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Sample records for learning environment interact

  1. Student-Teacher Interaction in Online Learning Environments

    Science.gov (United States)

    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…

  2. 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.

  3. Non-formal Learning through Ludic Engagement within Interactive Environments

    DEFF Research Database (Denmark)

    Petersson, Eva

    Adaptive responsive environments that encourage interaction for children with severe disabilities offer a distinct potential for play and learning in rehabilitation. Physical training and therapy for these children is often enduring, tedious, and boring through repetition – and this is often...... the case for both the child and the facilitator/therapist. Despite this, little is yet known about how the utilization of empowering technology influences the users’ communication and learning. The aim of this thesis is twofold: to contribute to the understanding of the role of action and interaction...... in the learning involved when people with different abilities are using interactive environments, and to make a contribution to the research field by concluding at tentative generalizations on design for non-formal learning in interactive environments.      The thesis consists of seven studies which analyze...

  4. Design of Feedback in Interactive Multimedia Language Learning Environments

    Directory of Open Access Journals (Sweden)

    Vehbi Türel

    2012-01-01

    Full Text Available In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46. This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.. This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

  5. The Videoconferencing Learning Environment: Technology, Interaction and Learning Intersect

    Science.gov (United States)

    Saw, K. G.; Majid, Omar; Ghani, N. Abdul; Atan, H.; Idrus, R. M.; Rahman, Z. A.; Tan, K. E.

    2008-01-01

    This paper is a study on the interaction patterns of distance learners enrolled in the Mathematics and Physics programmes of Universiti Sains Malaysia in the videoconferencing learning environment (VCLE). Interaction patterns are analysed in six randomly chosen videoconferencing sessions within one academic year. The findings show there are more…

  6. An Interactive Learning Environment for Information and Communication Theory

    Science.gov (United States)

    Hamada, Mohamed; Hassan, Mohammed

    2017-01-01

    Interactive learning tools are emerging as effective educational materials in the area of computer science and engineering. It is a research domain that is rapidly expanding because of its positive impacts on motivating and improving students' performance during the learning process. This paper introduces an interactive learning environment for…

  7. 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…

  8. Designing learning environments to teach interactive Quantum Physics

    NARCIS (Netherlands)

    Gómez Puente, S.M.; Swagten, H.J.M.

    2012-01-01

    This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and

  9. Interaction in a Blended Environment for English Language Learning

    Science.gov (United States)

    Romero Archila, Yuranny Marcela

    2014-01-01

    The purpose of this research was to identify the types of interaction that emerged not only in a Virtual Learning Environment (VLE) but also in face-to-face settings. The study also assessed the impact of the different kinds of interactions in terms of language learning. This is a qualitative case study that took place in a private Colombian…

  10. 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

  11. Designing Learning Environments to Teach Interactive Quantum Physics

    Science.gov (United States)

    Puente, Sonia M. Gomez; Swagten, Henk J. M.

    2012-01-01

    This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small…

  12. Designing an Interactive Multimedia Environment for Learning and Aiding Troubleshooting

    National Research Council Canada - National Science Library

    Kolodner, Janet

    1997-01-01

    .... However troubleshooting is a complex process both to learn and perform. This report examines the prospects for designing an interactive learning environment that helps users acquire and engage in effective troubleshooting...

  13. 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.

  14. Teachers’ interactions and mathematics learning within a virtual environment

    Directory of Open Access Journals (Sweden)

    Aline Terra Salles

    2012-09-01

    Full Text Available The use of information and communication technology brings new ways of enrolment and motivation of individuals. These technologies have been an important vehicle for sharing information and constitute various communities. For this reason, it is necessary analysis of learning in virtual environments. The aim of this article focuses on the analysis of teachers interactions in the environment Virtual Math Team (VMT-Chat in addressing one problem of taxicab geometry. We study learning through different forms of participation of individuals within the environment. The results shows that the identification of different types of interlocution (evaluative, interpretative, informative and negociative allows the teacher the creation of strategies to contribute with the continuity of the debate and to promote the development of mathematical ideas emerged from interlocutions. The analysis also illustrates how teachers interacted online with the use of combinatorial analysis on the metric in taxicab geometry.

  15. SciEthics Interactive: Science and Ethics Learning in a Virtual Environment

    Science.gov (United States)

    Nadolny, Larysa; Woolfrey, Joan; Pierlott, Matthew; Kahn, Seth

    2013-01-01

    Learning in immersive 3D environments allows students to collaborate, build, and interact with difficult course concepts. This case study examines the design and development of the TransGen Island within the SciEthics Interactive project, a National Science Foundation-funded, 3D virtual world emphasizing learning science content in the context of…

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

    Science.gov (United States)

    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.

