarking by interested researchers, we also release our data used in this paper. © 2011 IEEE

Learning about “wicked” problems in the Global South. Creating a film-based learning environment with “Visual Problem Appraisal”

OpenAIRE

Loes Witteveen; Rico Lie

2012-01-01

The current complexity of sustainable development in the Global South calls for the design of learning strategies that can deal with this complexity. One such innovative learning strategy, called Visual Problem Appraisal (VPA), is highlighted in this article. The strategy is termed visual as it creates a learning environment that is film-based. VPA enhances the analysis of complex issues, and facilitates stakeholder dialogue and action planning. The strategy is used in workshops dealing with ...

Interactive learning environments to support independent learning: the impact of discernability of embedded support devices

NARCIS (Netherlands)

Martens, Rob; Valcke, Martin; Portier, Stanley

2017-01-01

In this article the effectivity of prototypes of interactive learning environments (ILE) is investigated. These computer-based environments are used for independent learning. In the learning materials, represented in the prototypes, a clear distinction is made between the basic content and embedded

Language Learning in Outdoor Environments: Perspectives of preschool staff

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Martina Norling

2015-03-01

Full Text Available Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

Characteristics of Israeli School Teachers in Computer-based Learning Environments

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Noga Magen-Nagar

2013-01-01

Full Text Available The purpose of this research is to investigate whether there are differences in the level of computer literacy, the amount of implementation of ICT in teaching and learning-assessment processes and the attitudes of teachers from computerized schools in comparison to teachers in non-computerized schools. In addition, the research investigates the characteristics of Israeli school teachers in a 21st century computer-based learning environment. A quantitative research methodology was used. The research sample included 811 elementary school teachers from the Jewish sector of whom 402 teachers were from the computerized school sample and 409 were teachers from the non-computerized school sample. The research findings show that teachers from the computerized school sample are more familiar with ICT, tend to use ICT more and have a more positive attitude towards ICT than teachers in the non-computerized school sample. The main conclusion which can be drawn from this research is that positive attitudes of teachers towards ICT are not sufficient for the integration of technology to occur. Future emphasis on new teaching skills of collective Technological Pedagogical Content Knowledge is necessary to promote the implementation of optimal pedagogy in innovative environments.

Peer Evaluation in CMC Learning Environment and Writing Skill

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Morteza Mellati

2014-09-01

Full Text Available Peer evaluation and technology-based instruction as the various domains of language teaching perspectives might affect language development. Group work in a technology-based environment might be more successful when learners are involved in developing the assessment process particularly peer assessment. This study investigated the effectiveness of peer evaluation in technology-based language environment and its effects on English writing ability. To reach this goal, 70 Iranian learners were participated in English language writing context. They were divided into two groups, one group assigned to CMC (Computer-Mediated Communication language learning context and the other assigned to a traditional learning environment. Both groups were encouraged to evaluate their classmates’ writing tasks. In addition, interviews were conducted with two learners. Comparing these two groups provides comprehensive guidelines for teachers as well as curriculum designers to set adjusted writing language environment for more effective and creative language teaching and learning. E-collaboration classroom tasks have high intrinsic motivation as well as significant effects on learners’ outcomes. Cooperative tasks specifically in technology-based environment lead learners to group working and consequently group learning. Computer-Mediated Communication is meaningful, especially in contexts in which teachers stimulate group work activities.

Students’ digital learning environments

DEFF Research Database (Denmark)

Caviglia, Francesco; Dalsgaard, Christian; Davidsen, Jacob

2018-01-01

of the study are 1) to provide an overview of tools for students’ study activities, 2) to identify the most used and most important tools for students and 3) to discover which activities the tools are used for. The empirical study reveals that the students have a varied use of digital media. Some of the most......, the study shows that most of the important tools are not related to the systems provided by the educational institutions. Based on the study, the paper concludes with a discussion of how institutional systems connect to the other tools in the students’ practices, and how we can qualify students’ digital......The objective of the paper is to examine the nature of students’ digital learning environments to understand the interplay of institutional systems and tools that are managed by the students themselves. The paper is based on a study of 128 students’ digital learning environments. The objectives...

Enhancing Learning within the 3-D Virtual Learning Environment

OpenAIRE

Shirin Shafieiyoun; Akbar Moazen Safaei

2013-01-01

Today’s using of virtual learning environments becomes more remarkable in education. The potential of virtual learning environments has frequently been related to the expansion of sense of social presence which is obtained from students and educators. This study investigated the effectiveness of social presence within virtual learning environments and analysed the impact of social presence on increasing learning satisfaction within virtual learning environments. Second Life, as an example of ...

A SIMULTANEOUS MOBILE E-LEARNING ENVIRONMENT AND APPLICATION

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Hasan KARAL

2010-04-01

Full Text Available The purpose of the present study was to design a mobile learning environment that enables the use of a teleconference application used in simultaneous e-learning with mobile devices and to evaluate this mobile learning environment based on students’ views. With the mobile learning environment developed in the study, the students are able to follow a teleconference application realized by using appropriate mobile devices. The study was carried out with 8 post-graduate students enrolled in Karadeniz Technical University (KTU, Department of Computer Education and Instructional Technologies (CEIT, Graduate School of Natural and Applied Science. The students utilized this teleconference application using mobile devices supporting internet access and Adobe Flash technology. Of the 8 students, 4 accessed the system using EDGE technology and 4 used wireless internet technology. At the end of the application, the audio and display were delayed by 4-5 seconds with EDGE technology, and were delayed by 7-8 seconds with wireless internet technology. Based on the students’ views, it was concluded that the environment had some deficiencies in terms of quality, especially in terms of the screen resolution. Despite this, the students reported that this environment could provide more flexibility in terms of space and time when compared to other simultaneous distance education applications. Although the environment enables interaction, in particular, the problem of resolution caused by screen size is a disadvantage for the system. When this mobile learning application is compared to conventional education environments, it was found that mobile learning does have a role in helping the students overcome the problems of participating in learning activities caused by time and space constraints.

Effects of Concept Map Extraction and a Test-Based Diagnostic Environment on Learning Achievement and Learners' Perceptions

Science.gov (United States)

Lin, Yu-Shih; Chang, Yi-Chun; Liew, Keng-Hou; Chu, Chih-Ping

2016-01-01

Computerised testing and diagnostics are critical challenges within an e-learning environment, where the learners can assess their learning performance through tests. However, a test result based on only a single score is insufficient information to provide a full picture of learning performance. In addition, because test results implicitly…

Distributed Scaffolding: Synergy in Technology-Enhanced Learning Environments

Science.gov (United States)

Ustunel, Hale H.; Tokel, Saniye Tugba

2018-01-01

When technology is employed challenges increase in learning environments. Kim et al. ("Sci Educ" 91(6):1010-1030, 2007) presented a pedagogical framework that provides a valid technology-enhanced learning environment. The purpose of the present design-based study was to investigate the micro context dimension of this framework and to…

Designing Learning Resources in Synchronous Learning Environments

DEFF Research Database (Denmark)

Christiansen, Rene B

2015-01-01

Computer-mediated Communication (CMC) and synchronous learning environments offer new solutions for teachers and students that transcend the singular one-way transmission of content knowledge from teacher to student. CMC makes it possible not only to teach computer mediated but also to design...... and create new learning resources targeted to a specific group of learners. This paper addresses the possibilities of designing learning resources within synchronous learning environments. The empirical basis is a cross-country study involving students and teachers in primary schools in three Nordic...... Countries (Denmark, Sweden and Norway). On the basis of these empirical studies a set of design examples is drawn with the purpose of showing how the design fulfills the dual purpose of functioning as a remote, synchronous learning environment and - using the learning materials used and recordings...

Adaptive Semantic and Social Web-based learning and assessment environment for the STEM

Science.gov (United States)

Babaie, Hassan; Atchison, Chris; Sunderraman, Rajshekhar

2014-05-01

We are building a cloud- and Semantic Web-based personalized, adaptive learning environment for the STEM fields that integrates and leverages Social Web technologies to allow instructors and authors of learning material to collaborate in semi-automatic development and update of their common domain and task ontologies and building their learning resources. The semi-automatic ontology learning and development minimize issues related to the design and maintenance of domain ontologies by knowledge engineers who do not have any knowledge of the domain. The social web component of the personal adaptive system will allow individual and group learners to interact with each other and discuss their own learning experience and understanding of course material, and resolve issues related to their class assignments. The adaptive system will be capable of representing key knowledge concepts in different ways and difficulty levels based on learners' differences, and lead to different understanding of the same STEM content by different learners. It will adapt specific pedagogical strategies to individual learners based on their characteristics, cognition, and preferences, allow authors to assemble remotely accessed learning material into courses, and provide facilities for instructors to assess (in real time) the perception of students of course material, monitor their progress in the learning process, and generate timely feedback based on their understanding or misconceptions. The system applies a set of ontologies that structure the learning process, with multiple user friendly Web interfaces. These include the learning ontology (models learning objects, educational resources, and learning goal); context ontology (supports adaptive strategy by detecting student situation), domain ontology (structures concepts and context), learner ontology (models student profile, preferences, and behavior), task ontologies, technological ontology (defines devices and places that surround the

Modeling Students' Problem Solving Performance in the Computer-Based Mathematics Learning Environment

Science.gov (United States)

Lee, Young-Jin

2017-01-01

Purpose: The purpose of this paper is to develop a quantitative model of problem solving performance of students in the computer-based mathematics learning environment. Design/methodology/approach: Regularized logistic regression was used to create a quantitative model of problem solving performance of students that predicts whether students can…

Motivating Students to Develop Satellites in a Problem and Project-Based Learning Environment

DEFF Research Database (Denmark)

Larsen, Jesper Abildgaard; Nielsen, Jens Frederik Dalsgaard; Zhou, Chunfang

2013-01-01

During the last decade, a total of three student satellites have been developed by engineering students in a Problem and Project-Based Learning (PBL) environment at Aalborg University (AAU), Denmark. As solving such a complex project, we emphasize that a high level of motivation is needed for the...

Effective Learning Environments in Relation to Different Learning Theories

OpenAIRE

Guney, Ali; Al, Selda

2012-01-01

There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just a few studies about how physical environment is related to learning process. Many researchers generally consider teaching and learning issues as if independent from physical environment, whereas p...

Information literacy experiencies inside virtual learning environments

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Patricia Hernández Salazar

2016-03-01

Full Text Available Objective. Suggest the use of virtual learning environments as an Information Literacy (IL alternative. Method. Analysis of the main elements of web sites. To achieve this purpose the article includes the relationship between IL and the learning virtual environment (by defining both phrases; phases to create virtual IL programs; processes to elaborate didactic media; the applications that may support this plan; and the description of eleven examples of learning virtual environments IL experiences from four countries (Mexico, United States of America, Spain and United Kingdom these examples fulfill the conditions expressed. Results. We obtained four comparative tables examining five elements of each experience: objectives; target community; institution; country; and platform used. Conclusions. Any IL proposal should have a clear definition; IL experiences have to follow a didactic systematic process; described experiences are based on IL definition; the experiences analyzed are similar; virtual learning environments can be used as alternatives of IL.

An Approach to Folksonomy-Based Ontology Maintenance for Learning Environments

Science.gov (United States)

Gasevic, D.; Zouaq, Amal; Torniai, Carlo; Jovanovic, J.; Hatala, Marek

2011-01-01

Recent research in learning technologies has demonstrated many promising contributions from the use of ontologies and semantic web technologies for the development of advanced learning environments. In spite of those benefits, ontology development and maintenance remain the key research challenges to be solved before ontology-enhanced learning…

A model for hypermedia learning environments based on electronic books

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Ignacio Aedo

1997-12-01

Full Text Available Current hypermedia learning environments do not have a common development basis. Their designers have often used ad-hoc solutions to solve the learning problems they have encountered. However, hypermedia technology can take advantage of employing a theoretical scheme - a model - which takes into account various kinds of learning activities, and solves some of the problems associated with its use in the learning process. The model can provide designers with the tools for creating a hypermedia learning system, by allowing the elements and functions involved in the definition of a specific application to be formally represented.

Hipatia: a hypermedia learning environment in mathematics

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Marisol Cueli

2016-01-01

Full Text Available Literature revealed the benefits of different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in mathematics. However, no one tool combined all these variables. The aim of this study is to present and describe the design and development of a hypermedia tool, Hipatia. Hypermedia environments are, by definición, adaptive learning systems, which are usually a web-based application program that provide a personalized learning environment. This paper describes the principles on which Hipatia is based as well as a review of available technologies developed in different academic subjects. Hipatia was created to boost self-regulated learning, develop specific math skills, and promote effective problem solving. It was targeted toward fifth and sixth grade students with and without learning difficulties in mathematics. After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning. Future research is needed to test the efficacy of Hipatia with an empirical methodology.

INTUITEL and the Hypercube Model - Developing Adaptive Learning Environments

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Kevin Fuchs

2016-06-01

Full Text Available In this paper we introduce an approach for the creation of adaptive learning environments that give human-like recommendations to a learner in the form of a virtual tutor. We use ontologies defining pedagogical, didactic and learner-specific data describing a learner's progress, learning history, capabilities and the learner's current state within the learning environment. Learning recommendations are based on a reasoning process on these ontologies and can be provided in real-time. The ontologies may describe learning content from any domain of knowledge. Furthermore, we describe an approach to store learning histories as spatio-temporal trajectories and to correlate them with influencing didactic factors. We show how such analysis of spatiotemporal data can be used for learning analytics to improve future adaptive learning environments.

Open Integrated Personal Learning Environment: Towards a New Conception of the ICT-Based Learning Processes

Science.gov (United States)

Conde, Miguel Ángel; García-Peñalvo, Francisco José; Casany, Marià José; Alier Forment, Marc

Learning processes are changing related to technological and sociological evolution, taking this in to account, a new learning strategy must be considered. Specifically what is needed is to give an effective step towards the eLearning 2.0 environments consolidation. This must imply the fusion of the advantages of the traditional LMS (Learning Management System) - more formative program control and planning oriented - with the social learning and the flexibility of the web 2.0 educative applications.

Mapping Students’ Informal Learning Using Personal Learning Environment

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Jelena Anđelković Labrović

2014-07-01

Full Text Available Personal learning environments are a widely spared ways of learning, especially for the informal learning process. The aim of this research is to identify the elements of studens’ personal learning environment and to identify the extent to which students use modern technology for learning as part of their non-formal learning. A mapping system was used for gathering data and an analysis of percentages and frequency counts was used for data analysis in the SPSS. The results show that students’ personal learning environment includes the following elements: Wikipedia, Google, YouTube and Facebook in 75% of all cases, and an interesting fact is that all of them belong to a group of Web 2.0 tools and applications.

Investigating the Quality of Project-Based Science and Technology Learning Environments in Elementary School: A Critical Review of Instruments

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Thys, Miranda; Verschaffel, Lieven; Van Dooren, Wim; Laevers, Ferre

2016-01-01

This paper provides a systematic review of instruments that have the potential to measure the quality of project-based science and technology (S&T) learning environments in elementary school. To this end, a comprehensive literature search was undertaken for the large field of S&T learning environments. We conducted a horizontal bottom-up…

The Effectiveness of Problem-Based Learning in the Web-Based Environment for the Delivery of an Undergraduate Physics Course

Science.gov (United States)

Atan, Hanafi; Sulaiman, Fauziah; Idrus, Rozhan M.

2005-01-01

This paper reports the investigation of the effectiveness of Problem-Based Learning (PBL) within a web-based environment in the delivery of an undergraduate Physics course. The effectiveness was evaluated by comparing the performances and the perceptions of the sample students (n=67) using the web-based PBL and comparing the outcomes with those of…

Conditions for Productive Learning in Network Learning Environments

DEFF Research Database (Denmark)

Ponti, M.; Dirckinck-Holmfeld, Lone; Lindström, B.

2004-01-01

are designed without a deep understanding of the pedagogical, communicative and collaborative conditions embedded in networked learning. Despite the existence of good theoretical views pointing to a social understanding of learning, rather than a traditional individualistic and information processing approach......The Kaleidoscope1 Jointly Executed Integrating Research Project (JEIRP) on Conditions for Productive Networked Learning Environments is developing and elaborating conceptual understandings of Computer Supported Collaborative Learning (CSCL) emphasizing the use of cross-cultural comparative......: Pedagogical design and the dialectics of the digital artefacts, the concept of collaboration, ethics/trust, identity and the role of scaffolding of networked learning environments.   The JEIRP is motivated by the fact that many networked learning environments in various European educational settings...

TECHNOLOGY AND METHODS OF CREATING WEB-BASED LEARNING ENVIRONMENT FOR HUMANITIES EDUCATION

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Вилена Александровна Брылева

2013-04-01

Full Text Available The purpose of the article is to describe the structure of web environment in frames of new educational paradigm in teaching Humanities, to clarify the scientifical and practical importance of using Web 2.0 technologies in higher education. This problem is of great importance due to the necessity of integration of modern IT into educational environment which needs to develop new methods of teaching.The model of educational environment presented in the article is based on the integration of LMS Moodle and PLE Mahara. The authors define the functional modules and means of the environment, describe its didactic qualities, organization requirements and usage advantages. The methodic model of teaching English worked out by the authors supposes step-by-step formation of professional as well as informational competence necessary to any modern specialist. The effectiveness of the model is verified by experiental learning, based on individual and group forms of work on educational site of Institute of Philology and Intercultural Communication of Volgograd State university.DOI: http://dx.doi.org/10.12731/2218-7405-2013-2-8

Creative and Playful Learning: Learning through Game Co-Creation and Games in a Playful Learning Environment

Science.gov (United States)

Kangas, Marjaana

2010-01-01

This paper reports on a pilot study in which children aged 7-12 (N = 68) had an opportunity to study in a novel formal and informal learning setting. The learning activities were extended from the classroom to the playful learning environment (PLE), an innovative playground enriched by technological tools. Curriculum-based learning was intertwined…

The Effects of Different Learning Environments on Students' Motivation for Learning and Their Achievement

Science.gov (United States)

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-01-01

Background: Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with…

Evaluation of Intelligent Grouping Based on Learners' Collaboration Competence Level in Online Collaborative Learning Environment

Science.gov (United States)

Muuro, Maina Elizaphan; Oboko, Robert; Wagacha, Waiganjo Peter

2016-01-01

In this paper we explore the impact of an intelligent grouping algorithm based on learners' collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment. An intelligent grouping…

Students’ Motivation for Learning in Virtual Learning Environments

OpenAIRE

Beluce, Andrea Carvalho; Oliveira, Katya Luciane de

2015-01-01

The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs). For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE). The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled ...

Towards an intelligent environment for distance learning

Directory of Open Access Journals (Sweden)

Rafael Morales

2009-12-01

Full Text Available Mainstream distance learning nowadays is heavily influenced by traditional educational approaches that produceshomogenised learning scenarios for all learners through learning management systems. Any differentiation betweenlearners and personalisation of their learning scenarios is left to the teacher, who gets minimum support from the system inthis respect. This way, the truly digital native, the computer, is left out of the move, unable to better support the teachinglearning processes because it is not provided with the means to transform into knowledge all the information that it storesand manages. I believe learning management systems should care for supporting adaptation and personalisation of bothindividual learning and the formation of communities of learning. Open learner modelling and intelligent collaborativelearning environments are proposed as a means to care. The proposal is complemented with a general architecture for anintelligent environment for distance learning and an educational model based on the principles of self-management,creativity, significance and participation.