  17. Category Learning Research in the Interactive Online Environment Second Life

    Science.gov (United States)

    Andrews, Jan; Livingston, Ken; Sturm, Joshua; Bliss, Daniel; Hawthorne, Daniel

    2011-01-01

    The interactive online environment Second Life allows users to create novel three-dimensional stimuli that can be manipulated in a meaningful yet controlled environment. These features suggest Second Life's utility as a powerful tool for investigating how people learn concepts for unfamiliar objects. The first of two studies was designed to establish that cognitive processes elicited in this virtual world are comparable to those tapped in conventional settings by attempting to replicate the established finding that category learning systematically influences perceived similarity . From the perspective of an avatar, participants navigated a course of unfamiliar three-dimensional stimuli and were trained to classify them into two labeled categories based on two visual features. Participants then gave similarity ratings for pairs of stimuli and their responses were compared to those of control participants who did not learn the categories. Results indicated significant compression, whereby objects classified together were judged to be more similar by learning than control participants, thus supporting the validity of using Second Life as a laboratory for studying human cognition. A second study used Second Life to test the novel hypothesis that effects of learning on perceived similarity do not depend on the presence of verbal labels for categories. We presented the same stimuli but participants classified them by selecting between two complex visual patterns designed to be extremely difficult to label. While learning was more challenging in this condition , those who did learn without labels showed a compression effect identical to that found in the first study using verbal labels. Together these studies establish that at least some forms of human learning in Second Life parallel learning in the actual world and thus open the door to future studies that will make greater use of the enriched variety of objects and interactions possible in simulated environments

  18. Students' Collective Knowledge Construction in the Virtual Learning Environment ""ToLigado"--Your School Interactive Newspaper"

    Science.gov (United States)

    Passarelli, Brasilina

    2008-01-01

    Introduction: The ToLigado Project--Your School Interactive Newspaper is an interactive virtual learning environment conceived, developed, implemented and supported by researchers at the School of the Future Research Laboratory of the University of Sao Paulo, Brazil. Method: This virtual learning environment aims to motivate trans-disciplinary…

  19. Educational Technology Research Journals: "Interactive Learning Environments," 2004-2013

    Science.gov (United States)

    Christensen, Steven S.; Andrews, Carolyn; Harris, Scott P.; Lloyd, Adam; Turley, Chad; West, Richard E.

    2015-01-01

    This study examined the journal "Interactive Learning Environments" to discover trends from 2004-2013. The authors looked at trends in article topics, research methods, authorship, citations, keyword frequencies, phrase counts of article abstracts, and article citations according to Google Scholar. Evidence is provided of the journal's…

  20. BOOK REVIEW STUDENT-TEACHER INTERACTION IN ONLINE LEARNING ENVIRONMENTS

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    Harun SERPIL

    2017-04-01

    Full Text Available As online learning environments do not lend themselves to face-to-face interaction between teachers and students, it is essential to understand how to ensure healthy social presence in online learning. This book provides a useful selection of both commonly used and recently developed theories by discussing current research and giving examples of social presence in latest Online Learning Environments (OLEs. The book examines how the appropriate use of technological tools can relate instructors, peers, and course content. The reports on successful implementations are reinforced with research involving pre-service teachers. Both experienced and inexperienced educators will benefit by being informed about the effective use of many valuable tools exemplified here. The last six chapters present an array of new models that support social presence, and demonstrate how traditional paradigms can be used to create online social presence.

  1. 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…

  2. Interaction Forms in Successful Collaborative Learning in Virtual Learning Environments

    Science.gov (United States)

    Vuopala, Essi; Hyvönen, Pirkko; Järvelä, Sanna

    2016-01-01

    Despite the numerous studies on social interaction in collaborative learning, little is known about interaction forms in successful computer-supported collaborative learning situations. The purpose of this study was to explore and understand student interaction in successful collaborative learning during a university course which was mediated by…

  3. Integrating Video-Capture Virtual Reality Technology into a Physically Interactive Learning Environment for English Learning

    Science.gov (United States)

    Yang, Jie Chi; Chen, Chih Hung; Jeng, Ming Chang

    2010-01-01

    The aim of this study is to design and develop a Physically Interactive Learning Environment, the PILE system, by integrating video-capture virtual reality technology into a classroom. The system is designed for elementary school level English classes where students can interact with the system through physical movements. The system is designed to…

  4. Interactive Learning Environment for Bio-Inspired Optimization Algorithms for UAV Path Planning

    Science.gov (United States)

    Duan, Haibin; Li, Pei; Shi, Yuhui; Zhang, Xiangyin; Sun, Changhao

    2015-01-01

    This paper describes the development of BOLE, a MATLAB-based interactive learning environment, that facilitates the process of learning bio-inspired optimization algorithms, and that is dedicated exclusively to unmanned aerial vehicle path planning. As a complement to conventional teaching methods, BOLE is designed to help students consolidate the…

  5. Impact of technology-infused interactive learning environments on college professors' instructional decisions and practices

    Science.gov (United States)

    Kuda Malwathumullage, Chamathca Priyanwada

    Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom

  6. Development of a visual tool to analyze interactions in forums in an e-learning environment

    Directory of Open Access Journals (Sweden)

    Cláudio Filipe Tereso

    2016-12-01

    Full Text Available This article presents VAFAE – Forum Access Visualization on a Distance Learning Environment, a web tool that visually maps Universidade Aberta’s (UAb students’ interaction with a course available on the e-learning platform. Raw data is extracted from the log files that are then transformed to obtain the necessary format. Next, different visualization techniques are applied with the aim of improving and streamlining the underlying information. In a more specific way, VAFAE aims at helping teachers to better understand the level and quality of the interaction of the students with the modules of the learning units in UAb’s distance learning environment.

  7. 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…

  8. Modelization of cognition, activity and motivation as indicators for Interactive Learning Environment

    Directory of Open Access Journals (Sweden)

    Asmaa Darouich

    2017-06-01

    Full Text Available In Interactive Learning Environment (ILE, the cognitive activity and behavior of learners are the center of the researchers’ concerns. The improvement of learning through combining these axes as a structure of indicators for well-designed learning environment, encloses the measurement of the educational activity as a part of the learning process. In this paper, we propose a mathematical modeling approach based on learners actions to estimate the cognitive activity, learning behavior and motivation, in accordance with a proposed course content structure. This Cognitive indicator includes the study of knowledge, memory and reasoning. While, activity indicator aims to study effort, resistance and intensity. The results recovered on a sample of students with different levels of education, assume that the proposed approach presents a relation among all these indicators which is relatively reliable in the term of cognitive system.

  9. Dynamically analyzing cell interactions in biological environments using multiagent social learning framework.

    Science.gov (United States)

    Zhang, Chengwei; Li, Xiaohong; Li, Shuxin; Feng, Zhiyong

    2017-09-20

    Biological environment is uncertain and its dynamic is similar to the multiagent environment, thus the research results of the multiagent system area can provide valuable insights to the understanding of biology and are of great significance for the study of biology. Learning in a multiagent environment is highly dynamic since the environment is not stationary anymore and each agent's behavior changes adaptively in response to other coexisting learners, and vice versa. The dynamics becomes more unpredictable when we move from fixed-agent interaction environments to multiagent social learning framework. Analytical understanding of the underlying dynamics is important and challenging. In this work, we present a social learning framework with homogeneous learners (e.g., Policy Hill Climbing (PHC) learners), and model the behavior of players in the social learning framework as a hybrid dynamical system. By analyzing the dynamical system, we obtain some conditions about convergence or non-convergence. We experimentally verify the predictive power of our model using a number of representative games. Experimental results confirm the theoretical analysis. Under multiagent social learning framework, we modeled the behavior of agent in biologic environment, and theoretically analyzed the dynamics of the model. We present some sufficient conditions about convergence or non-convergence and prove them theoretically. It can be used to predict the convergence of the system.

  10. Interaction between learners in an interactive learning environment

    DEFF Research Database (Denmark)

    Davidsen, Jacob; Georgsen, Marianne

    to collaborative and academic issues. In the paper, we bring forward perspectives on the creation of learning designs where students engage in dialogue and interaction in a shared workspace. Empirical studies show that children regulate their own learning processes and guide each other through activities in which...

  11. Designing learning environments to teach interactive Quantum Physics

    Science.gov (United States)

    Gómez Puente, Sonia M.; Swagten, Henk J. M.

    2012-10-01

    This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small groups. Individual formative feedback was introduced as a rapid assessment tool to provide an overview on progress and identify gaps by means of questioning students at three levels: conceptual; prior knowledge; homework exercises. The setup of Quantum Physics has been developed as a result of several loops of adjustments and improvements from a traditional-like type of teaching to an interactive classroom. Results of this particular instructional arrangement indicate significant gains in students' achievements in comparison with the traditional structure of this course, after recent optimisation steps such as the implementation of an individual feedback system.

  12. Some Technical Implications of Distributed Cognition on the Design on Interactive Learning Environments.

    Science.gov (United States)

    Dillenbourg, Pierre

    1996-01-01

    Maintains that diagnosis, explanation, and tutoring, the functions of an interactive learning environment, are collaborative processes. Examines how human-computer interaction can be improved using a distributed cognition framework. Discusses situational and distributed knowledge theories and provides a model on how they can be used to redesign…

  13. 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…

  14. CASES ON COLLABORATION IN VIRTUAL LEARNIONG ENVIRONMENTS: Processes and Interactions

    Directory of Open Access Journals (Sweden)

    Reviewed by Yasin OZARSLAN

    2010-01-01

    Full Text Available Collaboration in Virtual Learning Environment brings meaningful learning interactions between learners in virtual environments. This book collects case studies of collaborative virtual learning environments focusing on the nature of human interactions in virtual spaces and defining the types and qualities of learning processes in these spaces from the perspectives of learners, teachers, designers, and professional and academic developers in various disciplines, learning communities and universities from around the world. This book addresses the research cases on experiences, implementations, and applications of virtual learning environments.The book's broader audience is anyone who is interested in areas such as collaborative virtual learning environments, interactive technologies and virtual communities, social interaction and social competence, distance education and collaborative learning. The book is edited by Donna Russell who is an Assistant Professor at the University of Missouri-Kansas City and co-owner of Arete‘ Consulting, LLC. It is consisted of 358 pages covering 19 articles and provides information about context for characteristics and implications of the varied virtual learning environments. Topics covered in this book are argumentative interactions and learning, collaborative learning and work in digital libraries, collaborative virtual learning environments , digital communities to enhance retention, distance education ,interactive technologies and virtual communities, massively multi-user virtual environments, online graduate community, online training programs, social interaction and social competence and virtual story-worlds.

  15. 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…

  16. Evaluation of social interaction, task management, and trust among dental hygiene students in a collaborative learning environment.

    Science.gov (United States)

    Saylor, Catherine D; Keselyak, Nancy T; Simmer-Beck, Melanie; Tira, Daniel

    2011-02-01

    The purpose of this study was to evaluate the impact of collaborative learning on the development of social interaction, task management, and trust in dental hygiene students. These three traits were assessed with the Teamwork Assessment Scale in two different learning environments (traditional lecture/lab and collaborative learning environment). A convenience sample of fifty-six entry-level dental hygiene students taking an introductory/preclinic course at two metropolitan area dental hygiene programs provided comparable experimental and control groups. Factor scores were computed for the three traits, and comparisons were conducted using the Ryan-Einot-Gabriel-Welsh multiple comparison procedure among specific cell comparisons generated from a two-factor repeated measures ANOVA. The results indicate that the collaborative learning environment influenced dental hygiene students positively regarding the traits of social interaction, task management, and trust. However, comparing dental hygiene students to undergraduate students overall indicates that dental hygiene students already possess somewhat higher levels of these traits. Future studies on active learning strategies should examine factors such as student achievement and explore other possible active learning methodologies.