Interactive Learning Environment: Web-based Virtual Hydrological Simulation System using Augmented and Immersive Reality

Science.gov (United States)

Demir, I.

2014-12-01

Recent developments in internet technologies make it possible to manage and visualize large data on the web. Novel visualization techniques and interactive user interfaces allow users to create realistic environments, and interact with data to gain insight from simulations and environmental observations. The hydrological simulation system is a web-based 3D interactive learning environment for teaching hydrological processes and concepts. The simulation systems provides a visually striking platform with realistic terrain information, and water simulation. Students can create or load predefined scenarios, control environmental parameters, and evaluate environmental mitigation alternatives. The web-based simulation system provides an environment for students to learn about the hydrological processes (e.g. flooding and flood damage), and effects of development and human activity in the floodplain. The system utilizes latest web technologies and graphics processing unit (GPU) for water simulation and object collisions on the terrain. Users can access the system in three visualization modes including virtual reality, augmented reality, and immersive reality using heads-up display. The system provides various scenarios customized to fit the age and education level of various users. This presentation provides an overview of the web-based flood simulation system, and demonstrates the capabilities of the system for various visualization and interaction modes.

Engaging students in a community of learning: Renegotiating the learning environment.

Science.gov (United States)

Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

2018-03-01

Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

Instructional Suggestions Supporting Science Learning in Digital Environments Based on a Review of Eye-Tracking Studies

Science.gov (United States)

Yang, Fang-Ying; Tsai, Meng-Jung; Chiou, Guo-Li; Lee, Silvia Wen-Yu; Chang, Cheng-Chieh; Chen, Li-Ling

2018-01-01

The main purpose of this study was to provide instructional suggestions for supporting science learning in digital environments based on a review of eye tracking studies in e-learning related areas. Thirty-three eye-tracking studies from 2005 to 2014 were selected from the Social Science Citation Index (SSCI) database for review. Through a…

How do we help students as newcomers to create and develop better communities of practice for learning in a Project based learning environment?

DEFF Research Database (Denmark)

Jensen, Lars Peter

2007-01-01

The question for debate in this paper, is how to help students creating and developing good communities of practice for learning in a Project based learning environment? At Aalborg University it has proven very helpful for students to have both a course addressing communication, collaboration......, learning and project management (CLP) and a reflection on these issues in a written process analysis....

Exploring Collaborative Learning Effect in Blended Learning Environments

Science.gov (United States)

Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.

2017-01-01

The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…

The learning environment and learning styles: a guide for mentors.

Science.gov (United States)

Vinales, James Jude

The learning environment provides crucial exposure for the pre-registration nursing student. It is during this time that the student nurse develops his or her repertoire of skills, knowledge, attitudes and behaviour in order to meet competencies and gain registration with the Nursing and Midwifery Council. The role of the mentor is vital within the learning environment for aspiring nurses. The learning environment is a fundamental platform for student learning, with mentors key to identifying what is conducive to learning. This article will consider the learning environment and learning styles, and how these two essential elements guide the mentor in making sure they are conducive to learning.

Use of Heuristics to Facilitate Scientific Discovery Learning in a Simulation Learning Environment in a Physics Domain

Science.gov (United States)

Veermans, Koen; van Joolingen, Wouter; de Jong, Ton

2006-01-01

This article describes a study into the role of heuristic support in facilitating discovery learning through simulation-based learning. The study compares the use of two such learning environments in the physics domain of collisions. In one learning environment (implicit heuristics) heuristics are only used to provide the learner with guidance…

Flexible and Affordable Foreign Language Learning Environment based on Web 2.0 Technologies

Directory of Open Access Journals (Sweden)

Christian Guetl

2013-05-01

Full Text Available Web technologies and educational platforms have greatly evolved over the past decade. One of the most significant factors contributing to education on the Internet has been the development of Web 2.0 technologies. These technologies, socially interactive in nature, have much to contribute to the area of Computer Assisted Language Leaning. Unfortunately, Web 2.0 technologies for the most part have been used in an ad hoc manner, permitting language learners acquire knowledge through interaction, but not through a more structured manner as these technologies were not developed to help lean languages as such. The goal of our work is to research and develop an environment, which employs Web 2.0 technology plus online language learning tools to provide a more integrated language learning environment. This paper will explore the technologies and provide information about how tools can be better integrated to provide a more productive working environment for language learners. A first working proof of concept based on our approach introduced is promising supporting modern language requirements and first findings and space for improvements are discussed.

Fuzzy-logic based learning style prediction in e-learning using web ...

Indian Academy of Sciences (India)

tion, especially in web environments and proposes to use Fuzzy rules to handle the uncertainty in .... learning in safe and supportive environment ... working of the proposed Fuzzy-logic based learning style prediction in e-learning. Section 4.

An exploratory analysis of personality, attitudes, and study skills on the learning curve within a team-based learning environment.

Science.gov (United States)

Persky, Adam M; Henry, Teague; Campbell, Ashley

2015-03-25

To examine factors that determine the interindividual variability of learning within a team-based learning environment. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

The networked student: A design-based research case study of student constructed personal learning environments in a middle school science course

Science.gov (United States)

Drexler, Wendy

This design-based research case study applied a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted emerging Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. The personal learning environments constructed used Application Programming Interface (API) widgets to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. The project was documented from both an instructional and student-design perspective. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that will serve as a framework for future instructional designs. A networked learning approach that incorporates these processes into future designs has implications for student learning, teacher roles, professional development, administrative policies, and delivery. This work is significant in that it shifts the focus from technology innovations based on tools to student empowerment based on the processes required to support learning. It affirms the need for greater attention to digital literacy and responsibility in K12 schools as well as consideration for those skills students will need to achieve success in the 21st century. The design-based research case study provides a set of design principles for teachers to follow when facilitating student construction of personal learning environments.

OPUS One: An Intelligent Adaptive Learning Environment Using Artificial Intelligence Support

Science.gov (United States)

Pedrazzoli, Attilio

2010-06-01

AI based Tutoring and Learning Path Adaptation are well known concepts in e-Learning scenarios today and increasingly applied in modern learning environments. In order to gain more flexibility and to enhance existing e-learning platforms, the OPUS One LMS Extension package will enable a generic Intelligent Tutored Adaptive Learning Environment, based on a holistic Multidimensional Instructional Design Model (PENTHA ID Model), allowing AI based tutoring and adaptation functionality to existing Web-based e-learning systems. Relying on "real time" adapted profiles, it allows content- / course authors to apply a dynamic course design, supporting tutored, collaborative sessions and activities, as suggested by modern pedagogy. The concept presented combines a personalized level of surveillance, learning activity- and learning path adaptation suggestions to ensure the students learning motivation and learning success. The OPUS One concept allows to implement an advanced tutoring approach combining "expert based" e-tutoring with the more "personal" human tutoring function. It supplies the "Human Tutor" with precise, extended course activity data and "adaptation" suggestions based on predefined subject matter rules. The concept architecture is modular allowing a personalized platform configuration.

Effects of WOE Presentation Types Used in Pre-Training on the Cognitive Load and Comprehension of Content in Animation-Based Learning Environments

Science.gov (United States)

Jung, Jung,; Kim, Dongsik; Na, Chungsoo

2016-01-01

This study investigated the effectiveness of various types of worked-out examples used in pre-training to optimize the cognitive load and enhance learners' comprehension of the content in an animation-based learning environment. An animation-based learning environment was developed specifically for this study. The participants were divided into…

Technology-supported environments for learning through cognitive conflict

Directory of Open Access Journals (Sweden)

Anne McDougall

2002-12-01

Full Text Available This paper examines ways in which the idea of cognitive conflict is used to facilitate learning, looking at the design and use of learning environments for this purpose. Drawing on previous work in science education and educational computing, three approaches to the design of learning environments utilizing cognitive conflict are introduced. These approaches are described as confrontational, guiding and explanatory, based on the level of the designer's concern with learners' pre-existing understanding, the extent of modification to the learner's conceptual structures intended by the designer, and the directness of steering the learner to the desired understanding. The examples used to illustrate the three approaches are taken from science education, specifically software for learning about Newtonian physics; it is contended however that the argument of the paper applies more broadly, to learning environments for many curriculum areas for school levels and in higher education.

Kinespell: Kinesthetic Learning Activity and Assessment in a Digital Game-Based Learning Environment

Science.gov (United States)

Cariaga, Ada Angeli; Salvador, Jay Andrae; Solamo, Ma. Rowena; Feria, Rommel

Various approaches in learning are commonly classified into visual, auditory and kinesthetic (VAK) learning styles. One way of addressing the VAK learning styles is through game-based learning which motivates learners pursue knowledge holistically. The paper presents Kinespell, an unconventional method of learning through digital game-based learning. Kinespell is geared towards enhancing not only the learner’s spelling abilities but also the motor skills through utilizing wireless controllers. It monitors player’s performance through integrated assessment scheme. Results show that Kinespell may accommodate the VAK learning styles and is a promising alternative to established methods in learning and assessing students’ performance in Spelling.

The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program.

Science.gov (United States)

Bierer, S Beth; Dannefer, Elaine F

2016-11-01

The move toward competency-based education will require medical schools and postgraduate training programs to restructure learning environments to motivate trainees to take personal ownership for learning. This qualitative study explores how medical students select and implement study strategies while enrolled in a unique, nontraditional program that emphasizes reflection on performance and competence rather than relying on high-stakes examinations or grades to motivate students to learn and excel. Fourteen first-year medical students volunteered to participate in three, 45-minute interviews (42 overall) scheduled three months apart during 2013-2014. Two medical educators used structured interview guides to solicit students' previous assessment experiences, preferred learning strategies, and performance monitoring processes. Interviews were digitally recorded and transcribed verbatim. Participants confirmed accuracy of transcripts. Researchers independently read transcripts and met regularly to discuss transcripts and judge when themes achieved saturation. Medical students can adopt an assessment for learning mind-set with faculty guidance and implement appropriate study strategies for mastery-learning demands. Though students developed new strategies at different rates during the year, they all eventually identified study and performance monitoring strategies to meet learning needs. Students who had diverse learning experiences in college embraced mastery-based study strategies sooner than peers after recognizing that the learning environment did not reward performance-based strategies. Medical students can take ownership for their learning and implement specific strategies to regulate behavior when learning environments contain building blocks emphasized in self-determination theory. Findings should generalize to educational programs seeking strategies to design learning environments that promote self-regulated learning.

Drawing-Based Simulation for Primary School Science Education: An Experimental Study of the GearSketch Learning Environment

NARCIS (Netherlands)

Leenaars, Frank; van Joolingen, Wouter; Gijlers, Aaltje H.; Bollen, Lars

2012-01-01

Touch screen computers are rapidly becoming available to millions of students. These devices make the implementation of drawing-based simulation environments like Gear Sketch possible. This study shows that primary school students who received simulation-based support in a drawing-based learning

An Evaluation-Driven Design Approach to Develop Learning Environments Based on Full-Body Interaction

Science.gov (United States)

Malinverni, Laura; Schaper, Marie-Monique; Pares, Narcís

2016-01-01

The development of learning environments based on full-body interaction has become an increasingly important field of research in recent years. However, the design and evaluation strategies currently used present some significant limitations. Two major shortcomings are: the inadequate involvement of children in the design process and a lack of…

Problem-based learning: Dental student's perception of their education environments at Qassim University.

Science.gov (United States)

Alkhuwaiter, Shahad S; Aljuailan, Roqayah I; Banabilh, Saeed M

2016-01-01

The objectives of this study were to assess perceptions of the Saudi dental students of the problem-based learning (PBL) curriculum and to compare their perceptions among different sex and academic years. Data was collected through a questionnaire-based survey at Qassim College of dentistry. The questionnaire consisted of 19 questions regarding the perception of PBL curriculum and was distributed to 240 students. The chi-square test was used for statistical analysis of the data. Out of the 240 students recruited for this study, 146 returned a complete questionnaire (the response rate was 60.8%). The majority of the students perceived that PBL enhances the ability to speak in front of people (91.1%); improved the ability to find the information using the internet/library (81.5%); enhances the problem-solving skills (71.3%); increases the practice of cooperative and collaborative learning (69.2%); improves the decision-making skills (66.4%). Sixty-five percent ( n = 96) noted that some students dominate whereas others are passive during PBL discussion session. Statistically, significant differences were found in the following variables according to the academic year students assuming before responsibility for their own learning ( P learning ( P knowledge and learning to elaborate and organize their knowledge ( P weakness for improvement ( P learning environment and to take the students recommendations into consideration.

Education for Knowledge Society: Learning and Scientific Innovation Environment

OpenAIRE

Alexander O. Karpov

2017-01-01

Cognitive-active learning research-type environment is the fundamental component of the education system for the knowledge society. The purpose of the research is the development of conceptual bases and a constructional model of a cognitively active learning environment that stimulates the creation of new knowledge and its socio-economic application. Research methods include epistemic-didactic analysis of empirical material collected as a result of the study of research environments at school...

A Simulated Learning Environment for Teaching Medicine Dispensing Skills.

Science.gov (United States)

McDowell, Jenny; Styles, Kim; Sewell, Keith; Trinder, Peta; Marriott, Jennifer; Maher, Sheryl; Naidu, Som

2016-02-25

To develop an authentic simulation of the professional practice dispensary context for students to develop their dispensing skills in a risk-free environment. A development team used an Agile software development method to create MyDispense, a web-based simulation. Modeled on virtual learning environments elements, the software employed widely available standards-based technologies to create a virtual community pharmacy environment. Assessment. First-year pharmacy students who used the software in their tutorials, were, at the end of the second semester, surveyed on their prior dispensing experience and their perceptions of MyDispense as a tool to learn dispensing skills. The dispensary simulation is an effective tool for helping students develop dispensing competency and knowledge in a safe environment.

School and workplace as learning environments

DEFF Research Database (Denmark)

Jørgensen, Christian Helms

In vocational education and training the school and the workplace are two different learning environments. But how should we conceive of a learning environment, and what characterizes the school and the workplace respectively as learning environments? And how can the two environ-ments be linked......? These questions are treated in this paper. School and workplace are assessed us-ing the same analytical approach. Thereby it is pointed out how different forms of learning are en-couraged in each of them and how different forms of knowledge are valued. On this basis sugges-tions are made about how to understand...

How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment

Science.gov (United States)

Hugerat, Muhamad

2016-01-01

This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire…

Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains

NARCIS (Netherlands)

Tamara van Gog; Desirée Joosten-ten Brinke; F. J. Prins; Dominique Sluijsmans

2010-01-01

This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment tasks (i.e., assessment for learning) that center on

Education for Knowledge Society: Learning and Scientific Innovation Environment

Directory of Open Access Journals (Sweden)

Alexander O. Karpov

2017-11-01

Full Text Available Cognitive-active learning research-type environment is the fundamental component of the education system for the knowledge society. The purpose of the research is the development of conceptual bases and a constructional model of a cognitively active learning environment that stimulates the creation of new knowledge and its socio-economic application. Research methods include epistemic-didactic analysis of empirical material collected as a result of the study of research environments at schools and universities; conceptualization and theoretical modeling of the cognitively active surrounding, which provides an infrastructure of the research-type cognitive process. The empirical material summarized in this work was collected in the research-cognitive space of the “Step into the Future” program, which is one of the most powerful systems of research education in present-day Russia. The article presents key points of the author's concept of generative learning environments and a model of learning and scientific innovation environment implemented at Russian schools and universities.

Designing Creative Learning Environments

Directory of Open Access Journals (Sweden)

Thomas Cochrane

2015-05-01

Full Text Available Designing creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios.

Knowledge Sharing Practice in a Play-Like Learning Environment

DEFF Research Database (Denmark)

Benjaminsen, Nana

2007-01-01

The topic of this paper is play-like learning as it occurs when technology based learning environments is invited into the classroom. Observations of 5th grade classes playing with Lego Robolab, is used to illustrate that different ways of learning becomes visible when digital technology...

Learning Environment And Pupils Academic Performance ...

African Journals Online (AJOL)

Learning Environment And Pupils Academic Performance: Implications For Counselling. ... facilities as well as learning materials to make teaching and learning easy. In addition, teachers should provide conducive classroom environment to ...

Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study.

Science.gov (United States)

Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen

2016-05-20

To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. A nursing course at a university in central Taiwan. 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a 'preferred environment aligned with perceived learning environment' group and a 'preferred environment discordant with perceived learning environment' group. Learning outcomes were analysed by group. Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Group Modeling in Social Learning Environments

Science.gov (United States)

Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna

2012-01-01

Students' collaboration while learning could provide better learning environments. Collaboration assumes social interactions which occur in student groups. Social theories emphasize positive influence of such interactions on learning. In order to create an appropriate learning environment that enables social interactions, it is important to…

Change Of Learning Environment Using Game Production ­Theory, Methods And Practice

DEFF Research Database (Denmark)

Reng, Lars; Kofoed, Lise; Schoenau-Fog, Henrik

2018-01-01

will focus on cases in which development of games did change the learning environments into production units where students or employees were producing games as part of the learning process. The cases indicate that the motivation as well as the learning curve became very high. The pedagogical theories......Game Based Learning has proven to have many possibilities for supporting better learning outcomes, when using educational or commercial games in the classroom. However, there is also a great potential in using game development as a motivator in other kinds of learning scenarios. This study...... and methods are based on Problem Based Learning (PBL), but are developed further by combining PBL with a production-oriented/design based approach. We illustrate the potential of using game production as a learning environment with investigation of three game productions. We can conclude that using game...

A Computer Environment for Beginners' Learning of Sorting Algorithms: Design and Pilot Evaluation

Science.gov (United States)

Kordaki, M.; Miatidis, M.; Kapsampelis, G.

2008-01-01

This paper presents the design, features and pilot evaluation study of a web-based environment--the SORTING environment--for the learning of sorting algorithms by secondary level education students. The design of this environment is based on modeling methodology, taking into account modern constructivist and social theories of learning while at…

Evaluation of students' perception of their learning environment and approaches to learning

Science.gov (United States)

Valyrakis, Manousos; Cheng, Ming

2015-04-01

This work presents the results of two case studies designed to assess the various approaches undergraduate and postgraduate students undertake for their education. The first study describes the results and evaluation of an undergraduate course in Water Engineering which aims to develop the fundamental background knowledge of students on introductory practical applications relevant to the practice of water and hydraulic engineering. The study assesses the effectiveness of the course design and learning environment from the perception of students using a questionnaire addressing several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning, and methods of communication and assessment. The second study investigates the effectiveness of supervisory arrangements based on the perceptions of engineering undergraduate and postgraduate students. Effective supervision requires leadership skills that are not taught in the University, yet there is rarely a chance to get feedback, evaluate this process and reflect. Even though the results are very encouraging there are significant lessons to learn in improving ones practice and develop an effective learning environment to student support and guidance. The findings from these studies suggest that students with high level of intrinsic motivation are deep learners and are also top performers in a student-centered learning environment. A supportive teaching environment with a plethora of resources and feedback made available over different platforms that address students need for direct communication and feedback has the potential to improve student satisfaction and their learning experience. Finally, incorporating a multitude of assessment methods is also important in promoting deep learning. These results have deep implications about student learning and can be used to further improve course design and delivery in the future.