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

    Directory of Open Access Journals (Sweden)

    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.

  18. Designing Interactions for Learning: Physicality, Interactivity, and Interface Effects in Digital Environments

    Science.gov (United States)

    Hoffman, Daniel L.

    2013-01-01

    The purpose of the study is to better understand the role of physicality, interactivity, and interface effects in learning with digital content. Drawing on work in cognitive science, human-computer interaction, and multimedia learning, the study argues that interfaces that promote physical interaction can provide "conceptual leverage"…

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

    Directory of Open Access Journals (Sweden)

    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.

  20. 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.

  1. 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.

  2. iVFTs - immersive virtual field trips for interactive learning about Earth's environment.

    Science.gov (United States)

    Bruce, G.; Anbar, A. D.; Semken, S. C.; Summons, R. E.; Oliver, C.; Buxner, S.

    2014-12-01

    Innovations in immersive interactive technologies are changing the way students explore Earth and its environment. State-of-the-art hardware has given developers the tools needed to capture high-resolution spherical content, 360° panoramic video, giga-pixel imagery, and unique viewpoints via unmanned aerial vehicles as they explore remote and physically challenging regions of our planet. Advanced software enables integration of these data into seamless, dynamic, immersive, interactive, content-rich, and learner-driven virtual field explorations, experienced online via HTML5. These surpass conventional online exercises that use 2-D static imagery and enable the student to engage in these virtual environments that are more like games than like lectures. Grounded in the active learning of exploration, inquiry, and application of knowledge as it is acquired, users interact non-linearly in conjunction with an intelligent tutoring system (ITS). The integration of this system allows the educational experience to be adapted to each individual student as they interact within the program. Such explorations, which we term "immersive virtual field trips" (iVFTs), are being integrated into cyber-learning allowing science teachers to take students to scientifically significant but inaccessible environments. Our team and collaborators are producing a diverse suite of freely accessible, iVFTs to teach key concepts in geology, astrobiology, ecology, and anthropology. Topics include Early Life, Biodiversity, Impact craters, Photosynthesis, Geologic Time, Stratigraphy, Tectonics, Volcanism, Surface Processes, The Rise of Oxygen, Origin of Water, Early Civilizations, Early Multicellular Organisms, and Bioarcheology. These diverse topics allow students to experience field sites all over the world, including, Grand Canyon (USA), Flinders Ranges (Australia), Shark Bay (Australia), Rainforests (Panama), Teotihuacan (Mexico), Upheaval Dome (USA), Pilbara (Australia), Mid-Atlantic Ridge

  3. DrModelica - An Interactive Environment for Learning Modelica and Modeling using MathModelica

    OpenAIRE

    Lengquist Sandelin, Eva-Lena; Monemar, Susanna; Fritzson, Peter; Bunus, Peter

    2003-01-01

    This paper states the need for interactive teaching materials for programming languages within the area of modeling and simulation. We propose an interactive teaching material for the modeling language Modelica inspired by existing tutoring systems for Java and Scheme. The purpose of this new teaching material, called DrModelica, is to facilitate the learning of Modelica through an environment that integrates programming, program documentation and visualization. The teaching material is inten...

  4. Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

    Science.gov (United States)

    Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

    2016-01-01

    A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment "StudentResearcher," which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum…

  5. learning environments and the learning proces of interaction

    DEFF Research Database (Denmark)

    Jørgensen, Christian Helms

    2004-01-01

    In recent years, learning in working life has been launched as an important approach in relation to the urgent need for competence-development in our modern knowledge society. But what does it mean in practice? What can and what cannot be learned on the job; what is learned better at courses......, and their results, findings and recommendations are summed up in this book. The book ranges from the background for this development, over general mapping of the area from social, learning and political angles, the development of an overview model and analysis of a wide variety of practical approaches...... to the concluding perspectives on a practical, a theoretical and a political level. On the practical level, the door is opened for close interaction between workplaces and educational organisers, and politically for broad cooperation between the state, the partners in the labour market, and educational institutions...

  6. The Effect of Social Interaction on Learning Engagement in a Social Networking Environment

    Science.gov (United States)

    Lu, Jie; Churchill, Daniel

    2014-01-01

    This study investigated the impact of social interactions among a class of undergraduate students on their learning engagement in a social networking environment. Thirteen undergraduate students enrolled in a course in a university in Hong Kong used an Elgg-based social networking platform throughout a semester to develop their digital portfolios…

  7. Miscellany of Students' Satisfaction in an Asynchronous Learning Environment

    Science.gov (United States)

    Larbi-Siaw, Otu; Owusu-Agyeman, Yaw

    2017-01-01

    This study investigates the determinants of students' satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student-content interaction, student and student interaction, student-teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The…

  8. The Interaction Model in iLearning Environments and its Use in the Smart Lab Concept

    Directory of Open Access Journals (Sweden)

    Yuliya Lyalina

    2011-11-01

    Full Text Available This paper identifies and discusses current trends and challenges, offers an overview of state-of-the-art technologies in the development of remote and smart laboratories, and introduces the iLearning interaction model. The use of the model allows reconstructing already- existing iLearning environments. The smart lab model is described for face-to-face, Mobile and Blended Learning. As a result, this allows offering new information technology that organizes the educational process according to learning type (face-to-face, hands-on learning, Life Long Learning, E-Learning, M-Learning, Blended learning, Game-based learning, etc.. The remote access Architecture and Interface for the multifunctional Smart Lab will be developed.

  9. Mobile e-Learning for Next Generation Communication Environment

    Science.gov (United States)

    Wu, Tin-Yu; Chao, Han-Chieh

    2008-01-01

    This article develops an environment for mobile e-learning that includes an interactive course, virtual online labs, an interactive online test, and lab-exercise training platform on the fourth generation mobile communication system. The Next Generation Learning Environment (NeGL) promotes the term "knowledge economy." Inter-networking…

  10. Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

    Science.gov (United States)

    Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

    2016-06-01

    A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment StudentResearcher, which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum mechanics at the advanced university level. StudentResearcher is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.

  11. Virtual learning environment for interactive engagement with advanced quantum mechanics

    Directory of Open Access Journals (Sweden)

    Mads Kock Pedersen

    2016-04-01

    Full Text Available A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment StudentResearcher, which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum mechanics at the advanced university level. StudentResearcher is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.

  12. Mining Learning Social Networks for Cooperative Learning with Appropriate Learning Partners in a Problem-Based Learning Environment

    Science.gov (United States)

    Chen, Chih-Ming; Chang, Chia-Cheng

    2014-01-01

    Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments.…

  13. Two-way text messaging: an interactive mobile learning environment in higher education

    Directory of Open Access Journals (Sweden)

    H.K. Salinda Premadasa

    2016-11-01

    Full Text Available Short messaging service (SMS is perhaps the most popular mobile technology prevalent among students in higher education due to its ubiquitous nature and the capability of two-way communication. However, a major limitation in two-way text messaging is sending back a part of received data with the reply message. This limitation results in users of a mobile learning environment being unable to reply back to the correct destination. This article presents a two-way text messaging system that can be integrated into a learning management system (LMS to provide an interactive learning experience to the user community. Initially, a database is integrated into the LMS that holds message information such as recipient's phone number, message body and user data header. A specific port associated with the SMS is used to conceal and exchange data of a particular course unit. Subsequently, software in the student's mobile device captures this message and sends back the reply message to the appropriate course unit allowing both teachers and students to view messages sent and replies received pertaining to a particular course. Results indicate the educational impact of the proposed system in improving the learning environment and benefits it offers to the community in a campus-wide implementation.

  14. 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,

  15. 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…

  16. Toward Project-based Learning and Team Formation in Open Learning Environments

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

    2014-01-01

    Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based

  17. Learning styles: individualizing computer-based learning environments

    Directory of Open Access Journals (Sweden)

    Tim Musson

    1995-12-01

    Full Text Available While the need to adapt teaching to the needs of a student is generally acknowledged (see Corno and Snow, 1986, for a wide review of the literature, little is known about the impact of individual learner-differences on the quality of learning attained within computer-based learning environments (CBLEs. What evidence there is appears to support the notion that individual differences have implications for the degree of success or failure experienced by students (Ford and Ford, 1992 and by trainee end-users of software packages (Bostrom et al, 1990. The problem is to identify the way in which specific individual characteristics of a student interact with particular features of a CBLE, and how the interaction affects the quality of the resultant learning. Teaching in a CBLE is likely to require a subset of teaching strategies different from that subset appropriate to more traditional environments, and the use of a machine may elicit different behaviours from those normally arising in a classroom context.

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

    Science.gov (United States)

    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…

  19. Role of Pre-Course Student Characteristics on Student Learning in Interactive Teaching Environments

    Science.gov (United States)

    Miller, Kelly Anne

    The goal of this dissertation is to broaden our understanding of interactive teaching strategies, in the context of the introductory physics classroom at the undergraduate level. The dissertation is divided into four main projects, each of which investigates a specific aspect of teaching physics interactively. All four projects look towards improving the effectiveness of interactive teaching by understanding how pre-course student characteristics affect the way students learn interactively. We first discuss lecture demonstrations in the context of an interactive classroom using Peer Instruction. We study the role of predictions in conceptual learning. We examine how students' predictions affect what they report having seen during a demonstration. We also examine how student predictions affect what they recall as the outcome of the demonstration at the end of the semester. We then analyze student response patterns to conceptual questions posed during Peer Instruction. We look at the relationship between a student's tendency to switch their answer and pre-course student characteristics like science self-efficacy. Next we elucidate response timing to conceptual questions posed over the course of the semester, in two introductory physics classes taught using Peer Instruction. We look at the relationship between student response times and student characteristics like pre-course physics knowledge, science self-efficacy and gender. We study response times as a way of gaining insight into students thinking in Peer Instruction environments as well as to improve the implementation of Peer Instruction. Finally, we present work on the role of NB, an online collaborative textbook annotation tool, in a flipped, project based, physics class. We analyze the relationship between students' level of online engagement and traditional learning metrics to understand the effectiveness of NB in the context of flipped classrooms. We also report the results of experiments conducted to

  20. 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...

  1. Distributed interactive virtual environments for collaborative experiential learning and training independent of distance over Internet2.