Optimising the Blended Learning Environment: The Arab Open University Experience

Science.gov (United States)

Hamdi, Tahrir; Abu Qudais, Mohammed

2018-01-01

This paper will offer some insights into possible ways to optimise the blended learning environment based on experience with this modality of teaching at Arab Open University/Jordan branch and also by reflecting upon the results of several meta-analytical studies, which have shown blended learning environments to be more effective than their face…

eLearning techniques supporting problem based learning in clinical simulation.

Science.gov (United States)

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2005-08-01

This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.

Identifying the Components of Effective Learning Environments Based on Health Students\\' Perception

Directory of Open Access Journals (Sweden)

Yousefi Afrashteh M

2015-08-01

Full Text Available Aims: Effective learning environment can lead to establish and strengthen the appropriate conditions of learning in higher education. This study aimed to identify and define the factors associated with effective learning environment in the field of health education. Participants & Methods: This qualitative study with content analysis approach was conducted in 2013. Participants were 9 graduate and 7 undergraduate students of health majors that were selected using purposive sampling method. Data were recorded by interview and were analyzed using qualitative content analysis. Findings: Analysis of the data revealed 4 themes and 13 classes active and interactive teaching (participating viewpoints of students in educational planning, engaging students in class discussions, providing practical examples to understand the content, relaxing about expressed thoughts, the possibility of constructive criticism master plan of activities and according to the conditions and individual differences between students, Joyful atmosphere (academic motivation, the joy of learning and attendance, a sense of acceptance and respect from teachers and classroom dynamics and vitality and fatigue, relation of courses with professional needs (knowledge of the needs of the job in training course content and related training to the needs of job opportunities and professors’ scientific and power and expert (expertise and scientific capabilities in the field of teaching. Conclusion: 4 major themes and their characteristics can help to organize the learning environment in medical education.

The Effect of a Graph-Oriented Computer-Assisted Project-Based Learning Environment on Argumentation Skills

Science.gov (United States)

Hsu, P. -S.; Van Dyke, M.; Chen, Y.; Smith, T. J.

2015-01-01

The purpose of this quasi-experimental study was to explore how seventh graders in a suburban school in the United States developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computer-assisted application. A total of 54 students (three classes) comprised this treatment…

Automation and Control Learning Environment with Mixed Reality Remote Experiments Architecture

Directory of Open Access Journals (Sweden)

Frederico M. Schaf

2007-05-01

Full Text Available This work aims to the use of remotely web-based experiments to improve the learning process of automation and control systems theory courses. An architecture combining virtual learning environments, remote experiments, students guide and experiments analysis is proposed based on a wide state of art study. The validation of the architecture uses state of art technologies and new simple developed programs to implement the case studies presented. All implementations presented use an internet accessible virtual learning environment providing educational resources, guides and learning material to create a distance learning course associated with the remote mixed reality experiment. This work is part of the RExNet consortium, supported by the European Alfa project.

SCAFFOLDING IN CONNECTIVIST MOBILE LEARNING ENVIRONMENT

Directory of Open Access Journals (Sweden)

Ozlem OZAN

2013-04-01

Full Text Available Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: Ø to learn in a networked environment, Ø to manage their networked learning process, Ø to interact in a networked society, and Ø to use the tools belonging to the network society. The researcher described how Vygotsky's “scaffolding” concept, Berge’s “learner support” strategies, and Siemens’ “connectivism” approach can be used together to satisfy mobile learners’ needs. A connectivist mobile learning environment was designed for the research, and the research was executed as a mixed-method study. Data collection tools were Facebook wall entries, personal messages, chat records; Twitter, Diigo, blog entries; emails, mobile learning management system statistics, perceived learning survey and demographic information survey. Results showed that there were four major aspects of scaffolding in connectivist mobile learning environment as type of it, provider of it, and timing of it and strategies of it. Participants preferred mostly social scaffolding, and then preferred respectively, managerial, instructional and technical scaffolding. Social scaffolding was mostly provided by peers, and managerial scaffolding was mostly provided by instructor. Use of mobile devices increased the learner motivation and interest. Some participants stated that learning was more permanent by using mobile technologies. Social networks and mobile technologies made it easier to manage the learning process and expressed a positive impact on perceived learning.

Designing, implementing and evaluating an online problem-based learning (PBL) environment--a pilot study.

Science.gov (United States)

Ng, Manwa L; Bridges, Susan; Law, Sam Po; Whitehill, Tara

2014-01-01

Problem-based learning (PBL) has been shown to be effective for promoting student competencies in self-directed and collaborative learning, critical thinking, self-reflection and tackling novel situations. However, the need for face-to-face interactions at the same place and time severely limits the potential of traditional PBL. The requirements of space and for meeting at a specific location at the same time create timetabling difficulties. Such limitations need to be tackled before all potentials of PBL learning can be realized. The present study aimed at designing and implementing an online PBL environment for undergraduate speech/language pathology students, and assessing the associated pedagogical effectiveness. A group of eight PBL students were randomly selected to participate in the study. They underwent 4 weeks of online PBL using Adobe Connect. Upon completion of the experiment, they were assessed via a self-reported questionnaire and quantitative comparison with traditional PBL students based on the same written assignment. The questionnaire revealed that all participating students enjoyed online PBL, without any perceived negative effects on learning. Online PBL unanimously saved the students travel time to and from school. Statistical analysis indicated no significant difference in assignment grades between the online and traditional PBL groups, indicating that online PBL learning appears to be similarly effective as traditional face-to-face PBL learning.

Teachers' Conceptions and Their Approaches to Teaching in Virtual Reality and Simulation-Based Learning Environments

Science.gov (United States)

Keskitalo, Tuulikki

2011-01-01

This research article focuses on virtual reality (VR) and simulation-based training, with a special focus on the pedagogical use of the Virtual Centre of Wellness Campus known as ENVI (Rovaniemi, Finland). In order to clearly understand how teachers perceive teaching and learning in such environments, this research examines the concepts of…

Judgments of Learning in Collaborative Learning Environments

NARCIS (Netherlands)

Helsdingen, Anne

2010-01-01

Helsdingen, A. S. (2010, March). Judgments of Learning in Collaborative Learning Environments. Poster presented at the 1st International Air Transport and Operations Symposium (ATOS 2010), Delft, The Netherlands: Delft University of Technology.

A Layered Component-Based Architecture of a Virtual Learning Environment

NARCIS (Netherlands)

Avgeriou, Paris; Retalis, Simos; Skordalakis, Manolis; Psaromiligos, Yiannis

2001-01-01

There exists an urgent demand on defining architectures for Virtual Learning Environments (VLEs), so that high-level frameworks for understanding these systems can be discovered, portability, interoperability and reusability can be achieved and adaptability over time can be accomplished. In this

Experiential Learning and Learning Environments: The Case of Active Listening Skills

Science.gov (United States)

Huerta-Wong, Juan Enrique; Schoech, Richard

2010-01-01

Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

Student’s perspectives on Education for Sustainable Development in a problem based learning environment

DEFF Research Database (Denmark)

Guerra, Aida; Holgaard, Jette Egelund

2013-01-01

at these PBL institutions experience the strength of this pedagogy when being educated for sustainability. This paper aims to investigate how students perceive and integrate ESD in a PBL environment. Results exemplify how PBL moves beyond awareness about sustainability as the problem based learning model......In a society characterized by fast technological advances and increasing pressure on economic, ecological as well as social systems, it is important to educate engineers with a broader, reflective and sustainable perspective in alignment with their professional practice. This poses challenges...... to most engineering programmes, and scholars argue that a paradigm shift is needed to developing engineering education (EE) to embrace education for sustainable development (ESD). However, some of the more innovative pedagogies as for example problem based and project organised learning (PBL) already seem...

Blended Learning in Personalized Assistive Learning Environments

Science.gov (United States)

Marinagi, Catherine; Skourlas, Christos

2013-01-01

In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to…

Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students

Science.gov (United States)

Donnelly, Dermot F.; Linn, Marcia C.; Ludvigsen, Sten

2014-01-01

The National Science Foundation-sponsored report "Fostering Learning in the Networked World" called for "a common, open platform to support communities of developers and learners in ways that enable both to take advantage of advances in the learning sciences." We review research on science inquiry learning environments (ILEs)…

Learning environment, learning styles and conceptual understanding

Science.gov (United States)

Ferrer, Lourdes M.

1990-01-01

In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions. This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms. It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang, Malaysia. Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have been taken up. A number of significant relationships were observed in these two studies.

Incremental Learning for Place Recognition in Dynamic Environments

OpenAIRE

Luo, Jie; Pronobis, Andrzej; Caputo, Barbara; Jensfelt, Patric

2007-01-01

This paper proposes a discriminative approach to template-based Vision-based place recognition is a desirable feature for an autonomous mobile system. In order to work in realistic scenarios, visual recognition algorithms should be adaptive, i.e. should be able to learn from experience and adapt continuously to changes in the environment. This paper presents a discriminative incremental learning approach to place recognition. We use a recently introduced version of the incremental SVM, which ...

A care improvement program acting as a powerful learning environment to support nursing students learning facilitation competencies.

Science.gov (United States)

Jukema, Jan S; Harps-Timmerman, Annelies; Stoopendaal, Annemiek; Smits, Carolien H M

2015-11-01

Change management is an important area of training in undergraduate nursing education. Successful change management in healthcare aimed at improving practices requires facilitation skills that support teams in attaining the desired change. Developing facilitation skills in nursing students requires formal educational support. A Dutch Regional Care Improvement Program based on a nationwide format of change management in healthcare was designed to act as a Powerful Learning Environment for nursing students developing competencies in facilitating change. This article has two aims: to provide comprehensive insight into the program components and to describe students' learning experiences in developing their facilitation skills. This Dutch Regional Care Improvement Program considers three aspects of a Powerful Learning Environment: self-regulated learning; problem-based learning; and complex, realistic and challenging learning tasks. These three aspects were operationalised in five distinct areas of facilitation: increasing awareness of the need for change; leadership and project management; relationship building and communication; importance of the local context; and ongoing monitoring and evaluation. Over a period of 18 months, 42 nursing students, supported by trained lecturer-coaches, took part in nine improvement teams in our Regional Care Improvement Program, executing activities in all five areas of facilitation. Based on the students' experiences, we propose refinements to various components of this program, aimed at strengthenin the learning environment. There is a need for further detailed empirical research to study the impact this kind of learning environment has on students developing facilitation competencies in healthcare improvement. Copyright © 2015 Elsevier Ltd. All rights reserved.

Problem-Based Learning in Formal and Informal Learning Environments

Science.gov (United States)

Shimic, Goran; Jevremovic, Aleksandar

2012-01-01

Problem-based learning (PBL) is a student-centered instructional strategy in which students solve problems and reflect on their experiences. Different domains need different approaches in the design of PBL systems. Therefore, we present one case study in this article: A Java Programming PBL. The application is developed as an additional module for…

The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment.

Science.gov (United States)

Aharony, Noa

2006-12-01

The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio-economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. One hundred fourty-eight Israeli junior and high school students participated in this research. The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. The research findings show a clear preference of participants from all socio-economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio-economic background used both learning strategies more frequently than low socio-economic students. The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment.

Learning Networks Distributed Environment

NARCIS (Netherlands)

Martens, Harrie; Vogten, Hubert; Koper, Rob; Tattersall, Colin; Van Rosmalen, Peter; Sloep, Peter; Van Bruggen, Jan; Spoelstra, Howard

2005-01-01

Learning Networks Distributed Environment is a prototype of an architecture that allows the sharing and modification of learning materials through a number of transport protocols. The prototype implements a p2p protcol using JXTA.

Learning Environment and Student Effort

Science.gov (United States)

Hopland, Arnt O.; Nyhus, Ole Henning

2016-01-01

Purpose: The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. Design/methodology/approach: The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The…

Co-Evolution of Social Learning and Evolutionary Preparedness in Dangerous Environments.

Science.gov (United States)

Lindström, Björn; Selbing, Ida; Olsson, Andreas

2016-01-01

Danger is a fundamental aspect of the lives of most animals. Adaptive behavior therefore requires avoiding actions, objects, and environments associated with danger. Previous research has shown that humans and non-human animals can avoid such dangers through two types of behavioral adaptions, (i) genetic preparedness to avoid certain stimuli or actions, and (ii) social learning. These adaptive mechanisms reduce the fitness costs associated with danger but still allow flexible behavior. Despite the empirical prevalence and importance of both these mechanisms, it is unclear when they evolve and how they interact. We used evolutionary agent-based simulations, incorporating empirically based learning mechanisms, to clarify if preparedness and social learning typically both evolve in dangerous environments, and if these mechanisms generally interact synergistically or antagonistically. Our simulations showed that preparedness and social learning often co-evolve because they provide complimentary benefits: genetic preparedness reduced foraging efficiency, but resulted in a higher rate of survival in dangerous environments, while social learning generally came to dominate the population, especially when the environment was stochastic. However, even in this case, genetic preparedness reliably evolved. Broadly, our results indicate that the relationship between preparedness and social learning is important as it can result in trade-offs between behavioral flexibility and safety, which can lead to seemingly suboptimal behavior if the evolutionary environment of the organism is not taken into account.

Students' use of social software in self-organized learning environment

DEFF Research Database (Denmark)

Mathiasen, Helle; Dalsgaard, Christian

2006-01-01

The paper will argue that new possibilities of digital media, especially social software, have a potential regarding development of self-organized learning environments and facilitating self-governed activities. Based on a sociological perspective, the paper will clarify the concepts of informal...... and formal learning used in this paper. It is argued that formal and informal conditions of learning can supplement each other within an educational setting. A formal setting of project work forms the basis of informal, selfgoverned activities of students. The paper will argue that social software tools can...... support students' self-governed activities and their development of self-organized learning environments....

Foundations of Game-Based Learning

Science.gov (United States)

Plass, Jan L.; Homer, Bruce D.; Kinzer, Charles K.

2015-01-01

In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements…

The Learning Impact of a 4-Dimensional Digital Construction Learning Environment

OpenAIRE

Chris Landorf; Stephen Ward

2017-01-01

This paper addresses a virtual environment approach to work integrated learning for students in construction-related disciplines. The virtual approach provides a safe and pedagogically rigorous environment where students can apply theoretical knowledge in a simulated real-world context. The paper describes the development of a 4-dimensional digital construction environment and associated learning activities funded by the Australian Office for Learning and Teaching. The environment was trialle...

Hybrid E-Textbooks as Comprehensive Interactive Learning Environments

Science.gov (United States)

Ghaem Sigarchian, Hajar; Logghe, Sara; Verborgh, Ruben; de Neve, Wesley; Salliau, Frank; Mannens, Erik; Van de Walle, Rik; Schuurman, Dimitri

2018-01-01

An e-TextBook can serve as an interactive learning environment (ILE), facilitating more effective teaching and learning processes. In this paper, we propose the novel concept of an EPUB 3-based Hybrid e-TextBook, which allows for interaction between the digital and the physical world. In that regard, we first investigated the gap between the…

Collaborative Tasks in Wiki-Based Environment in EFL Learning

Science.gov (United States)

Zou, Bin; Wang, Dongshuo; Xing, Minjie

2016-01-01

Wikis provide users with opportunities to post and edit messages to collaborate in the language learning process. Many studies have offered findings to show positive impact of Wiki-based language learning for learners. This paper explores the effect of collaborative task in error correction for English as a Foreign Language learning in an online…

Constructivism Based Blended Learning in Higher Education

OpenAIRE

Al-Huneidi, Ahmad

2011-01-01

Blended Learning, which is a mix of online and face-to-face learning, can combine the benefits of both, traditional classroom learning and e-learning environments.3 The aim of this thesis is to explore how to design and implement Blended Learning environment based on Constructivism theory, which focuses on students’ experience to construct the knowledge, in order to increase learning outcomes, performance, and quality in academic institutions. An affective and successful learni...

Creating a supportive learning environment for students with learning difficulties

OpenAIRE

Grah, Jana

2013-01-01

Co-building of supporting learning environment for the learners with learning difficulties is one of the 21st century inclusive school’s elements. Since the physical presence of learners with learning difficulties in the classroom does not self-evidently lead to an effective co-operation and implementation of 21st century inclusive school, I have dedicated my doctor thesis to the establishment of supporting learning environment for the learners with learning difficulties in primary school wit...

A PKI Approach for Deploying Modern Secure Distributed E-Learning and M-Learning Environments

Science.gov (United States)

Kambourakis, Georgios; Kontoni, Denise-Penelope N.; Rouskas, Angelos; Gritzalis, Stefanos

2007-01-01

While public key cryptography is continuously evolving and its installed base is growing significantly, recent research works examine its potential use in e-learning or m-learning environments. Public key infrastructure (PKI) and attribute certificates (ACs) can provide the appropriate framework to effectively support authentication and…

Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale

Directory of Open Access Journals (Sweden)

Sean Tackett

2015-07-01

Full Text Available Purpose: While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. Methods: First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM, the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. Results: The overall response rate was 369/429 (86%. After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%, with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%. The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92 and the seven domains (α, 0.56-0.85. Conclusion: The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.

Competition-Based Learning: A Model for the Integration of Competitions with Project-Based Learning Using Open Source LMS

Science.gov (United States)

Issa, Ghassan; Hussain, Shakir M.; Al-Bahadili, Hussein

2014-01-01

In an effort to enhance the learning process in higher education, a new model for Competition-Based Learning (CBL) is presented. The new model utilizes two well-known learning models, namely, the Project-Based Learning (PBL) and competitions. The new model is also applied in a networked environment with emphasis on collective learning as well as…

Addressing grammar in the interaction task-based learning environment

Directory of Open Access Journals (Sweden)

Davis Brent M.

2017-01-01

Full Text Available One of the major problems in language teaching is developing grammatical accuracy. This paper proposes that using error correction based on a functional grammar in a task-based learning approach may be a suitable solution. Towards this end an emic (using categories intrinsic to the language functional grammar of the verb phrase is proposed and a description of how this fits into the focus on form component of task-based learning is provided.

Constructivist learning theories and complex learning environments

NARCIS (Netherlands)

R-J. Simons; Dr. S. Bolhuis

2004-01-01

Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive

Effective Learning Environments in Relation to Different Learning Theories

NARCIS (Netherlands)

Guney, A.; Al, S.

2012-01-01

There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just

Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

Science.gov (United States)

Choi, Woojae; Jacobs, Ronald L.

2011-01-01

While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…

Dimensions of problem based learning

DEFF Research Database (Denmark)

Nielsen, Jørgen Lerche; Andreasen, Lars Birch

2013-01-01

The article contributes to the literature on problem based learning and problem-oriented project work, building on and reflecting the experiences of the authors through decades of work with problem-oriented project pedagogy. The article explores different dimensions of problem based learning such...... and Learning (MIL). We discuss changes in the roles of the teachers as supervisors within this learning environment, and we explore the involvement of students as active participants and co-designers of how course and project activities unfold....

Architecture for Collaborative Learning Activities in Hybrid Learning Environments

OpenAIRE

Ibáñez, María Blanca; Maroto, David; García Rueda, José Jesús; Leony, Derick; Delgado Kloos, Carlos

2012-01-01

3D virtual worlds are recognized as collaborative learning environments. However, the underlying technology is not sufficiently mature and the virtual worlds look cartoonish, unlinked to reality. Thus, it is important to enrich them with elements from the real world to enhance student engagement in learning activities. Our approach is to build learning environments where participants can either be in the real world or in its mirror world while sharing the same hybrid space in a collaborative ...