    Science.gov (United States)

    Alverson, Dale C; Saiki, Stanley M; Jacobs, Joshua; Saland, Linda; Keep, Marcus F; Norenberg, Jeffrey; Baker, Rex; Nakatsu, Curtis; Kalishman, Summers; Lindberg, Marlene; Wax, Diane; Mowafi, Moad; Summers, Kenneth L; Holten, James R; Greenfield, John A; Aalseth, Edward; Nickles, David; Sherstyuk, Andrei; Haines, Karen; Caudell, Thomas P

    2004-01-01

    Medical knowledge and skills essential for tomorrow's healthcare professionals continue to change faster than ever before creating new demands in medical education. Project TOUCH (Telehealth Outreach for Unified Community Health) has been developing methods to enhance learning by coupling innovations in medical education with advanced technology in high performance computing and next generation Internet2 embedded in virtual reality environments (VRE), artificial intelligence and experiential active learning. Simulations have been used in education and training to allow learners to make mistakes safely in lieu of real-life situations, learn from those mistakes and ultimately improve performance by subsequent avoidance of those mistakes. Distributed virtual interactive environments are used over distance to enable learning and participation in dynamic, problem-based, clinical, artificial intelligence rules-based, virtual simulations. The virtual reality patient is programmed to dynamically change over time and respond to the manipulations by the learner. Participants are fully immersed within the VRE platform using a head-mounted display and tracker system. Navigation, locomotion and handling of objects are accomplished using a joy-wand. Distribution is managed via the Internet2 Access Grid using point-to-point or multi-casting connectivity through which the participants can interact. Medical students in Hawaii and New Mexico (NM) participated collaboratively in problem solving and managing of a simulated patient with a closed head injury in VRE; dividing tasks, handing off objects, and functioning as a team. Students stated that opportunities to make mistakes and repeat actions in the VRE were extremely helpful in learning specific principles. VRE created higher performance expectations and some anxiety among VRE users. VRE orientation was adequate but students needed time to adapt and practice in order to improve efficiency. This was also demonstrated successfully

  2. 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.…

  3. Clinical learning environments: place, artefacts and rhythm.

    Science.gov (United States)

    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.

  4. Addressing key concepts in physical geography through interactive learning activities in an online geo-ICT environment

    Science.gov (United States)

    Verstraeten, Gert; Steegen, An; Martens, Lotte

    2016-04-01

    The increasing number of geospatial datasets and free online geo-ICT tools offers new opportunities for education in Earth Sciences. Geospatial technology indeed provides an environment through which interactive learning can be introduced in Earth Sciences curricula. However, the effectiveness of such e-learning approaches in terms of learning outcomes has rarely been addressed. Here, we present our experience with the implementation of digital interactive learning activities within an introductory Physical Geography course attended by 90 undergraduate students in Geography, Geology, Biology and Archaeology. Two traditional lectures were replaced by interactive sessions (each 2 h) in a flexible classroom where students had to work both in team and individually in order to explore some key concepts through the integrated use of geospatial data within Google EarthTM. A first interactive lesson dealt with the classification of river systems and aimed to examine the conditions under which rivers tend to meander or to develop a braided pattern. Students were required to collect properties of rivers (river channel pattern, channel slope, climate, discharge, lithology, vegetation, etc). All these data are available on a global scale and have been added as separate map layers in Google EarthTM. Each student collected data for at least two rivers and added this information to a Google Drive Spreadsheet accessible to the entire group. This resulted in a database of more than one hundred rivers spread over various environments worldwide. In a second phase small groups of students discussed the potential relationships between river channel pattern and its controlling factors. Afterwards, the findings of each discussion group were presented to the entire audience. The same set-up was followed in a second interactive session to explore spatial variations in ecosystem properties such as net primary production and soil carbon content. The qualitative evaluation of both interactive

  5. Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review

    Science.gov (United States)

    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…

  6. Internet-based Interactive Construction Management Learning System.

    Science.gov (United States)

    Sawhney, Anil; Mund, Andre; Koczenasz, Jeremy

    2001-01-01

    Describes a way to incorporate practical content into the construction engineering and management curricula: the Internet-based Interactive Construction Management Learning System, which uses interactive and adaptive learning environments to train students in the areas of construction methods, equipment and processes using multimedia, databases,…

  7. A Study on Students’ Views On Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    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.

  8. 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.

  9. Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model

    Directory of Open Access Journals (Sweden)

    Susanne Narciss

    2013-06-01

    Full Text Available This paper describes the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008, and how it can be applied to the design and evaluation of feedback strategies for digital learning environments. The ITF-model conceptualizes formative tutoring feedback as a multidimensional instructional activity that aims at contributing to the regulation of a learning process in order to help learners acquire or improve the competencies needed to master learning tasks. It integrates findings from systems theory with recommendations of prior research on interactive instruction and elaborated feedback, on task analyses, on error analyses, and on tutoring techniques. Based on this multi-dimensional view of formative tutoring feedback methodological implications for designing and investigating multiple effects of feedback under multiple individual and situational conditions are described. Furthermore, the paper outlines how the implications of the ITF-model have been applied in several studies to the design and evaluation of tutoring feedback strategies for digital learning environments (e.g., Narciss, 2004; Narciss & Huth, 2006; Narciss, Schnaubert, Andres, Eichelmann, Goguadze, & Sosnovsky, 2013.