The Strategic Role of Digital Libraries: Issues in E-Learning Environments.

Science.gov (United States)

Wang, Mei-Yu

2003-01-01

Describes research aimed at providing educational organizations with practical strategies for implementing electronic learning (e-learning), based on focus group discussions at an elementary school in Taiwan. Considers the strategic role of digital libraries in electronic learning environments, library collections, digital technology, human…

Encrypted Objects and Decryption Processes: Problem-Solving with Functions in a Learning Environment Based on Cryptography

Science.gov (United States)

White, Tobin

2009-01-01

This paper introduces an applied problem-solving task, set in the context of cryptography and embedded in a network of computer-based tools. This designed learning environment engaged students in a series of collaborative problem-solving activities intended to introduce the topic of functions through a set of linked representations. In a…

Adolescent Learning in the Zoo: Embedding a Non-Formal Learning Environment to Teach Formal Aspects of Vertebrate Biology

Science.gov (United States)

Randler, Christoph; Kummer, Barbara; Wilhelm, Christian

2012-06-01

The aim of this study was to assess the outcome of a zoo visit in terms of learning and retention of knowledge concerning the adaptations and behavior of vertebrate species. Basis of the work was the concept of implementing zoo visits as an out-of-school setting for formal, curriculum based learning. Our theoretical framework centers on the self-determination theory, therefore, we used a group-based, hands-on learning environment. To address this questions, we used a treatment—control design (BACI) with different treatments and a control group. Pre-, post- and retention tests were applied. All treatments led to a substantial increase of learning and retention knowledge compared to the control group. Immediately after the zoo visit, the zoo-guide tour provided the highest scores, while after a delay of 6 weeks, the learner-centered environment combined with a teacher-guided summarizing scored best. We suggest incorporating the zoo as an out-of-school environment into formal school learning, and we propose different methods to improve learning in zoo settings.

Scripts and Narrative Control in the design of case based learning environments for supporting students' Context Awareness

DEFF Research Database (Denmark)

Demetriadis, Stavros N.; Papadopoulos, Pantelis M.; Dettori, Guiliana

2005-01-01

The use of case-based learning environments (CBLEs) is expected to benefit students by guiding them to study contextually rich real world situations. However, efficient design approaches are needed to support studentsrsquo; processing of the complex material embedded in a CBLE. In this work we...

Game-Based Life-Long Learning

NARCIS (Netherlands)

Kelle, Sebastian; Sigurðarson, Steinn; Westera, Wim; Specht, Marcus

2010-01-01

Kelle, S., Sigurðarson, S., Westera, W., & Specht, M. (2011). Game-Based Life-Long Learning. In G. D. Magoulas (Ed.), E-Infrastructures and Technologies for Lifelong Learning: Next Generation Environments (pp. 337-349). Hershey, PA: IGI Global.

Model-based machine learning.

Science.gov (United States)

Bishop, Christopher M

2013-02-13

Several decades of research in the field of machine learning have resulted in a multitude of different algorithms for solving a broad range of problems. To tackle a new application, a researcher typically tries to map their problem onto one of these existing methods, often influenced by their familiarity with specific algorithms and by the availability of corresponding software implementations. In this study, we describe an alternative methodology for applying machine learning, in which a bespoke solution is formulated for each new application. The solution is expressed through a compact modelling language, and the corresponding custom machine learning code is then generated automatically. This model-based approach offers several major advantages, including the opportunity to create highly tailored models for specific scenarios, as well as rapid prototyping and comparison of a range of alternative models. Furthermore, newcomers to the field of machine learning do not have to learn about the huge range of traditional methods, but instead can focus their attention on understanding a single modelling environment. In this study, we show how probabilistic graphical models, coupled with efficient inference algorithms, provide a very flexible foundation for model-based machine learning, and we outline a large-scale commercial application of this framework involving tens of millions of users. We also describe the concept of probabilistic programming as a powerful software environment for model-based machine learning, and we discuss a specific probabilistic programming language called Infer.NET, which has been widely used in practical applications.

Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment.

Science.gov (United States)

Schumacher, Daniel J; Englander, Robert; Carraccio, Carol

2013-11-01

As a result of the paradigm shift to a competency-based framework, both self-directed lifelong learning and learner-centeredness have become essential tenets of medical education. In the competency-based framework, learners drive their own educational process, and both learners and teachers share the responsibility for the path and content of learning. This learner-centered emphasis requires each physician to develop and maintain lifelong learning skills, which the authors propose culminate in becoming a "master leaner." To better understand the development of these skills and the attainment of that goal, the authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.The authors begin by exploring self-determination theory, which lays the groundwork for understanding the motivation to learn. They next consider the theories of cognitive load and situated cognition, which inform the optimal context and environment for learning. Building from this foundation, the authors consider key educational theories that affect learners' abilities to serve as primary drivers of their learning, including self-directed learning (SDL); the self-assessment skills necessary for SDL; factors affecting self-assessment (self-concept, self-efficacy, illusory superiority, gap filling); and ways to mitigate the inaccuracies of self-assessment (reflection, self-monitoring, external information seeking, and self-directed assessment seeking).For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners.

Students’ Motivation for Learning in Virtual Learning Environments

Directory of Open Access Journals (Sweden)

Andrea Carvalho Beluce

2015-04-01

Full Text Available The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs. For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE. The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled motivation, and demotivation. The participants were 572 students from the Brazilian state of Paraná, enrolled on higher education courses on a continuous education course. The results revealed significant rates for autonomous motivational behavior. It is considered that the results obtained may provide contributions for the educators and psychologists who work with VLEs, leading to further studies of the area providing information referent to the issue investigated in this study.

Relationship between learning environment characteristics and academic engagement

NARCIS (Netherlands)

Opdenakker, Marie-Christine; Minnaert, Alexander

The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural

An Adaptive Web-Based Learning Environment for the Application of Remote Sensing in Schools

Science.gov (United States)

Wolf, N.; Fuchsgruber, V.; Riembauer, G.; Siegmund, A.

2016-06-01

Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers' know-how and education materials that align with the curricula. In the project "Space4Geography" a web-based learning platform is developed with the aim to facilitate the application of satellite imagery in secondary school teaching and to foster effective student learning experiences in geography and other related subjects in an interdisciplinary way. The platform features ten learning modules demonstrating the exemplary application of original high spatial resolution remote sensing data (RapidEye and TerraSAR-X) to examine current environmental issues such as droughts, deforestation and urban sprawl. In this way, students will be introduced into the versatile applications of spaceborne earth observation and geospatial technologies. The integrated web-based remote sensing software "BLIF" equips the students with a toolset to explore, process and analyze the satellite images, thereby fostering the competence of students to work on geographical and environmental questions without requiring prior knowledge of remote sensing. This contribution presents the educational concept of the learning environment and its realization by the example of the learning module "Deforestation of the rainforest in Brasil".

Virtual environments for the transfer of navigation skills in the blind: a comparison of directed instruction vs. video game based learning approaches.

Science.gov (United States)

Connors, Erin C; Chrastil, Elizabeth R; Sánchez, Jaime; Merabet, Lotfi B

2014-01-01

For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES) that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the highly interactive

Construction and Evaluation of an Integrated Formal/Informal Learning Environment for Foreign Language Learning across Real and Virtual Spaces

Science.gov (United States)

Waragai, Ikumi; Ohta, Tatsuya; Kurabayashi, Shuichi; Kiyoki, Yasushi; Sato, Yukiko; Brückner, Stefan

2017-01-01

This paper presents the prototype of a foreign language learning space, based on the construction of an integrated formal/informal learning environment. Before the background of the continued innovation of information technology that places conventional learning styles and educational methods into new contexts based on new value-standards,…

School and workplace as learning environments in VET

DEFF Research Database (Denmark)

Jørgensen, Christian Helms

as limitations for learning, and thus frame the opportunities for learning. The second, the socio-cultural learning environment is constituted by the social and cultural relations and communities in the workplace and in school. I distinguish between three different types of social relations in the workplace......The aim of this paper is to present an analytical model to study school and workplace as different learning environments and discuss some findings from the application of the model on a case study. First the paper tries to answer the question: what is a learning environment? In most other studies...... schools and workplaces are not only considered to be different learning environment, but are also analysed using different approaches. In this paper I will propose a common model to analyse and compare the two learning environments, drawing on sociology of work (Kern & Schumann 1984; Braverman 1976...

Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-Based Laboratory Activities

Science.gov (United States)

Wolf, Stephen J.; Fraser, Barry J.

2008-01-01

This study compared inquiry and non-inquiry laboratory teaching in terms of students' perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in…

Factors Influencing Learning Environments in an Integrated Experiential Program

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Koci, Peter

The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning

Adaptive Landmark-Based Navigation System Using Learning Techniques

DEFF Research Database (Denmark)

Zeidan, Bassel; Dasgupta, Sakyasingha; Wörgötter, Florentin

2014-01-01

The goal-directed navigational ability of animals is an essential prerequisite for them to survive. They can learn to navigate to a distal goal in a complex environment. During this long-distance navigation, they exploit environmental features, like landmarks, to guide them towards their goal. In...... hexapod robots. As a result, it allows the robots to successfully learn to navigate to distal goals in complex environments.......The goal-directed navigational ability of animals is an essential prerequisite for them to survive. They can learn to navigate to a distal goal in a complex environment. During this long-distance navigation, they exploit environmental features, like landmarks, to guide them towards their goal....... Inspired by this, we develop an adaptive landmark-based navigation system based on sequential reinforcement learning. In addition, correlation-based learning is also integrated into the system to improve learning performance. The proposed system has been applied to simulated simple wheeled and more complex...

Measuring the Effectiveness of Blended Learning Environment: A Case Study in Malaysia

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Wai, Cho Cho; Seng, Ernest Lim Kok

2015-01-01

Learning environment has always been traditionally associated with the physical presence of classrooms, textbooks, pen-and-paper examinations and teachers. However, today's evolving technology has rapidly changed the face of education. Online learning, teleconferencing, internet, Computer Assisted Learning (CAL), Web-Based Distance Learning (WBDL)…

Self Regulated Learning for Developing Nursing Skills via Web-Based

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Razak, Rafiza Abdul; Hua, Khor Bee

2013-01-01

The purpose of this study is to find out whether the first year student nurses able to learn and develop the psychomotor skills for basic nursing care using web-based learning environment. More importantly, the researcher investigated whether web-based learning environment using self regulated learning strategy able to help students to apply the…

Implementation of 3D virtual learning environment to improve students’ cognitive achievement

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Rasim; Langi, A. Z. R.; Rosmansyah, Y.; Munir

2018-05-01

Virtual Learning Environment (VLE) has been widely used in assisting learning. This study aims to implement VLE-based learning in software engineering course. VLE provides many facilities for learning. In this research, VLE components used were presenter and quiz chair components. Evaluation results showed a significant difference from classical learning.

Academic integrity in the online learning environment for health sciences students.

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Azulay Chertok, Ilana R; Barnes, Emily R; Gilleland, Diana

2014-10-01

The online learning environment not only affords accessibility to education for health sciences students, but also poses challenges to academic integrity. Technological advances contribute to new modes of academic dishonesty, although there may be a lack of clarity regarding behaviors that constitute academic dishonesty in the online learning environment. To evaluate an educational intervention aimed at increasing knowledge and improving attitudes about academic integrity in the online learning environment among health sciences students. A quasi-experimental study was conducted using a survey of online learning knowledge and attitudes with strong reliability that was developed based on a modified version of a previously developed information technology attitudes rating tool with an added knowledge section based on the academic integrity statement. Blended-learning courses in a university health sciences center. 355 health sciences students from various disciplines, including nursing, pre-medical, and exercise physiology students, 161 in the control group and 194 in the intervention group. The survey of online learning knowledge and attitudes (SOLKA) was used in a pre-post test study to evaluate the differences in scores between the control group who received the standard course introduction and the intervention group who received an enhanced educational intervention about academic integrity during the course introduction. Post-intervention attitude scores were significantly improved compared to baseline scores for the control and intervention groups, indicating a positive relationship with exposure to the information, with a greater improvement among intervention group participants (pacademic integrity in the online environment. Emphasis should be made about the importance of academic integrity in the online learning environment in preparation for professional behavior in the technologically advancing health sciences arena. Copyright © 2013 Elsevier Ltd. All

Analysis of Learning Environment Factors Based on Maslow’s Hierarchy of Needs

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Košir Katja

2013-09-01

Full Text Available This paper provides a new analysis of some learning environment factors from the point of view of one of the most established motivational models, i.e. Maslow’s hierarchy of needs. For a teacher, this model can represent a meaningful tool for the analysis of the potential factors of pupils’ inadequate school adjustment. Some psychological constructs that can be conceptualized as learning environment factors are presented at specific levels of needs. As regards the level of physiological needs, this paper provides an overview of research studies on ergonomic factors of learning environment. As for safety needs, the paper outlines the concepts of classroom management and peer-to-peer violence, and presents some main research findings in both fields. The analysis regarding the level of love and belonging includes aspects of positive classroom climate and the concept of pupils’ social acceptance. Contemporary findings about the development of pupil’s academic self-concept are presented within the self-esteem and achievements needs. Flow is considered to be one of key factors that help teacher satisfy the self-actualization needs and stimulate pupils’ personal development. On the basis of this analysis, some implications and recommendations are given to help teachers efficiently encourage an integrated approach to pupil development.

How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

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Choi, Beomkyu

2016-01-01

The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

[E-learning and problem based learning integration in cardiology education].

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Gürpinar, Erol; Zayim, Neşe; Başarici, Ibrahim; Gündüz, Filiz; Asar, Mevlüt; Oğuz, Nurettin

2009-06-01

The aim of this study was to determine students' satisfaction with an e-learning environment which is developed to support classical problem-based learning (PBL) in medical education and its effect on academic achievement. In this cross-sectional study, students were provided with a web-based learning environment including learning materials related to objectives of the subject of PBL module, which could be used during independent study period. The study group comprised of all of the second year students (164 students) of Akdeniz University, Medical Faculty, during 2007-2008 education period. In order to gather data about students' satisfaction with learning environment, a questionnaire was administered to the students. Comparison of students' academic achievement was based on their performance score in PBL exam. Statistical analyses were performed using unpaired t test and Mann Whitney U test. Findings indicated that 72.6% of the students used e-learning practice. There is no statistically significant difference between mean PBL performance scores of users and non-users of e-learning practice (103.58 vs. 100.88) (t=-0.998, p=0.320). It is found that frequent users of e-learning application had statistically significant higher scores than non-frequent users (106.28 vs. 100.59) (t=-2.373, p=0.01). In addition, 72.6% of the students declared they were satisfied with the application. Our study demonstrated that the most of the students use e-learning application and are satisfied with it. In addition, it is observed that e-learning application positively affects the academic achievement of the students. This study gains special importance by providing contribution to limited literature in the area of instructional technology in PBL and Cardiology teaching.

A Framework for Adaptive Learning Design in a Web-Conferencing Environment

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Bower, Matt

2016-01-01

Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. This means that educators can adaptively re-design the learning environment during the lesson, rather than purely relying on preemptive learning design thinking. Based on a…

Student-Teacher Interaction in Online Learning Environments

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Wright, Robert D., Ed.

2015-01-01

As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

A Well Designed School Environment Facilitates Brain Learning.

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Chan, Tak Cheung; Petrie, Garth

2000-01-01

Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)

Simulation-Based Learning Environments to Teach Complexity: The Missing Link in Teaching Sustainable Public Management

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Michael Deegan

2014-05-01

Full Text Available While public-sector management problems are steeped in positivistic and socially constructed complexity, public management education in the management of complexity lags behind that of business schools, particularly in the application of simulation-based learning. This paper describes a Simulation-Based Learning Environment for public management education that includes a coupled case study and System Dynamics simulation surrounding flood protection, a domain where stewardship decisions regarding public infrastructure and investment have direct and indirect effects on businesses and the public. The Pointe Claire case and CoastalProtectSIM simulation provide a platform for policy experimentation under conditions of exogenous uncertainty (weather and climate change as well as endogenous effects generated by structure. We discuss the model in some detail, and present teaching materials developed to date to support the use of our work in public administration curricula. Our experience with this case demonstrates the potential of this approach to motivate sustainable learning about complexity in public management settings and enhance learners’ competency to deal with complex dynamic problems.

CLEW: A Cooperative Learning Environment for the Web.

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Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo

This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…

An Instructional Strategy Framework for Online Learning Environments.

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Johnson, Scott D.; Aragon, Steven R.

The rapid growth of Web-based instruction has raised many questions about the quality of online courses. It appears that many online courses are simply modeled after traditional forms of instruction instead of incorporating a design that takes advantage of the unique capabilities of Web-based learning environments. This paper describes a research…

DynaLearn-An Intelligent Learning Environment for Learning Conceptual Knowledge

NARCIS (Netherlands)

Bredeweg, Bert; Liem, Jochem; Beek, Wouter; Linnebank, Floris; Gracia, Jorge; Lozano, Esther; Wißner, Michael; Bühling, René; Salles, Paulo; Noble, Richard; Zitek, Andreas; Borisova, Petya; Mioduser, David

2013-01-01

Articulating thought in computerbased media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an intelligent learning environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how systems

Pre-registration nursing student's quality of practice learning: Clinical learning environment inventory (actual) questionnaire.

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Shivers, Eleanor; Hasson, Felicity; Slater, Paul

2017-08-01

Clinical learning is a vital component of nurse education and assessing student's experiences can provide useful insights for development. Whilst most research in this area has focused on the acute setting little attention has been given to all pre-registration nurses' experience across the clinical placements arenas. To examine of pre-registration nursing students (first, second and third year) assessment of their actual experiences of their most recent clinical learning clinical learning experience. A cross sectional survey involving a descriptive online anonymous questionnaire based on the clinical learning environment inventory tool. One higher education institution in the United Kingdom. Nursing students (n=147) enrolled in an undergraduate nursing degree. This questionnaire included demographic questions and the Clinical Learning Environment Inventory (CLEI) a 42 item tool measuring student's satisfaction with clinical placement. SPPS version 22 was employed to analyse data with descriptive and inferential statistics. Overall students were satisfied with their clinical learning experience across all placement areas. This was linked to the 6 constructs of the clinical learning environment inventory; personalization, innovation, individualization, task orientation, involvement, satisfaction. Significant differences in student experience were noted between age groups and student year but there was no difference noted between placement type, age and gender. Nursing students had a positive perception of their clinical learning experience, although there remains room for improvement. Enabling a greater understanding of students' perspective on the quality of clinical education is important for nursing education and future research. Copyright © 2017. Published by Elsevier Ltd.

RiPLE: Recommendation in Peer-Learning Environments Based on Knowledge Gaps and Interests

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Khosravi, Hassan; Kitto, Kirsty; Cooper, Kendra

2017-01-01

Various forms of Peer-Learning Environments are increasingly being used in post-secondary education, often to help build repositories of student generated learning objects. However, large classes can result in an extensive repository, which can make it more challenging for students to search for suitable objects that both reflect their interests…

Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

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Özerem, Aysen; Akkoyunlu, Buket

2015-01-01

Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…

Design of a Blended Learning Environment Based on Merrill’s Principles

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Simarmata, Janner; Djohar, Asari; Purba, Janulis; Juanda, Enjang A.

2018-01-01

Designing blended learning courses requires a systematic approach, in instructional design decisions and implementations, instructional principles help educators not only to specify the elements of the course, but also to provide a solid base from which to build the technology. The blended learning course was designed based on Merrill’s First Principles of Instruction with five phases. This paper helps inform educators about how to develop appropriate learning styles and preferences according to students’ learning needs.

Evaluating Web-Based Learning Systems

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Pergola, Teresa M.; Walters, L. Melissa

2011-01-01

Accounting educators continuously seek ways to effectively integrate instructional technology into accounting coursework as a means to facilitate active learning environments and address the technology-driven learning preferences of the current generation of students. Most accounting textbook publishers now provide interactive, web-based learning…

DEVELOPMENT OF TEACHER COMP ETENCES IN CREATING POWERFUL LEARNING ENVIRONMENTS IN VOCATIONAL SECONDARY EDUCATION

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Inge PLACKLÉ

2010-01-01

Full Text Available Background: At the end of Vocational Secondary Education students should be able to solve authentic problems individually and in group. Powerful learning environments could enforce these learning processes. Research question: “Which critical desirable design principles can we define to create a powerful learning environment in Secondary Vocational Education ? Method: We combine different perspectives of teachers, students and researchers to build a shared model of learning environments, which will be perceived as more powerful by all stakeholders. Based on literature we selected design principles followed by organizing focus groups with teacher educators and teachers to further adapt these principles. Preliminary results: We determined eight design pr inciples: Authenticity learning environment, differentiation, adapted evaluation, self-directed learning, problem solving, teamwork, shared responsibility design learning environment and (labour identity develop ment. Each principle has been further clarified in indicators. This study is part of a larger research project in developing teacher competences in creating powe rful learning enviro nments in Vocational Secondary Education.

Analysis of students’ generated questions in laboratory learning environments

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Juan Antonio Llorens-Molina

2012-03-01

Full Text Available In order to attain a reliable laboratory work assessment, we argue taking the Learning Environment as a core concept and a research paradigm that considers the factors affecting the laboratory as a particularly complex educational context. With regard to Laboratory Learning Environments (LLEs, a well known approach is the SLEI (Science Laboratory Environment Inventory. The aim of this research is to design and apply an alternative and qualitative assessment tool to characterize Laboratory Learning Environments in an introductory course of organic chemistry. An alternative and qualitative assessment tool would be useful for providing feed-back for experimental learning improvement; serving as a complementary triangulation tool in educational research on LLEs; and generating meaningful categories in order to design quantitative research instruments. Toward this end, spontaneous questions by students have been chosen as a reliable source of information. To process these questions, a methodology based on the Grounded Theory has been developed to provide a framework for characterizing LLEs. This methodology has been applied in two case studies. The conclusions lead us to argue for using more holistic assessment tools in both everyday practice and research. Likewise, a greater attention should be paid to metacognition to achieve suitable self-perception concerning students’ previous knowledge and manipulative skills.

The Effects of Students' Learning Anxiety and Motivation on the Learning Achievement in the Activity Theory Based Gamified Learning Environment

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Su, Chung-Ho

2017-01-01

The advancement of mobile game-based learning has encouraged many related studies, which has enabled students to learn more and faster. To enhance the clinical path of cardiac catheterization learning, this paper has developed a mobile 3D-CCGBLS (3D Cardiac Catheterization Game-Based Learning System) with a learning assessment for cardiac…

Memristive device based learning for navigation in robots.

Science.gov (United States)

Sarim, Mohammad; Kumar, Manish; Jha, Rashmi; Minai, Ali A

2017-11-08

Biomimetic robots have gained attention recently for various applications ranging from resource hunting to search and rescue operations during disasters. Biological species are known to intuitively learn from the environment, gather and process data, and make appropriate decisions. Such sophisticated computing capabilities in robots are difficult to achieve, especially if done in real-time with ultra-low energy consumption. Here, we present a novel memristive device based learning architecture for robots. Two terminal memristive devices with resistive switching of oxide layer are modeled in a crossbar array to develop a neuromorphic platform that can impart active real-time learning capabilities in a robot. This approach is validated by navigating a robot vehicle in an unknown environment with randomly placed obstacles. Further, the proposed scheme is compared with reinforcement learning based algorithms using local and global knowledge of the environment. The simulation as well as experimental results corroborate the validity and potential of the proposed learning scheme for robots. The results also show that our learning scheme approaches an optimal solution for some environment layouts in robot navigation.

Student Motivation in Constructivist Learning Environment

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Cetin-Dindar, Ayla

2016-01-01

The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…

The Predicaments of Language Learners in Traditional Learning Environments

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Shafie, Latisha Asmaak; Mansor, Mahani

2009-01-01

Some public universities in developing countries have traditional language learning environments such as classrooms with only blackboards and furniture which do not provide conducive learning environments. These traditional environments are unable to cater for digital learners who need to learn with learning technologies. In order to create…

The effects of a concept map-based support tool on simulation-based inquiry learning

NARCIS (Netherlands)

Hagemans, M.G.; van der Meij, Hans; de Jong, Anthonius J.M.

2013-01-01

Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations,

Attribution-based motivation treatment efficacy in an online learning environment for students who differ in cognitive elaboration

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Hamm, Jeremy M.; Perry, Raymond P.; Chipperfield, Judith G.; Murayama, Kou; Weiner, Bernard

2017-01-01

Attribution-based motivation treatments can boost performance in competitive achievement settings (Perry and Hamm 2017), yet their efficacy relative to mediating processes and affect-based treatments remains largely unexamined. In a two-semester, pre-post, randomized treatment study (n = 806), attributional retraining (AR) and stress-reduction (SR) treatments were administered in an online learning environment to first-year college students who differed in cognitive elaboration (low, high). L...

Mixed Reality Environment for Web-Based Laboratory Interactive Learning

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A. I. Saleem

2008-02-01

Full Text Available This paper presents a web-based laboratory fordistance learners by incorporating simulation andhardware implementation into web-based e-learningsystems. It presents a development consisting of laboratorycourse through internet based on mixed reality technique tosetup, run and manipulateset of experiments. Eachexperiment has been designed in a way that allows thelearner to manipulate the components and check if it worksproperly in order to achieve the experiment objective. Theproposed laboratory e-learning tool has web-basedcomponents accessed by authorized users. Learners canacquire the necessary skills they need, while learning thetheory of the experiment and the basic characteristics ofeach component used in the experiment. Finally, a casestudy was conducted to show the feasibility and efficiencyof the proposed method.

Students’ perceptions of the academic learning environment in seven medical sciences courses based on DREEM

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Bakhshialiabad, Hamid; Bakhshi, Mohammadhosien; Hassanshahi, Gholamhossein

2015-01-01

Objective Learning environment has a significant role in determining students’ academic achievement and learning. The aim of this study is to investigate the viewpoints of undergraduate medical sciences students on the learning environment using the Dundee Ready Education Environment Measure (DREEM) at Rafsanjan University of Medical Sciences (RUMS). Methods The descriptive cross-sectional study was performed on 493 medical sciences students in the following majors: nursing, midwifery, radiology, operating room nursing, laboratory sciences, medical emergency, and anesthesia. The DREEM questionnaire was used as a standard tool. Data were analyzed using SPSS (v17) software. Student’s t-tests and analysis of variance (ANOVA) statistical tests were used. Results The mean of the achieved scores in the five domains was 113.5 out of 200 (56.74%), which was considered to be more positive than negative. The total mean scores for perception of learning, teaching, and atmosphere were 27.4/48 (57.24%), 24.60/44 (55.91%), and 26.8/48 (55.89%), respectively. Academic and social self-perceptions were 20.5/32 (64.11%) and 15.7/28 (56.36%), respectively. The total DREEM scores varied significantly between courses (Penvironment. The differences between courses and their study pathway should be further investigated by analysis of specific items. Our results showed that it is essential for faculty members and course managers to make more efforts toward observing principles of instructional designs, to create an appropriate educational environment, and to reduce deficits in order to provide a better learning environment with more facilities and supportive systems for the students. PMID:25848331

Virtual learning object and environment: a concept analysis.

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Salvador, Pétala Tuani Candido de Oliveira; Bezerril, Manacés Dos Santos; Mariz, Camila Maria Santos; Fernandes, Maria Isabel Domingues; Martins, José Carlos Amado; Santos, Viviane Euzébia Pereira

2017-01-01

To analyze the concept of virtual learning object and environment according to Rodgers' evolutionary perspective. Descriptive study with a mixed approach, based on the stages proposed by Rodgers in his concept analysis method. Data collection occurred in August 2015 with the search of dissertations and theses in the Bank of Theses of the Coordination for the Improvement of Higher Education Personnel. Quantitative data were analyzed based on simple descriptive statistics and the concepts through lexicographic analysis with support of the IRAMUTEQ software. The sample was made up of 161 studies. The concept of "virtual learning environment" was presented in 99 (61.5%) studies, whereas the concept of "virtual learning object" was presented in only 15 (9.3%) studies. A virtual learning environment includes several and different types of virtual learning objects in a common pedagogical context. Analisar o conceito de objeto e de ambiente virtual de aprendizagem na perspectiva evolucionária de Rodgers. Estudo descritivo, de abordagem mista, realizado a partir das etapas propostas por Rodgers em seu modelo de análise conceitual. A coleta de dados ocorreu em agosto de 2015 com a busca de dissertações e teses no Banco de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Os dados quantitativos foram analisados a partir de estatística descritiva simples e os conceitos pela análise lexicográfica com suporte do IRAMUTEQ. A amostra é constituída de 161 estudos. O conceito de "ambiente virtual de aprendizagem" foi apresentado em 99 (61,5%) estudos, enquanto o de "objeto virtual de aprendizagem" em apenas 15 (9,3%). Concluiu-se que um ambiente virtual de aprendizagem reúne vários e diferentes tipos de objetos virtuais de aprendizagem em um contexto pedagógico comum.

Smile: Student Modification in Learning Environments. Establishing Congruence between Actual and Preferred Classroom Learning Environment.

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Yarrow, Allan; Millwater, Jan

1995-01-01

This study investigated whether classroom psychosocial environment, as perceived by student teachers, could be improved to their preferred level. Students completed the College and University Classroom Environment Inventory, discussed interventions, then completed it again. Significant deficiencies surfaced in the learning environment early in the…

Clinical Learning Environment at Shiraz Medical School

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Sedigheh Ebrahimi

2013-01-01

Full Text Available Clinical learning occurs in the context of a dynamic environment. Learning environment found to be one of the most important factors in determining the success of an effective teaching program. To investigate, from the attending and resident's perspective, factors that may affect student leaning in the educational hospital setting at Shiraz University of Medical Sciences (SUMS. This study combined qualitative and quantitative methods to determine factors affecting effective learning in clinical setting. Residents evaluated the perceived effectiveness of the university hospital learning environment. Fifty two faculty members and 132 residents participated in this study. Key determinants that contribute to an effective clinical teaching were autonomy, supervision, social support, workload, role clarity, learning opportunity, work diversity and physical facilities. In a good clinical setting, residents should be appreciated and given appropriate opportunities to study in order to meet their objectives. They require a supportive environment to consolidate their knowledge, skills and judgment.

Clinical learning environment at Shiraz Medical School.

Science.gov (United States)

Rezaee, Rita; Ebrahimi, Sedigheh

2013-01-01

Clinical learning occurs in the context of a dynamic environment. Learning environment found to be one of the most important factors in determining the success of an effective teaching program. To investigate, from the attending and resident's perspective, factors that may affect student leaning in the educational hospital setting at Shiraz University of Medical Sciences (SUMS). This study combined qualitative and quantitative methods to determine factors affecting effective learning in clinical setting. Residents evaluated the perceived effectiveness of the university hospital learning environment. Fifty two faculty members and 132 residents participated in this study. Key determinants that contribute to an effective clinical teaching were autonomy, supervision, social support, workload, role clarity, learning opportunity, work diversity and physical facilities. In a good clinical setting, residents should be appreciated and given appropriate opportunities to study in order to meet their objectives. They require a supportive environment to consolidate their knowledge, skills and judgment. © 2013 Tehran University of Medical Sciences. All rights reserved.

Emerging Online Learning Environments and Student Learning: An Analysis of Faculty Perceptions

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Gary Brown

2004-01-01

Full Text Available New educational technologies and online learning environments (OLEs are infiltrating today’s college classes and campuses. While research has examined many aspects of this permeation, one research gap exists. How do faculty perceive the learning experience in courses that use OLEs compared to courses that do not? One important factor that may influence faculty perceptions are their reasons for teaching with OLEs. This paper seeks to understand how faculty perceive OLEs as a function of their reasons for teaching with this educational technology. This paper also investigates whether faculty evaluations of OLEs differ based on gender and by years teaching. The results of the analysis reveal several noteworthy patterns. First, it appears that favorable opinions about the learning experiences in online learning environments are not because faculty are motivated to learn about new technologies per se, but because they want to update their vitas and teaching skills. Second, the results suggest that it may be harder to convince older and more experienced faculty to use new technologies compared to younger and less experienced faculty. These results apply to both male and female faculty and provide practical implications for universities and support services on how to recruit and then support faculty who implement educational technologies.

Real-time modeling of primitive environments through wavelet sensors and Hebbian learning

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Vaccaro, James M.; Yaworsky, Paul S.

1999-06-01

Modeling the world through sensory input necessarily provides a unique perspective for the observer. Given a limited perspective, objects and events cannot always be encoded precisely but must involve crude, quick approximations to deal with sensory information in a real- time manner. As an example, when avoiding an oncoming car, a pedestrian needs to identify the fact that a car is approaching before ascertaining the model or color of the vehicle. In our methodology, we use wavelet-based sensors with self-organized learning to encode basic sensory information in real-time. The wavelet-based sensors provide necessary transformations while a rank-based Hebbian learning scheme encodes a self-organized environment through translation, scale and orientation invariant sensors. Such a self-organized environment is made possible by combining wavelet sets which are orthonormal, log-scale with linear orientation and have automatically generated membership functions. In earlier work we used Gabor wavelet filters, rank-based Hebbian learning and an exponential modulation function to encode textural information from images. Many different types of modulation are possible, but based on biological findings the exponential modulation function provided a good approximation of first spike coding of `integrate and fire' neurons. These types of Hebbian encoding schemes (e.g., exponential modulation, etc.) are useful for quick response and learning, provide several advantages over contemporary neural network learning approaches, and have been found to quantize data nonlinearly. By combining wavelets with Hebbian learning we can provide a real-time front-end for modeling an intelligent process, such as the autonomous control of agents in a simulated environment.

Personalized Recommender System for e-Learning Environment

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Benhamdi, Soulef; Babouri, Abdesselam; Chiky, Raja

2017-01-01

Traditional e-Learning environments are based on static contents considering that all learners are similar, so they are not able to respond to each learner's needs. These systems are less adaptive and once a system that supports a particular strategy has been designed and implemented, it is less likely to change according to student's interactions…

Active Learning Environment with Lenses in Geometric Optics

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Tural, Güner

2015-01-01

Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

Differentiating case-based learning from problem-based learning after a twoday introductory workshop on case-based learning

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Aqil Mohammad Daher

2017-12-01

Full Text Available Background Considerable overlap exists between case-based learning (CBL and problem-based learning (PBL and differentiating between the two can be difficult for a lot of the academicians. Aims This study gauged the ability of members of medical school, familiar with a problem-based learning (PBL curriculum, to differentiate between case-based learning (CBL and PBL after a two-day workshop on CBL. Methods A questionnaire was distributed to all participants, attending the introductory course on CBL. It was designed to document the basic characteristics of the respondents, their preference for either CBL or PBL, their ability to recognize differences between CBL and PBL, and their overall perception of the course. Results Of the total workshop participants, 80.5 per cent returned the completed questionnaire. The mean age of the respondents was 44.12±12.31 years and women made up a slight majority. Majority favoured CBL over PBL and felt it was more clinical, emphasizes on self-directed learning, provides more opportunities for learning, permits in-depth exploration of cases, has structured environment and encourages the use of all learning resources. On the respondents’ ability to discriminate CBL from PBL, a weighted score of 39.9 per cent indicated a failure on the part of the respondents to correctly identify differences between CBL and PBL. Less than half opined that CBL was a worthwhile progression from PBL and about third would recommend CBL over PBL. Conclusion It seems that majority of the respondents failed to adequately differentiate between CBL and PBL and didn’t favour CBL over PBL.

Blended learning in a first-year language class: Evaluating the acceptance of an interactive learning environment

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Jako Olivier

2016-10-01

Full Text Available Increasingly blended learning, as a combination of face-to-face and online instruction is applied in university classrooms. In this study the use of an interactive learning environment (ILE, within a Sakai-based learning management system, as well as face-to-face teaching and learning in a first-year Afrikaans language class is explored. The Technology Acceptance Model (TAM was employed by means of a survey and the Structure Equation Model was used to explore factors relevant to this first-year class. In addition, qualitative research was conducted through an open questionnaire in order to determine the perceptions regarding the blended learning context and the ILE. It was found that students are generally able to function within the ILE and they are quite positive towards the use of the learning environment for learning and teaching. However, it is clear that some students still prefer printed study material. Despite the fact that students indicated that they use the ILE daily, actual usage statistics did not always correspond. Finally, this paper makes suggestions with regard to adapting teaching in terms of students’ behaviour based on their computer anxiety and Internet self-efficacy as well as the perceived usefulness and ease of use of the ILE.

The sociability of computer-supported collaborative learning environments

NARCIS (Netherlands)

Kreijns, C.J.; Kirschner, P.A.; Jochems, W.M.G.

2002-01-01

There is much positive research on computer-supported collaborative learning (CSCL) environments in asynchronous distributed learning groups (DLGs). There is also research that shows that contemporary CSCL environments do not completely fulfil expectations on supporting interactive group learning,

STRUCTURAL AND FUNCTIONAL MODEL OF CLOUD ORIENTED LEARNING ENVIRONMENT FOR BACHELORS OF INFORMATICS TRAINING

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Tetiana A. Vakaliuk

2017-06-01

Full Text Available The article summarizes the essence of the category "model". There are presented the main types of models used in educational research: structural, functional, structural and functional model as well as basic requirements for building these types of models. The national experience in building models and designing cloud-based learning environment of educational institutions (both higher and secondary is analyzed. It is presented structural and functional model of cloud-based learning environment for Bachelor of Informatics. Also we describe each component of cloud-based learning environment model for bachelors of informatics training: target, managerial, organizational, content and methodical, communication, technological and productive. It is summarized, that COLE should solve all major tasks that relate to higher education institutions.

Learning in a new culture and a multicultural environment

DEFF Research Database (Denmark)

Du, Xiangyun

2006-01-01

This presentation will discuss the issues of learning in a new culture, in a multicultural context, and especially in a problem based and project organized study environment. It will be based on the presenter's study experiences as a foreign student, teaching experiences in different international...... programs, research experiences on some projects on intercultural communication on teaching and learning. It is in hope to share experiences and ideas with the colleagues at RUC so as to develop effective strategies for the future work on these issues....