  10. Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity

    Science.gov (United States)

    Fratamico, Lauren; Conati, Cristina; Kardan, Samad; Roll, Ido

    2017-01-01

    Interactive simulations can facilitate inquiry learning. However, similarly to other Exploratory Learning Environments, students may not always learn effectively in these unstructured environments. Thus, providing adaptive support has great potential to help improve student learning with these rich activities. Providing adaptive support requires a…

  11. Genotype-environment interaction in passive avoidance learning of the paradise fish (Macropodus opercularis).

    Science.gov (United States)

    Csányi, V; Gervai, J

    1985-01-01

    Passive dark avoidance conditioning and effects of the presence and absence of a fish-like dummy on the training process were studied in four inbred strains of paradise fish. Strain differences were found in the shuttle activity during habituation trials, and in the sensitivity to the mild electric shock punishment. The presence or absence of the dummy in the punished dark side of the shuttle box had a genotype-dependent effect on the measures taken during the conditioning process. The statistical analysis of the learning curves revealed differences in the way the strains varied in the different environments, i.e. genotype--environment interaction components of variances were identified. The results are discussed in the light of previous investigations and their implication in further genetic analysis.

  12. Design of an Effective WSN-Based Interactive u-Learning Model

    OpenAIRE

    Kim, Hye-jin; Caytiles, Ronnie D.; Kim, Tai-hoon

    2012-01-01

    Wireless sensor networks include a wide range of potential applications to improve the quality of teaching and learning in a ubiquitous environment. WSNs become an evolving technology that acts as the ultimate interface between the learners and the context, enhancing the interactivity and improving the acquisition or collection of learner's contextual information in ubiquitous learning. This paper presents a model of an effective and interactive ubiquitous learning environment system based on...

  13. Using a Humanoid Robot to Develop a Dialogue-Based Interactive Learning Environment for Elementary Foreign Language Classrooms

    Science.gov (United States)

    Chang, Chih-Wei; Chen, Gwo-Dong

    2010-01-01

    Elementary school is the critical stage during which the development of listening comprehension and oral abilities in language acquisition occur, especially with a foreign language. However, the current foreign language instructors often adopt one-way teaching, and the learning environment lacks any interactive instructional media with which to…

  14. Language Learning in Outdoor Environments: Perspectives of preschool staff

    Directory of Open Access Journals (Sweden)

    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.

  15. A Multimodal Interaction Framework for Blended Learning

    DEFF Research Database (Denmark)

    Vidakis, Nikolaos; Kalafatis, Konstantinos; Triantafyllidis, Georgios

    2016-01-01

    Humans interact with each other by utilizing the five basic senses as input modalities, whereas sounds, gestures, facial expressions etc. are utilized as output modalities. Multimodal interaction is also used between humans and their surrounding environment, although enhanced with further senses ...... framework enabling deployment of a vast variety of modalities, tailored appropriately for use in blended learning environment....

  16. Interaction Problems Accessing E-Learning Environments in Multi-Touch Mobile Devices: A Case Study in TelEduc

    Science.gov (United States)

    da Silva, André Constantino; Freire, Fernanda Maria Pereira; de Arruda, Alan Victor Pereira; da Rocha, Heloísa Vieira

    2013-01-01

    e-Learning environments offer content, such text, audio, video, animations, using the Web infrastructure and they are designed to users interacting with keyboard, mouse and a medium-sized screen. Mobile devices, such as smartphones and tablets, have enough computation power to render Web pages, allowing browsing the Internet and access e-Learning…

  17. Cooperative Learning Principles Enhance Online Interaction

    Science.gov (United States)

    Jacobs, George; Seow, Peter

    2014-01-01

    This paper describes eight principles that can be used to promote cooperative interactions among students working in online environments. The principles derive from a well-established approach to education, known variously as cooperative learning and collaborative learning. Each principle is explained as to what it means, why it is important and…

  18. The Value of Interactive Assignments in the Online Learning Environment

    Science.gov (United States)

    Florenthal, Bela

    2016-01-01

    The offerings of Web-based supplemental material for textbooks have been increasingly growing. When deciding to adopt a textbook, instructors examine the added value of the associated supplements, also called "e-learning tools," to enhance students' learning of course concepts. In this study, one such supplement, interactive assignments,…

  19. Visualizing the process of interaction in a 3D environment

    Science.gov (United States)

    Vaidya, Vivek; Suryanarayanan, Srikanth; Krishnan, Kajoli; Mullick, Rakesh

    2007-03-01

    As the imaging modalities used in medicine transition to increasingly three-dimensional data the question of how best to interact with and analyze this data becomes ever more pressing. Immersive virtual reality systems seem to hold promise in tackling this, but how individuals learn and interact in these environments is not fully understood. Here we will attempt to show some methods in which user interaction in a virtual reality environment can be visualized and how this can allow us to gain greater insight into the process of interaction/learning in these systems. Also explored is the possibility of using this method to improve understanding and management of ergonomic issues within an interface.

  20. Effects of Dispositional Ability Conceptions, Manipulated Learning Environments, and Intrinsic Motivation on Persistence and Performance: An Interaction Approach

    Science.gov (United States)

    Li, Weidong; Lee, Amelia M.; Solmon, Melinda

    2008-01-01

    The present study used an interaction approach to investigate how individuals' dispositions about ability as incremental or fixed (entity), manipulated learning environments, and intrinsic motivation affect persistence and performance on a challenging, novel motor skill. Seventy-two female college students who were assigned to either an…

  1. Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance.

    Science.gov (United States)

    Suksudaj, N; Lekkas, D; Kaidonis, J; Townsend, G C; Winning, T A

    2015-02-01

    Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  2. Theoretical Foundations for Enhancing Social Connectedness in Online Learning Environments

    Science.gov (United States)

    Slagter van Tryon, Patricia J.; Bishop, M. J.