The Development of a Learning Dashboard for Lecturers: A Case Study on a Student-Centered E-Learning Environment

Science.gov (United States)

Santoso, Harry B.; Batuparan, Alivia Khaira; Isal, R. Yugo K.; Goodridge, Wade H.

2018-01-01

Student Centered e-Learning Environment (SCELE) is a Moodle-based learning management system (LMS) that has been modified to enhance learning within a computer science department curriculum offered by the Faculty of Computer Science of large public university in Indonesia. This Moodle provided a mechanism to record students' activities when…

A Study of Developing an Attitude Scale towards Authentic Learning Environments and Evaluation

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Çetinkaya, Murat

2018-01-01

The aim of the research is to improve a valid and reliable attributing scale which identifies authentic learning environments and evaluation attributes of the science teacher candidates. The study has been designed on the base of validity and reliability of the scale developed to evaluate the authentic learning environments. The research group is…

Virtual Environments for the Transfer of Navigation Skills in the Blind: A Comparison of Directed Instruction Versus Video Game Based Learning Approaches

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Erin C Connors

2014-05-01

Full Text Available For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the

Moodle & Co. auf dem Weg zur Personal Learning Environment

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Jörg Hafer

2014-12-01

Full Text Available Based on the typical IT infrastructure for e-learning in higher education and the contemporary research on Personal Learning Environments (PLEs the paper shows how existing tools and services can be brought together to meet the needs of modern, technology enhanced classroom-based teaching. For this interdisciplinary development process both traditional software, development methods and existing PLE models offer only little guidance. The paper describes the approach and the interim results of a campus-wide project at the University of Potsdam. Therefore first typical teaching and communication scenarios are identified from which afterwards the requirements for a supporting platform are derived. This leads to a comprehensive collection of considerable services and functions, which have to be integrated according to their specific use in an educational technology system. Based on this fundamental approaches for integration and technical details of this mash up are considered in an overview of all relevant services and gets transferred into an integrated system architecture. The paper describes the exemplary realization using the Liferay portal technology in which the above-defined scenarios are implemented. Additional adjustments with regard to personalized and adaptive learning (and working environments are supported too and described briefly

Teachers' experiences of teaching in a blended learning environment.

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Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

Scrum-Based Learning Environment: Fostering Self-Regulated Learning

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Linden, Tanya

2018-01-01

Academics teaching software development courses are experimenting with teaching methods aiming to improve students' learning experience and learning outcomes. Since Agile software development is gaining popularity in industry due to positive effects on managing projects, academics implement similar Agile approaches in student-centered learning…

The use of serious gaming for open learning environments

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Janet Lunn

2016-03-01

Full Text Available The extensive growth of Open Learning has been facilitated through technological innovation and continuous examination of the global Open Education development. With the introduction of compulsory computing subjects being incorporated into the UK school system in September 2014, the challenge of harnessing and integrating technological advances to aid children's learning is becoming increasingly important, referring to £1.1 million being invested to offer training programs for teachers to become knowledgeable and experienced in computing. From the age of 5, children will be taught detailed computing knowledge and skills such as; algorithms, how to store digital content, to write and test simple programs. Simultaneously, as the Internet and technology are improving, parents and teachers are looking at the incorporation of game based learning to aid children’s learning processes in more exciting and engaging ways. The purpose of game-based learning is to provide a better engagement, and in turn, an anticipated improvement in learning ability. This paper presents a research based on the investigation of properly combining the advantages of serious games and Open Learning to enhance the learning abilities of primary school children. The case study and the adequate evaluation address a learning environment in support of a history subject matter.

Mobile Learning for Higher Education in PBL Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn; Ryberg, Thomas

2010-01-01

This study is about the design and development of mobile technologies to support students’ collaboration in groups during project periods in a problem oriented and project based learning environment. The study will take departure in the group work of students in the faculty of Humanities, Aalborg...

Mobile Learning for Higher Education in PBL Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn; Ryberg, Thomas

This study is about the design and development of mobile technologies to support students’ collaboration in groups during project periods in a problem oriented and project based learning environment. The study will take departure in the group work of students in the faculty of Humanities, Aalborg...

Effect of Worksheet Scaffolds on Student Learning in Problem-Based Learning

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Choo, Serene S. Y.; Rotgans, Jerome I.; Yew, Elaine H. J.; Schmidt, Henk G.

2011-01-01

The purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students' learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups--one with a worksheet provided and the other without. Students' learning of the topic at hand…

Adult Students' Perceptions in Distance Education Learning Environments Based on a Videoconferencing Platform – QoE Analysis

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Toni Malinovski

2015-01-01

Full Text Available Distance education learning environments provide tremendous convenience and flexibility, allowing busy, mobile adult learners to engage in education while coping with their limited resources in terms of time, energy and finances. Following a student-centered approach this study investigates adult students’ subjective perceptions while using distance education systems based on a videoconferencing platform as Quality of Experience (QoE. Based on a literature review, sociological behavior and expectations, we have constructed a structural equation model (SEM illustrating relations among different variables that can predict positive levels of adult students’ QoE, thus providing guidelines for proper development. We have tested the model using a survey of 198 primary education school teachers involved in a videoconferencing-based learning program for teacher enhancement. Results show a good fit to the model developed. The analysis showed that adult students’ QoE is directly influenced by appropriateness of teacher-student interaction and ease of participation, as well predicted by students’ motivation to attend similar trainings. Additionally, we found that variances in technical quality did not directly influence their QoE from the learning sessions.

Theoretical Foundations of Learning Environments. Second Edition

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Jonassen, David, Ed.; Land, Susan, Ed.

2012-01-01

"Theoretical Foundations of Learning Environments" provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most…

The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment

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Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki

2015-01-01

This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…

The Effects of a Concept Map-Based Support Tool on Simulation-Based Inquiry Learning

Science.gov (United States)

Hagemans, Mieke G.; van der Meij, Hans; de Jong, Ton

2013-01-01

Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations, while dynamic color coding of the concepts displayed…

ASPECTS OF USING CLOUD TECHNOLOGIES IN VIRTUAL LEARNING ENVIRONMENT

OpenAIRE

ZHVANIA, Taliko; KAPANADZE, David; KIKNADZE, Mzia; TANDILASHVILI, George

2016-01-01

Thereare increased using the e-Learning technologies at the modern institutions ofhigher education, which favored to integrate the various instruments in thevirtual learning environment. Recently,the cloud technologies have become the most popular, which offer e-Learninginternet technologies based dynamical and actual new opportunities to theeducational institutions. The cloud technologies provide a high level of theservice and they impact on the design of the training courses, offered servic...

EDUCATION REFORMS TOWARDS 21ST CENTURY SKILLS: TRANSFORMING STUDENTS' LEARNING EXPERIENCES THROUGH EFFECTIVE LEARNING ENVIRONMENTS

OpenAIRE

Harriet Wambui Njui

2018-01-01

This paper reviews literature on learning environments with a view to making recommendations on how teachers could create effective and high-quality learning environments that provide learners with transformative learning experiences as they go through the process of education. An effective learning environment is critical because quality education, which is essential to real learning and human development, is influenced by factors both inside and outside the classroom. Learning institutions ...

Facilitators' perceptions of problem-based learning and community-based education

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Annali E Fichardt

2000-10-01

Full Text Available In 1997 the School for Nursing, University of the Orange Free State, changed from the traditional lecture method of teaching to problem-based learning and from a curative to a community-based approach. Lecturers from a traditional environment became facilitators and new skills such as listening, dialogue, negotiation, counselling and problemsolving were expected from them. Besides the role change, the environment changed from a structural classroom to an unstructured community. The aim of this research was to determine the perceptions and experiences of facilitators in problem-based learning and community-base education. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

The role of professional objects in technology-enhanced learning environments in higher education

NARCIS (Netherlands)

Zitter, I.I.; Bruijn, E. de; Simons, P.R.J.; Cate, Th.J. ten

2010-01-01

We study project-based, technology-enhanced learning environments in higher education, which should produce, by means of specific mechanisms, learning outcomes in terms of transferable knowledge and learning-, thinking-, collaboration- and regulation-skills. Our focus is on the role of objects from

Deep Learning towards Expertise Development in a Visualization-Based Learning Environment

Science.gov (United States)

Yuan, Bei; Wang, Minhong; Kushniruk, Andre W.; Peng, Jun

2017-01-01

With limited problem-solving capability and practical experience, novices have difficulties developing expert-like performance. It is important to make the complex problem-solving process visible to learners and provide them with necessary help throughout the process. This study explores the design and effects of a model-based learning approach…

Comparing Problem-Based Learning Students to Students in a Lecture-Based Curriculum: Learning Strategies and the Relation with Self-Study Time

Science.gov (United States)

Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten; van der Molen, Henk

2017-01-01

In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one's own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational…

A Study on Students’ Views On Blended Learning Environment

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Meryem YILMAZ SOYLU

2006-07-01

Full Text Available In the 21st century, information and communication technologies (ICT have developed rapidly and influenced most of the fields and education as well. Then, ICT have offered a favorable environment for the development and use of various methods and tools. With the developments in technology, blended learning has gained considerable popularity in recent years. Together with the developments it brought along the description of particular forms of teaching with technology. Blended learning is defined simply as a learning environment that combines technology with face-to-face learning. In other words blended learning means using a variety of delivery methods to best meet the course objectives by combining face-to-face teaching in a traditional classroom with teaching online. This article examines students’ views on blended learning environment. The study was conducted on 64 students from Department of Computer Education and Instructional Technologies in 2005–2006 fall semester in Instructional Design and Authoring Languages in PC Environment at Hacettepe University. The results showed that the students enjoyed taking part in the blended learning environment. Students’ achievement levels and their frequency of participation to forum affected their views about blended learning environment. Face-to-face interaction in blended learning application had the highest score. This result demonstrated the importance of interaction and communication for the success of on-line learning.

An Educational Data Mining Approach to Concept Map Construction for Web based Learning

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Anal ACHARYA

2017-01-01

Full Text Available This aim of this article is to study the use of Educational Data Mining (EDM techniques in constructing concept maps for organizing knowledge in web based learning systems whereby studying their synergistic effects in enhancing learning. This article first provides a tutorial based introduction to EDM. The applicability of web based learning systems in enhancing the efficiency of EDM techniques in real time environment is investigated. Web based learning systems often use a tool for organizing knowledge. This article explores the use of one such tool called concept map for this purpose. The pioneering works by various researchers who proposed web based learning systems in personalized and collaborative environment in this arena are next presented. A set of parameters are proposed based on which personalized and collaborative learning applications may be generalized and their performances compared. It is found that personalized learning environment uses EDM techniques more exhaustively compared to collaborative learning for concept map construction in web based environment. This article can be used as a starting point for freshers who would like to use EDM techniques for concept map construction for web based learning purposes.

Personal Learning Environments: A Solution for Self-Directed Learners

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Haworth, Ryan

2016-01-01

In this paper I discuss "personal learning environments" and their diverse benefits, uses, and implications for life-long learning. Personal Learning Environments (PLEs) are Web 2.0 and social media technologies that enable individual learners the ability to manage their own learning. Self-directed learning is explored as a foundation…

Measuring the clinical learning environment in anaesthesia.

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Smith, N A; Castanelli, D J

2015-03-01

The learning environment describes the way that trainees perceive the culture of their workplace. We audited the learning environment for trainees throughout Australia and New Zealand in the early stages of curriculum reform. A questionnaire was developed and sent electronically to a large random sample of Australian and New Zealand College of Anaesthetists trainees, with a 26% final response rate. This new instrument demonstrated good psychometric properties, with Cronbach's α ranging from 0.81 to 0.91 for each domain. The median score was equivalent to 78%, with the majority of trainees giving scores in the medium range. Introductory respondents scored their learning environment more highly than all other levels of respondents (P=0.001 for almost all comparisons). We present a simple questionnaire instrument that can be used to determine characteristics of the anaesthesia learning environment. The instrument can be used to help assess curricular change over time, alignment of the formal and informal curricula and strengths and weaknesses of individual departments.

Utilization of virtual learning environments in the allied health professions.

Science.gov (United States)

Butina, Michelle; Brooks, Donna; Dominguez, Paul J; Mahon, Gwendolyn M

2013-01-01

Multiple technology based tools have been used to enhance skill development in allied health education, which now includes virtual learning environments. The purpose of this study was to explore whether, and how, this latest instructional technology is being adapted in allied health education. An online survey was circulated to all Association of Schools of Allied Health Professions (ASAHP) member institutions and focused on three broad areas of virtual learning environments: the uses of, the perceived pros and cons of, and the outcomes of utilizing them. Results show 40% (17 of 42) of the respondent use some form of the technology. The use of virtual learning technology in other healthcare professions (e.g., medicine) demonstrates the potential benefits to allied health education.

Pupil Science Learning in Resource-Based e-Learning Environments

Science.gov (United States)

So, Wing-mui Winnie; Ching, Ngai-ying Fiona

2011-01-01

With the rapid expansion of broadband Internet connection and availability of high performance yet low priced computers, many countries around the world are advocating the adoption of e-learning, the use of computer technology to improve learning and teaching. The trend of e-learning has urged many teachers to incorporate online resources in their…

Smart learning services based on smart cloud computing.

Science.gov (United States)

Kim, Svetlana; Song, Su-Mi; Yoon, Yong-Ik

2011-01-01

Context-aware technologies can make e-learning services smarter and more efficient since context-aware services are based on the user's behavior. To add those technologies into existing e-learning services, a service architecture model is needed to transform the existing e-learning environment, which is situation-aware, into the environment that understands context as well. The context-awareness in e-learning may include the awareness of user profile and terminal context. In this paper, we propose a new notion of service that provides context-awareness to smart learning content in a cloud computing environment. We suggest the elastic four smarts (E4S)--smart pull, smart prospect, smart content, and smart push--concept to the cloud services so smart learning services are possible. The E4S focuses on meeting the users' needs by collecting and analyzing users' behavior, prospecting future services, building corresponding contents, and delivering the contents through cloud computing environment. Users' behavior can be collected through mobile devices such as smart phones that have built-in sensors. As results, the proposed smart e-learning model in cloud computing environment provides personalized and customized learning services to its users.

Smart Learning Services Based on Smart Cloud Computing

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Yong-Ik Yoon

2011-08-01

Full Text Available Context-aware technologies can make e-learning services smarter and more efficient since context-aware services are based on the user’s behavior. To add those technologies into existing e-learning services, a service architecture model is needed to transform the existing e-learning environment, which is situation-aware, into the environment that understands context as well. The context-awareness in e-learning may include the awareness of user profile and terminal context. In this paper, we propose a new notion of service that provides context-awareness to smart learning content in a cloud computing environment. We suggest the elastic four smarts (E4S—smart pull, smart prospect, smart content, and smart push—concept to the cloud services so smart learning services are possible. The E4S focuses on meeting the users’ needs by collecting and analyzing users’ behavior, prospecting future services, building corresponding contents, and delivering the contents through cloud computing environment. Users’ behavior can be collected through mobile devices such as smart phones that have built-in sensors. As results, the proposed smart e-learning model in cloud computing environment provides personalized and customized learning services to its users.

University Libraries and Digital Learning Environments

OpenAIRE

2011-01-01

University libraries around the world have embraced the possibilities of the digital learning environment, facilitating its use and proactively seeking to develop the provision of electronic resources and services. The digital environment offers opportunities and challenges for librarians in all aspects of their work – in information literacy, virtual reference, institutional repositories, e-learning, managing digital resources and social media. The authors in this timely book are leading exp...

Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education.

Science.gov (United States)

Makransky, Guido; Bonde, Mads T; Wulff, Julie S G; Wandall, Jakob; Hood, Michelle; Creed, Peter A; Bache, Iben; Silahtaroglu, Asli; Nørremølle, Anne

2016-03-25

Simulation based learning environments are designed to improve the quality of medical education by allowing students to interact with patients, diagnostic laboratory procedures, and patient data in a virtual environment. However, few studies have evaluated whether simulation based learning environments increase students' knowledge, intrinsic motivation, and self-efficacy, and help them generalize from laboratory analyses to clinical practice and health decision-making. An entire class of 300 University of Copenhagen first-year undergraduate students, most with a major in medicine, received a 2-h training session in a simulation based learning environment. The main outcomes were pre- to post- changes in knowledge, intrinsic motivation, and self-efficacy, together with post-intervention evaluation of the effect of the simulation on student understanding of everyday clinical practice were demonstrated. Knowledge (Cohen's d = 0.73), intrinsic motivation (d = 0.24), and self-efficacy (d = 0.46) significantly increased from the pre- to post-test. Low knowledge students showed the greatest increases in knowledge (d = 3.35) and self-efficacy (d = 0.61), but a non-significant increase in intrinsic motivation (d = 0.22). The medium and high knowledge students showed significant increases in knowledge (d = 1.45 and 0.36, respectively), motivation (d = 0.22 and 0.31), and self-efficacy (d = 0.36 and 0.52, respectively). Additionally, 90 % of students reported a greater understanding of medical genetics, 82 % thought that medical genetics was more interesting, 93 % indicated that they were more interested and motivated, and had gained confidence by having experienced working on a case story that resembled the real working situation of a doctor, and 78 % indicated that they would feel more confident counseling a patient after the simulation. The simulation based learning environment increased students' learning, intrinsic motivation, and

A Framework for Creating Semantically Adaptive Collaborative E-learning Environments

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Marija Cubric

2009-09-01

Full Text Available In this paper we present a framework that can be used to generate web-based, semantically adaptive, e-learning and computer-assisted assessment (CAA tools for any given knowledge domain, based upon dynamic ontological modeling. We accomplish this by generating “learning ontologies” for a given knowledge domain. The generated learning ontologies are built upon our previous work on a domain “Glossary” ontology and augmented with additional conceptual relations from the WordNet 3.0 lexical database, using Text2Onto, an open source ontology extraction tool. The main novelty of this work is in “on the fly” generation of computer assisted assessments based on the underlying ontology and pre-defined question templates that are founded on the Bloom’s taxonomy of educational objectives. The main deployment scenario for the framework is a web-service providing collaborative e- learning and knowledge management capabilities to various learning communities. The framework can be extended to provide collection and exploitation of the users’ learning behaviour metrics, in order to further adapt the generated e-learning environment to the learners’ needs.

Students' Groupwork Management in Online Collaborative Learning Environments

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Xu, Jianzhong; Du, Jianxia; Fan, Xitao

2015-01-01

The present study investigates empirical models of groupwork management in online collaborative learning environments, based on the data from 298 students (86 groups) in United States. Data revealed that, at the group level, groupwork management was positively associated with feedback and help seeking. Data further revealed that, at the individual…

Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

Science.gov (United States)

Gardner, Christina M.

learning environments through cross-case analyses of these cases. Finally, it offers suggestions about structuring activities, selecting materials and resources, and designing facilitation and software-realized scaffolding in the design of these types of learning environments. These design implications focus on affording participant engagement in science content and practices learning. Overall, the case studies, cross-case analyses, and empirically-based design implications begin to bridge the gap between theory and practice in the design and implementation of these learning environments. This is demonstrated by providing detailed and explanatory examples and factors that affect how participants take up the affordances of the learning opportunities designed into these learning environments.

Reading a Story: Different Degrees of Learning in Different Learning Environments

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Anna Maria Giannini

2017-10-01

Full Text Available The learning environment in which material is acquired may produce differences in delayed recall and in the elements that individuals focus on. These differences may appear even during development. In the present study, we compared three different learning environments in 450 normally developing 7-year-old children subdivided into three groups according to the type of learning environment. Specifically, children were asked to learn the same material shown in three different learning environments: reading illustrated books (TB; interacting with the same text displayed on a PC monitor and enriched with interactive activities (PC-IA; reading the same text on a PC monitor but not enriched with interactive narratives (PC-NoIA. Our results demonstrated that TB and PC-NoIA elicited better verbal memory recall. In contrast, PC-IA and PC-NoIA produced higher scores for visuo-spatial memory, enhancing memory for spatial relations, positions and colors with respect to TB. Interestingly, only TB seemed to produce a deeper comprehension of the story’s moral. Our results indicated that PC-IA offered a different type of learning that favored visual details. In this sense, interactive activities demonstrate certain limitations, probably due to information overabundance, emotional mobilization, emphasis on images and effort exerted in interactive activities. Thus, interactive activities, although entertaining, act as disruptive elements which interfere with verbal memory and deep moral comprehension.

Reading a Story: Different Degrees of Learning in Different Learning Environments.

Science.gov (United States)

Giannini, Anna Maria; Cordellieri, Pierluigi; Piccardi, Laura

2017-01-01

The learning environment in which material is acquired may produce differences in delayed recall and in the elements that individuals focus on. These differences may appear even during development. In the present study, we compared three different learning environments in 450 normally developing 7-year-old children subdivided into three groups according to the type of learning environment. Specifically, children were asked to learn the same material shown in three different learning environments: reading illustrated books (TB); interacting with the same text displayed on a PC monitor and enriched with interactive activities (PC-IA); reading the same text on a PC monitor but not enriched with interactive narratives (PC-NoIA). Our results demonstrated that TB and PC-NoIA elicited better verbal memory recall. In contrast, PC-IA and PC-NoIA produced higher scores for visuo-spatial memory, enhancing memory for spatial relations, positions and colors with respect to TB. Interestingly, only TB seemed to produce a deeper comprehension of the story's moral. Our results indicated that PC-IA offered a different type of learning that favored visual details. In this sense, interactive activities demonstrate certain limitations, probably due to information overabundance, emotional mobilization, emphasis on images and effort exerted in interactive activities. Thus, interactive activities, although entertaining, act as disruptive elements which interfere with verbal memory and deep moral comprehension.

Students’ Perceptions About Learning Environment of a Distance Course Based on Technology Acceptance Model: A Descriptive Study

Directory of Open Access Journals (Sweden)

Erman UZUN

2013-03-01

Full Text Available Technology Acceptance Model (TAM is a measure to assess the underlying reasons about the use of a technology. In this study an extended version of TAM were used. This extended version composed of three factors. These are “perceived motivation towards learning environment”, “perceived usefulness” and “perceived ease of use”. In this study, the learning environment of a distance course was investigated to see students’ perceptions. This distance course was delivered from one university to the other university via video-conferencing with ITL Learning Gateway content management system during the whole semester. The participants were the 32 first year vocational higher education institution students. The descriptive findings revealed that each factor of TAM perceived by students as having moderate advantages. It is believed that the underlying reason of this situation was based on the students’ low computer competency and e-learning experiences.

The fluidities of digital learning environments and resources

DEFF Research Database (Denmark)

Hansbøl, Mikala

2012-01-01

The research project “Educational cultures and serious games on a global market place” (2009-2011) dealt with the challenge of the digital learning environment and hence it’s educational development space always existing outside the present space and hence scope of activities. With a reference...... and establishments of the virtual universe called Mingoville.com, the research shows a need to include in researchers’ conceptualizations of digital learning environments and resources, their shifting materialities and platformations and hence emerging (often unpredictable) agencies and educational development...... spaces. Keywords: Fluidity, digital learning environment, digital learning resource, educational development space...

Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach

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Laakkonen, Ilona

2011-01-01

The chapter discusses the potential of personal learning environments (PLE) based on Web 2.0 applications for language courses in higher education (HE). This novel approach to the use of information and communication technologies (ICT) in education involves learners in the design of learning environments, tools and processes. The chapter begins…

A full XML-based approach to creating hypermedia learning modules in web-based environments: application to a pathology course.

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Staccini, Pascal; Dufour, Jean -Charles; Joubert, Michel; Michiels, Jean -François; Fieschi, Marius

2003-01-01

Nowadays, web-based learning services are a key topic in the pedagogical and learning strategies of universities. While organisational and teaching requirements of the learning environment are being evaluated, technical specifications are emerging, enabling educators to build advanced "units of learning". Changes, however, take a long time and cost-effective solutions have to be found to involve our institutions in such actions. In this paper, we present a model of the components of a course. We detail the method followed to implement this model in hypermedia modules with a viewer that can be played on line or from a CD-ROM. The XML technology has been used to implement all the data structures and a client-side architecture has been designed to build a course viewer. Standards of description of content (such as Dublin Core and DocBook) have been integrated into the data structures. This tool has been populated with data from a pathology course and supports other medical contents. The choice of the architecture and the usefulness of the programming tools are discussed. The means of migrating towards a server-side application are presented.

Optimal critic learning for robot control in time-varying environments.

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Wang, Chen; Li, Yanan; Ge, Shuzhi Sam; Lee, Tong Heng

2015-10-01

In this paper, optimal critic learning is developed for robot control in a time-varying environment. The unknown environment is described as a linear system with time-varying parameters, and impedance control is employed for the interaction control. Desired impedance parameters are obtained in the sense of an optimal realization of the composite of trajectory tracking and force regulation. Q -function-based critic learning is developed to determine the optimal impedance parameters without the knowledge of the system dynamics. The simulation results are presented and compared with existing methods, and the efficacy of the proposed method is verified.

Nursing students' perceptions of factors influencing their learning environment in a clinical skills laboratory: A qualitative study.

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Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

2015-09-01

The mastery of clinical skills learning is required to become a trained nurse. Due to limited opportunities for clinical skills training in clinical practice, undergraduate training at clinical skills laboratories (CSLs) is an essential part of nursing education. In a sociocultural learning perspective learning is situated in an environment. Growing student cohorts, rapid introduction of technology-based teaching methods and a shift from a teaching- to a learning-centered education all influence the environment of the students. These changes also affect CSLs and therefore compel nursing faculties to adapt to the changing learning environment. This study aimed to explore students' perceptions of their learning environment in a clinical skills laboratory, and to increase the knowledge base for improving CSL learning conditions identifying the most important environmental factors according to the students. An exploratory qualitative methodology was used. Nineteen second-year students enrolled in an undergraduate nursing program in Norway participated in the study. They took the same clinical skills course. Eight were part-time students (group A) and 11 were full-time students (group B). Focus group interviews and content analysis were conducted to capture the students' perception of the CSL learning environment. The study documents students' experience of the physical (facilities, material equipment, learning tools, standard procedures), psychosocial (expectations, feedback, relations) and organizational (faculty resources, course structure) factors that affect the CSL learning environment. Creating an authentic environment, facilitating motivation, and providing resources for multiple methods and repetitions within clinical skills training are all important for improving CSL learning environments from the student perspective. Copyright © 2015 Elsevier Ltd. All rights reserved.

Cognitive components underpinning the development of model-based learning.

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Potter, Tracey C S; Bryce, Nessa V; Hartley, Catherine A

2017-06-01

Reinforcement learning theory distinguishes "model-free" learning, which fosters reflexive repetition of previously rewarded actions, from "model-based" learning, which recruits a mental model of the environment to flexibly select goal-directed actions. Whereas model-free learning is evident across development, recruitment of model-based learning appears to increase with age. However, the cognitive processes underlying the development of model-based learning remain poorly characterized. Here, we examined whether age-related differences in cognitive processes underlying the construction and flexible recruitment of mental models predict developmental increases in model-based choice. In a cohort of participants aged 9-25, we examined whether the abilities to infer sequential regularities in the environment ("statistical learning"), maintain information in an active state ("working memory") and integrate distant concepts to solve problems ("fluid reasoning") predicted age-related improvements in model-based choice. We found that age-related improvements in statistical learning performance did not mediate the relationship between age and model-based choice. Ceiling performance on our working memory assay prevented examination of its contribution to model-based learning. However, age-related improvements in fluid reasoning statistically mediated the developmental increase in the recruitment of a model-based strategy. These findings suggest that gradual development of fluid reasoning may be a critical component process underlying the emergence of model-based learning. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Fostering Creativity through Inquiry and Adventure in Informal Learning Environment Design

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Doering, Aaron; Henrickson, Jeni

2015-01-01

Self-directed, inquiry-based learning opportunities focused on transdisciplinary real-world problem solving have been shown to foster creativity in learners. What tools might we provide classroom teachers to scaffold them and their students through this creative process? This study examines an online informal learning environment and the role the…

E-Learning Systems, Environments and Approaches

OpenAIRE

Isaias, P.; Spector, J.M.; Ifenthaler, D.; Sampson, D.G.

2015-01-01

The volume consists of twenty-five chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2013 Conference held in Fort Worth, Texas, USA, in October 2013 and also from world class scholars in e-learning systems, environments and approaches. The following sub-topics are included: Exploratory Learning Technologies (Part I), e-Learning social web design (Part II), Learner communities through e-Learning implementations (Par...

Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education

OpenAIRE

Ingeborg Placklé; Karen D. Könings; Wolfgang Jacquet; Katrien Struyven; Arno Libotton; Jeroen J. G. van Merriënboer; Nadine Engels

2014-01-01

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument – the Inventory Powerful Learning Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. W...

Students Preferred Characteristics of Learning Environments in Vocational Secondary Education

OpenAIRE

Placklé, Ingeborg

2014-01-01

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure studentsâ preferences on characteristics of powerful learning environments in voca-tional education. ...

The clinical learning environment in nursing education: a concept analysis.

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Flott, Elizabeth A; Linden, Lois

2016-03-01

The aim of this study was to report an analysis of the clinical learning environment concept. Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. The clinical learning environment was investigated using Walker and Avant's concept analysis method. A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer-reviewed journals between 1995-2014. All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self-confidence. With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role. © 2015 John Wiley & Sons Ltd.

Advanced Training Technologies and Learning Environments

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Noor, Ahmed K. (Compiler); Malone, John B. (Compiler)

1999-01-01

This document contains the proceedings of the Workshop on Advanced Training Technologies and Learning Environments held at NASA Langley Research Center, Hampton, Virginia, March 9-10, 1999. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees were from NASA, other government agencies, industry, and universities. The objective of the workshop was to assess the status and effectiveness of different advanced training technologies and learning environments.

Effect of worksheet scaffolds on student learning in problem-based learning

NARCIS (Netherlands)

S.S.Y. Choo (Serene); J.I. Rotgans (Jerome); E.H.J. Yew (Elaine); H.G. Schmidt (Henk)

2011-01-01

textabstractThe purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students' learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups-one with a worksheet provided and

Perceived Satisfaction, Perceived Usefulness and Interactive Learning Environments as Predictors to Self-Regulation in e-Learning Environments

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Liaw, Shu-Sheng; Huang, Hsiu-Mei

2013-01-01

The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and…

Creating an effective learning environment through an E-Learning Instructional Programme (ELIP

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Maria Jakovljevic

2009-12-01

Full Text Available Though numerous research reports have provided a body of information about benefits of e-learning there are barriers such as, asynchronous communication channels, lack of personalisation, which decrease the level of interaction between the learner and instructor [13].The aim of this paper is to discuss and outline a framework on e-learning pedagogical and technology issues which provide a basis for the creation of an e-learning instructional programme (ELIP. The Phase I of this research start with the creation of a framework for an e-learning environment and derivation of the e-learning instructional programme (ELIP; Phase II is aimed to implement a popular audio playback device (iPod and VoIP. In this phase 40 learners, one instructor and three tutors will be observed and their experiences will be evaluated through focus group interviews and documents analysis. This research was based on a qualitative research approach [78],[44].

RSMDP-based Robust Q-learning for Optimal Path Planning in a Dynamic Environment

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Yunfei Zhang

2014-07-01

Full Text Available This paper presents arobust Q-learning method for path planningin a dynamic environment. The method consists of three steps: first, a regime-switching Markov decision process (RSMDP is formed to present the dynamic environment; second a probabilistic roadmap (PRM is constructed, integrated with the RSMDP and stored as a graph whose nodes correspond to a collision-free world state for the robot; and third, an onlineQ-learning method with dynamic stepsize, which facilitates robust convergence of the Q-value iteration, is integrated with the PRM to determine an optimal path for reaching the goal. In this manner, the robot is able to use past experience for improving its performance in avoiding not only static obstacles but also moving obstacles, without knowing the nature of the obstacle motion. The use ofregime switching in the avoidance of obstacles with unknown motion is particularly innovative.  The developed approach is applied to a homecare robot in computer simulation. The results show that the online path planner with Q-learning is able torapidly and successfully converge to the correct path.

Heutagogy: An alternative practice based learning approach.

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Bhoyrub, John; Hurley, John; Neilson, Gavin R; Ramsay, Mike; Smith, Margaret

2010-11-01

Education has explored and utilised multiple approaches in attempts to enhance the learning and teaching opportunities available to adult learners. Traditional pedagogy has been both directly and indirectly affected by andragogy and transformational learning, consequently widening our understandings and approaches toward view teaching and learning. Within the context of nurse education, a major challenge has been to effectively apply these educational approaches to the complex, unpredictable and challenging environment of practice based learning. While not offered as a panacea to such challenges, heutagogy is offered in this discussion paper as an emerging and potentially highly congruent educational framework to place around practice based learning. Being an emergent theory its known conceptual underpinnings and possible applications to nurse education need to be explored and theoretically applied. Through placing the adult learner at the foreground of grasping learning opportunities as they unpredictability emerge from a sometimes chaotic environment, heutagogy can be argued as offering the potential to minimise many of the well published difficulties of coordinating practice with faculty teaching and learning. Copyright © 2010 Elsevier Ltd. All rights reserved.

Sociocultural Perspective of Science in Online Learning Environments. Communities of Practice in Online Learning Environments

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Erdogan, Niyazi

2016-01-01

Present study reviews empirical research studies related to learning science in online learning environments as a community. Studies published between 1995 and 2015 were searched by using ERIC and EBSCOhost databases. As a result, fifteen studies were selected for review. Identified studies were analyzed with a qualitative content analysis method…

Investigation of the Relationship between Learning Process and Learning Outcomes in E-Learning Environments

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Yurdugül, Halil; Menzi Çetin, Nihal

2015-01-01

Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella…

Immersive Virtual Reality in a University Setting: Creating an Authentic Learning Environment Through the Virtual Golden Foods Corporation

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Ros A. Yahaya

2009-12-01

Full Text Available An authentic learning environment is learning that involves real world problems that are relevant to the learners and relate to their real life experience. Research indicates that Information and Communication Technology (ICT tools can facilitate in creating authentic learning environment, thus improving student learning, interaction and satisfaction. Previous research has focused on using various forms of ICT such as online learning and web-based learning into the classroom. However, little attempt has been made to investigate the effectiveness of incorporating immersive Virtual Reality (VR technology into the university classroom. Virtual Golden Foods Corporation (VGFC is a simulated Virtual Reality (VR organization being developed for use in teaching and learning at a large technology based university in Australia. This study focuses on authentic learning environment where students learn about decision making in complex business contexts throughout the semester which culminates in immersive VR exposure. The findings report that immersive VR environment helps to increase students’ understanding of decision making concepts.

Perceptions of Pre-Service Teachers on the Design of a Learning Environment Based on the Seven Principles of Good Practice

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Al-Furaih, Suad Abdul Aziz

2017-01-01

This study explored the perceptions of 88 pre-service teachers on the design of a learning environment using the Seven Principles of Good Practice and its effect on participants' abilities to create their Cloud Learning Environment (CLE). In designing the learning environment, a conceptual model under the name 7 Principles and Integrated Learning…

Semantic modeling of portfolio assessment in e-learning environment

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Lucila Romero

2017-01-01

Full Text Available In learning environment, portfolio is used as a tool to keep track of learner’s progress. Particularly, when it comes to e-learning, continuous assessment allows greater customization and efficiency in learning process and prevents students lost interest in their study. Also, each student has his own characteristics and learning skills that must be taken into account in order to keep learner`s interest. So, personalized monitoring is the key to guarantee the success of technology-based education. In this context, portfolio assessment emerge as the solution because is an easy way to allow teacher organize and personalize assessment according to students characteristic and need. A portfolio assessment can contain various types of assessment like formative assessment, summative assessment, hetero or self-assessment and use different instruments like multiple choice questions, conceptual maps, and essay among others. So, a portfolio assessment represents a compilation of all assessments must be solved by a student in a course, it documents progress and set targets. In previous work, it has been proposed a conceptual framework that consist of an ontology network named AOnet which is a semantic tool conceptualizing different types of assessments. Continuing that work, this paper presents a proposal to implement portfolios assessment in e-learning environments. The proposal consists of a semantic model that describes key components and relations of this domain to set the bases to develop a tool to generate, manage and perform portfolios assessment.

GAME ON! An Interpretative Phenomenological Analysis of Games-Based Learning in an Undergraduate Liberal Arts Environment

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Eng, David Anthony, Jr.

2017-01-01

Current higher education focuses on a teacher centered pedagogy where students benefit but are not the primary consideration for learning. Conversely, experiential learning focuses on students in the learning process. This is done through a socialized and personalized environment that can be implemented through the application of games-based…

Pre-Service Teachers Designing Virtual World Learning Environments

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Jacka, Lisa; Booth, Kate

2012-01-01

Integrating Information Technology Communications in the classroom has been an important part of pre-service teacher education for over a decade. The advent of virtual worlds provides the pre-service teacher with an opportunity to study teaching and learning in a highly immersive 3D computer-based environment. Virtual worlds also provide a place…

A DBR Framework for Designing Mobile Virtual Reality Learning Environments

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Cochrane, Thomas Donald; Cook, Stuart; Aiello, Stephen; Christie, Duncan; Sinfield, David; Steagall, Marcus; Aguayo, Claudio

2017-01-01

This paper proposes a design based research (DBR) framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first…

Computer-based Role Playing Game Environment for Analogue Electronics

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Lachlan M MacKinnon

2009-02-01

Full Text Available An implementation of a design for a game based virtual learning environment is described. The game is developed for a course in analogue electronics, and the topic is the design of a power supply. This task can be solved in a number of different ways, with certain constraints, giving the students a certain amount of freedom, although the game is designed not to facilitate trial-and-error approach. The use of storytelling and a virtual gaming environment provides the student with the learning material in a MMORPG environment.

Case-based learning in an electronic learning environment

OpenAIRE

John Graham

2014-01-01

The benefits of e-learning have been widely established. These benefits include reduced costs, time savings, flexibility, accessible learning, and convenience. Due to such benefits, it has attracted business, industry, the professions, and of course educational institutes to begin using this platform either to supplement traditional teaching strategies or offer it as a complete substitute for them. The benefits of teaching with case studies are also well-recognized. Working with real world si...

Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs).

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von der Emde, Silke; Schneider, Jeffrey; Kotter, Markus

2001-01-01

Draws on experiences from a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Maps out the benefits to using a MOO (multiple user domains object-oriented) for language learning: a student-centered learning environment structured by such objectives as peer teaching,…

Creating Dynamic Learning Environment to Enhance Students’ Engagement in Learning Geometry

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Sariyasa

2017-04-01

Learning geometry gives many benefits to students. It strengthens the development of deductive thinking and reasoning; it also provides an opportunity to improve visualisation and spatial ability. Some studies, however, have pointed out the difficulties that students encountered when learning geometry. A preliminary study by the author in Bali revealed that one of the main problems was teachers’ difficulties in delivering geometry instruction. It was partly due to the lack of appropriate instructional media. Coupling with dynamic geometry software, dynamic learning environments is a promising solution to this problem. Employing GeoGebra software supported by the well-designed instructional process may result in more meaningful learning, and consequently, students are motivated to engage in the learning process more deeply and actively. In this paper, we provide some examples of GeoGebra-aided learning activities that allow students to interactively explore and investigate geometry concepts and the properties of geometry objects. Thus, it is expected that such learning environment will enhance students’ internalisation process of geometry concepts.

ENVIRONMENTAL LEARNING APPROACHES IN IMPROVING LEARNING OUTCOMES IN ACID-BASE SUBJECT

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Rachmat Sahputra

2016-03-01

Full Text Available Learning in the understanding of acid-base chemistry in schools needs to be improved so research to determine differences in learning outcomes between students taught using environmental approaches and methods lectures in class XI SMA on acid-base subject needs to be done. In this study, using a quasi-experimental method using a data collection tool achievement test essay form. The test statistic results of the post-test learning has been obtained Asymp value. Sig (2-tailed 0,026 that showed the differences between students' learning outcomes with a control experimental class with effect size of 0.63 or much influence difference with the percentage 23.57% which indicated that the learning environment approach can improve learning outcomes of high school students.

Ubiquitous and Ambient Intelligence Assisted Learning Environment Infrastructures Development--A Review

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Kanagarajan, Sujith; Ramakrishnan, Sivakumar

2018-01-01

Ubiquitous Learning Environment (ULE) has been becoming a mobile and sensor based technology equipped environment that suits the modern world education discipline requirements for the past few years. Ambient Intelligence (AmI) makes much smarter the ULE by the support of optimization and intelligent techniques. Various efforts have been so far…

Soft Systems Methodology for Personalized Learning Environment

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Nair, Uday

2015-01-01

There are two sides to a coin when it comes to implementing technology at universities; on one side, there is the university using technologies via the virtual learning environment that seems to be outdated with the digital needs of the students, and on the other side, while implementing technology at the university learning environment the focus…

Educational environment and approaches to learning of undergraduate nursing students in an Indonesian school of nursing.

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Rochmawati, Erna; Rahayu, Gandes Retno; Kumara, Amitya

2014-11-01

The aims of this study were to assess students' perceptions of their educational environment and approaches to learning, and determine if perceptions of learning environment associates with approaches to learning. A survey was conducted to collect data from a regional private university in Indonesia. A total of 232 nursing students completed two questionnaires that measured their perceptions of educational environment and approaches to learning. The measurement was based on Dundee Ready Education Environment Measurement (DREEM) and Approaches and Study Skills Inventory for Students (ASSIST). Five learning environments dimensions and three learning approaches dimensions from two measures were measured. The overall score of DREEM was 131.03/200 (SD 17.04), it was in the range considered to be favourable. The overall score is different significantly between years of study (p value = 0.01). This study indicated that the majority of undergraduate nursing students' adopt strategic approach (n = 139. 59.9%). The finding showed that perceived educational environment significantly associated with approaches to learning. This study implicated the need to maintain conducive learning environment. There is also a need to improve the management of learning activities that reflect the use of student-centered learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

"Celebration of the Neurons": The Application of Brain Based Learning in Classroom Environment

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Duman, Bilal

2007-01-01

The purpose of this study is to investigate approaches and techniques related to how brain based learning used in classroom atmosphere. This general purpose were answered following the questions: (1) What is the aim of brain based learning? (2) What are general approaches and techniques that brain based learning used? and (3) How should be used…

Facilitating 3D Virtual World Learning Environments Creation by Non-Technical End Users through Template-Based Virtual World Instantiation

Science.gov (United States)

Liu, Chang; Zhong, Ying; Ozercan, Sertac; Zhu, Qing

2013-01-01

This paper presents a template-based solution to overcome technical barriers non-technical computer end users face when developing functional learning environments in three-dimensional virtual worlds (3DVW). "iVirtualWorld," a prototype of a platform-independent 3DVW creation tool that implements the proposed solution, facilitates 3DVW…

Influences of Learning Environment Characteristics on Student Learning During Authentic Science Inquiry in an Introductory Physical Geology Course

Science.gov (United States)

Miller, H. R.; Sell, K. S.; Herbert, B. E.

2004-12-01

Shifts in learning goals in introductory earth science courses to greater emphasis on critical thinking and the nature of science has led to the adoption of new pedagogical techniques, including inquiry-based learning (IBL). IBL is thought to support understanding of the nature of science and foster development of scientific reasoning and critical thinking skills by modeling authentic science inquiry. Implementation of new pedagogical techniques do not occur without influence, instruction and learning occurs in a complex learning environment, referring to the social, physical, mental, and pedagogical contexts. This study characterized the impact of an IBL module verses a traditionally structured laboratory exercise in an introductory physical geology class at Texas A&M University. Student activities in this study included manipulation of large-scale data sets, use of multiple representations, and exposure to ill-constrained problems common to the Texas Gulf Coast system. Formative assessment data collected included an initial survey of self efficacy, student demographics, content knowledge and a pre-mental model expression. Summative data collected included a post-test, post-mental model expression, final laboratory report, and a post-survey on student attitudes toward the module. Mental model expressions and final reports were scored according to a validated rubric instrument (Cronbrach alpha: 0.84-0.98). Nine lab sections were randomized into experimental and control groups. Experimental groups were taught using IBL pedagogical techniques, while the control groups were taught using traditional laboratory "workbook" techniques. Preliminary assessment based on rubric scores for pre-tests using Student's t-test (N ˜ 140) indicated that the experimental and control groups were not significantly different (ρ > 0.05), therefore, the learning environment likely impacted student's ability to succeed. A non-supportive learning environment, including student attitudes

Using narrative-based design scaffolds within a mobile learning environment to support learning outdoors with young children

Science.gov (United States)

Seely, Brian J.

This study aims to advance learning outdoors with mobile devices. As part of the ongoing Tree Investigators design-based research study, this research investigated a mobile application to support observation, identification, and explanation of the tree life cycle within an authentic, outdoor setting. Recognizing the scientific and conceptual complexity of this topic for young children, the design incorporated technological and design scaffolds within a narrative-based learning environment. In an effort to support learning, 14 participants (aged 5-9) were guided through the mobile app on tree life cycles by a comic-strip pedagogical agent, "Nutty the Squirrel", as they looked to explore and understand through guided observational practices and artifact creation tasks. In comparison to previous iterations of this DBR study, the overall patterns of talk found in this study were similar, with perceptual and conceptual talk being the first and second most frequently coded categories, respectively. However, this study coded considerably more instances of affective talk. This finding of the higher frequency of affective talk could possibly be explained by the relatively younger age of this iteration's participants, in conjunction with the introduced pedagogical agent, who elicited playfulness and delight from the children. The results also indicated a significant improvement when comparing the pretest results (mean score of .86) with the posttest results (mean score of 4.07, out of 5). Learners were not only able to recall the phases of a tree life cycle, but list them in the correct order. The comparison reports a significant increase, showing evidence of increased knowledge and appropriation of scientific vocabulary. The finding suggests the narrative was effective in structuring the complex material into a story for sense making. Future research with narratives should consider a design to promote learner agency through more interactions with the pedagogical agent and a

Virtual Learning Environments: A View from the Theory of Conceptual Fields

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Iralí Araque

2018-01-01

Full Text Available The inclusion of communication and information technologies for formative purposes has given way to virtual learning environments, which, backed by constructivist theories, provide a theoretical and methodological framework, thus contributing to the cognitive development of students at university level, evidenced in the development of their learning schemes. The theory of conceptual fields offers an analysis of the elements of schemas and the process of knowledge construction. In this sense, the present work had as objective to raise some elements, such as teaching methodology, didactic strategies, materials and resources for learning, teacher and student roles, which should be considered in the design of virtual learning environments, in the light of the theory of conceptual fields, so as to enhance the construction of knowledge and where the emphasis of the educational process lies on learning rather than teaching. The methodology used is a documentary study, type descriptive, based on the review and bibliographical analysis of constructivist theories, as well as researchers related to the design and construction of virtual learning environments. The results show that conceptual fields theory is an excellent option to consider, as a constructivist theory, in order to consolidate the process of knowledge construction, from the individual to the collective.

A pedagogical model for simulation-based learning in healthcare

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Tuulikki Keskitalo

2015-11-01

Full Text Available The aim of this study was to design a pedagogical model for a simulation-based learning environment (SBLE in healthcare. Currently, simulation and virtual reality are a major focus in healthcare education. However, when and how these learning environments should be applied is not well-known. The present study tries to fill that gap. We pose the following research question: What kind of pedagogical model supports and facilitates students’ meaningful learning in SBLEs? The study used design-based research (DBR and case study approaches. We report the results from our second case study and how the pedagogical model was developed based on the lessons learned. The study involved nine facilitators and 25 students. Data were collected and analysed using mixed methods. The main result of this study is the refined pedagogical model. The model is based on the socio-cultural theory of learning and characteristics of meaningful learning as well as previous pedagogical models. The model will provide a more holistic and meaningful approach to teaching and learning in SBLEs. However, the model requires evidence and further development.

Designing Science Learning with Game-Based Approaches

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Liu, Min; Rosenblum, Jason A.; Horton, Lucas; Kang, Jina

2014-01-01

Given the growing popularity of digital games as a form of entertainment, educators are interested in exploring using digital games as a tool to facilitate learning. In this study, we examine game-based learning by describing a learning environment that combines game elements, play, and authenticity in the real world for the purpose of engaging…

A mixed-methods exploration of an environment for learning computer programming

Directory of Open Access Journals (Sweden)

Richard Mather

2015-08-01

Full Text Available A mixed-methods approach is evaluated for exploring collaborative behaviour, acceptance and progress surrounding an interactive technology for learning computer programming. A review of literature reveals a compelling case for using mixed-methods approaches when evaluating technology-enhanced-learning environments. Here, ethnographic approaches used for the requirements engineering of computing systems are combined with questionnaire-based feedback and skill tests. These are applied to the ‘Ceebot’ animated 3D learning environment. Video analysis with workplace observation allowed detailed inspection of problem solving and tacit behaviours. Questionnaires and knowledge tests provided broad sample coverage with insights into subject understanding and overall response to the learning environment. Although relatively low scores in programming tests seemingly contradicted the perception that Ceebot had enhanced understanding of programming, this perception was nevertheless found to be correlated with greater test performance. Video analysis corroborated findings that the learning environment and Ceebot animations were engaging and encouraged constructive collaborative behaviours. Ethnographic observations clearly captured Ceebot's value in providing visual cues for problem-solving discussions and for progress through sharing discoveries. Notably, performance in tests was most highly correlated with greater programming practice (p≤0.01. It was apparent that although students had appropriated technology for collaborative working and benefitted from visual and tacit cues provided by Ceebot, they had not necessarily deeply learned the lessons intended. The key value of the ‘mixed-methods’ approach was that ethnographic observations captured the authenticity of learning behaviours, and thereby strengthened confidence in the interpretation of questionnaire and test findings.

Clinical learning environments: place, artefacts and rhythm.

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Sheehan, Dale; Jowsey, Tanisha; Parwaiz, Mariam; Birch, Mark; Seaton, Philippa; Shaw, Susan; Duggan, Alison; Wilkinson, Tim

2017-10-01

Health care practitioners learn through experience in clinical environments in which supervision is a key component, but how that learning occurs outside the supervision relationship remains largely unknown. This study explores the environmental factors that inform and support workplace learning within a clinical environment. An observational study drawing on ethnographic methods was undertaken in a general medicine ward. Observers paid attention to interactions among staff members that involved potential teaching and learning moments that occurred and were visible in the course of routine work. General purpose thematic analysis of field notes was undertaken. A total of 376 observations were undertaken and documented. The findings suggest that place (location of interaction), rhythm (regularity of activities occurring in the ward) and artefacts (objects and equipment) were strong influences on the interactions and exchanges that occurred. Each of these themes had inherent tensions that could promote or inhibit engagement and therefore learning opportunities. Although many learning opportunities were available, not all were taken up or recognised by the participants. We describe and make explicit how the natural environment of a medical ward and flow of work through patient care contribute to the learning architecture, and how this creates or inhibits opportunities for learning. Awareness of learning opportunities was often tacit and not explicit for either supervisor or learner. We identify strategies through which tensions inherent within space, artefacts and the rhythms of work can be resolved and learning opportunities maximised. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

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Alseddiqi, M.; Mishra, R.; Pislaru, C.

2012-05-01

This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

Learning Design Patterns for Hybrid Synchronous Video-Mediated Learning Environments

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2016-01-01

This article describes an innovative learning environment where remote and face-to-face full-time general upper secondary adult students jointly participate in the same live classes at VUC Storstrøm, an adult learning centre in Denmark. The teachers developed new learning designs as a part of the...... activating and equal learning designs for the students. This article is written on the basis of a chapter in the PhD–thesis by the author....

Adult Learners' Learning Environment Perceptions and Satisfaction in Formal Education--Case Study of Four East-European Countries

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Radovan, Marko; Makovec, Danijela

2015-01-01

The purpose of this paper is to explore attitudes towards learning and perceptions of the learning environment. Our theoretical examination is based on the social-cognitive theory of motivation and research that emphasizes the connections between an individual's perceptions of the learning environment and his/her motivation, interest, attitudes…

Evolution of learning strategies in temporally and spatially variable environments: a review of theory.

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Aoki, Kenichi; Feldman, Marcus W

2014-02-01

The theoretical literature from 1985 to the present on the evolution of learning strategies in variable environments is reviewed, with the focus on deterministic dynamical models that are amenable to local stability analysis, and on deterministic models yielding evolutionarily stable strategies. Individual learning, unbiased and biased social learning, mixed learning, and learning schedules are considered. A rapidly changing environment or frequent migration in a spatially heterogeneous environment favors individual learning over unbiased social learning. However, results are not so straightforward in the context of learning schedules or when biases in social learning are introduced. The three major methods of modeling temporal environmental change--coevolutionary, two-timescale, and information decay--are compared and shown to sometimes yield contradictory results. The so-called Rogers' paradox is inherent in the two-timescale method as originally applied to the evolution of pure strategies, but is often eliminated when the other methods are used. Moreover, Rogers' paradox is not observed for the mixed learning strategies and learning schedules that we review. We believe that further theoretical work is necessary on learning schedules and biased social learning, based on models that are logically consistent and empirically pertinent. Copyright © 2013 Elsevier Inc. All rights reserved.

Evolution of learning strategies in temporally and spatially variable environments: A review of theory

Science.gov (United States)

Aoki, Kenichi; Feldman, Marcus W.

2013-01-01

The theoretical literature from 1985 to the present on the evolution of learning strategies in variable environments is reviewed, with the focus on deterministic dynamical models that are amenable to local stability analysis, and on deterministic models yielding evolutionarily stable strategies. Individual learning, unbiased and biased social learning, mixed learning, and learning schedules are considered. A rapidly changing environment or frequent migration in a spatially heterogeneous environment favors individual learning over unbiased social learning. However, results are not so straightforward in the context of learning schedules or when biases in social learning are introduced. The three major methods of modeling temporal environmental change – coevolutionary, two-timescale, and information decay – are compared and shown to sometimes yield contradictory results. The so-called Rogers’ paradox is inherent in the two-timescale method as originally applied to the evolution of pure strategies, but is often eliminated when the other methods are used. Moreover, Rogers’ paradox is not observed for the mixed learning strategies and learning schedules that we review. We believe that further theoretical work is necessary on learning schedules and biased social learning, based on models that are logically consistent and empirically pertinent. PMID:24211681

The Establishment of an e-Learning System Based on SDT

Directory of Open Access Journals (Sweden)

Mihyang Bang

2014-06-01

Full Text Available This study established an elementary-school English e-learning system on the basis of theory-based motivation strategies, and verified the effectiveness of the motivation strategies through educational practice and the applicability of traditional motivation theories in e-learning environments. Six motivation strategies were deducted, two from each of the three psychological needs (Autonomy, Competence, Relatedness presupposed as preconditions that increase human motivation based on the Self-Determination Theory. Next, the e-learning system intended to increase intrinsic motivation for English learning was established based on the motivation strategies. Then, this system was used for year-long educational practice in 115 private educational institutes nationwide. Finally, a survey was conducted with 2,300 students to determine whether the e-learning system applying the motivation strategies satisfied the three psychological needs of elementary-school English learners, and whether it improved intrinsic motivation for English studies. Moreover, this study analysed the correlation among motivation strategies, three psychological needs, and five motivation groups. The results revealed that the motivation strategies applied to the e-learning system had a significant influence on the three psychological needs, and those needs had a significant influence on the five motivation groups. This proved the effectiveness of motivation strategies applied to the e-learning system. It was found that SDT, the traditional motivation theory that has been applied to face-to-face classes, is also effective in the e-learning environment. Finally, even in the e-learning environment focusing on individual learning, learners were found to value relationships with others, in addition to competence, which has been studied relatively often in the past. The significance of this study is that it established a theory-based e-learning system and that it is an empirical study

ANALYSIS OF VIRTUAL ENVIRONMENT BENEFIT IN E-LEARNING

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NOVÁK, Martin

2013-06-01

Full Text Available The analysis of the virtual environment assets towards the e-learning process improvements is mentioned in this article. The virtual environment was created within the solution of the project ‘Virtualization’ at the Faculty of Economics and Administration, University of Pardubice. The aim of this project was to eliminate the disproportion of free access to licensed software between groups of part-time and full-time students. The research was realized within selected subjects of the study program System Engineering and Informatics. The subjects were connected to the informatics, applied informatics, control and decision making. Student subject results, student feedback based on electronic questionnaire and data from log file of virtual server usage were compared and analysed. Based on analysis of virtualization possibilities the solution of virtual environment was implemented through Microsoft Terminal Server.

Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review

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Virtanen, Mari Aulikki; Haavisto, Elina; Liikanen, Eeva; Kääriäinen, Maria

2018-01-01

Ubiquitous learning and the use of ubiquitous learning environments heralds a new era in higher education. Ubiquitous learning environments enhance context-aware and seamless learning experiences available from any location at any time. They support smooth interaction between authentic and digital learning resources and provide personalized…

A Practical Guide, with Theoretical Underpinnings, for Creating Effective Virtual Reality Learning Environments

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O'Connor, Eileen A.; Domingo, Jelia

2017-01-01

With the advent of open source virtual environments, the associated cost reductions, and the more flexible options, avatar-based virtual reality environments are within reach of educators. By using and repurposing readily available virtual environments, instructors can bring engaging, community-building, and immersive learning opportunities to…

Theories and models about learning in connected and ubiquitous environments. Bases for a new theoretical model from a critical vision of “connectivism”