    2009-01-01

    Group social structure provides a comfortable and predictable context for interaction in learning environments. Students in face-to-face learning environments process social information about others in order to assess traits, predict behaviors, and determine qualifications for assuming particular responsibilities within a group. In online learning…

  3. Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups

    Directory of Open Access Journals (Sweden)

    Marta Kawka

    2011-11-01

    learning environments “considerable effort is required to ensure an effective balance between openness and constraint” (Williams et al., 2011, p. 39. We assert that for a learning event within a Web 2.0 environment to be considered emergent, not only does there need to be an effective balance between teacher-directed content and student-directed content for knowledge to be open, creative, and distributed by learners (Williams et al., 2011, but there also need to be multiple opportunities for interaction and communication between students within the system and that these “drive the emergence of structures that are more complex than the mere parts of that system” (Sommerer & Mignonneau, 2002, p. 161.

  4. Blended synchronous learning environment: Student perspectives

    Directory of Open Access Journals (Sweden)

    Conklina Sheri

    2017-06-01

    Full Text Available Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-face and online synchronous students, which can cause cognitive overload and compromise the quality of instruction. Additionally, this study suggests that technical difficulties can affect students’ satisfaction with BSLE courses. Implications for further research and limitations are discussed.

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

    Science.gov (United States)

    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.

  6. Development of Highly Interactive Service Platform for Social Learning via Ubiquitous Media

    Directory of Open Access Journals (Sweden)

    Gangman Yi

    2014-01-01

    Full Text Available Several emerging issues concerning the development of interactive learning environment were left unsolved although e-learning has been applied for years. With several studies indicate that more interaction between students and systems increases students’ level of interest and allows them to focus on learning support. Due to the way current interactive learning tools are designed, users have to wear or operate actual tools in order to carry out the required learning procedures. The use of tools for long durations of time results in user fatigue. Hence, this study incorporates the Microsoft Kinect as interactive tool for detecting gestures in the e-learning process. This study also uses the interaction method that we had developed on Facebook to interact with the proposed learning system. The experiments in this study are divided into five parts: system performance of the 3D web engine, gesture accuracy, system and gesture usability, system and gesture satisfaction, and learning satisfaction of the learner. Also, the gesture design was accepted by learners when they interacted with the learning system. Our research shows that our concept as well as the features of our system can fully support social learning and enhance interaction between users in learning environments.

  7. Interactive eLearning - a safe place to practice.

    Science.gov (United States)

    Einarson, Elisabeth; Moen, Anne; Kolberg, Ragnhild; Flingtorp, Gry; Linnerud, Eva

    2009-01-01

    Interactive web-based learning environment offers refreshing opportunities to create innovative solutions to explore and exploit informatics support on-the-job training. We report from a study where a hospital is created a interactive eLearning resource. The modules are creating a safe place to practice - to be used for introduction to the work and preparation for certification or re-certification of competencies.

  8. HYPER-­TVT: Development and Implementation of an Interactive Learning Environment for Students of Chemical and Process Engineering

    Science.gov (United States)

    Santoro, Marina; Mazzotti, Marco

    2006-01-01

    Hyper-TVT is a computer-aided education system that has been developed at the Institute of Process Engineering at the ETH Zurich. The aim was to create an interactive learning environment for chemical and process engineering students. The topics covered are the most important multistage separation processes, i.e. fundamentals of separation…

  9. Analysis of Patterns of Interaction and Knowledge Construction in On-Line Learning Environments: A Methodological Strategy

    Directory of Open Access Journals (Sweden)

    Benilde García Cabrero

    2008-05-01

    Full Text Available A model of analysis of interaction and construction of knowledge in educational environments based on computer-mediated communication (CMC is proposed. This proposal considers: 1 the contextual factors that constitute the input and the scenario of interaction, 2 the interaction processes: types of interaction and its contents (Garrison, Anderson and Archer, 2000 as well as the discursive strategies (Lemke, 1997, and 3 learning results that involve the quality of the knowledge constructed by the participants (Gunawardena, Lowe and Anderson, 1997. This model was applied to the analysis of the interaction among a group of participants in two web forums (with or without the presence of a teacher, during the teaching of a PhD in Psychology program. The results show evidence of the model’s viability to describe the patterns of interaction and the levels of construction of knowledge in web forums.

  10. The Ecology of Interactive Learning Environments: Situating Traditional Theory

    Science.gov (United States)

    Johnson, Genevieve Marie

    2014-01-01

    In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, -- behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online environments. An ecological framework of human…

  11. Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

    Science.gov (United States)

    Demir Kaymak, Zeliha; Horzum, Mehmet Baris

    2013-01-01

    Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…

  12. Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction

    Science.gov (United States)

    Khine, Myint Swe; Fisher, Darrell L.

    2004-01-01

    The purpose of this study was to examine interpersonal behaviour in psychosocial learning environments and to determine the associations between science students' perceptions of their interactions with their teachers, the cultural background of teachers and their attitudinal outcomes. A sample of 1188 students completed the Questionnaire on Teacher Interaction instrument. The responses to two subscales of Test of Science-related Attitudes were used as attitudinal measures. Significant associations between students' perceptions of teacher interpersonal behaviour and the cultural background of teachers were detected. The results showed that students perceived a more favourable interpersonal relationship with Western teachers in the secondary science classrooms. The students in the classes of Western teachers indicated that they enjoyed science lessons more than those in the classes of Asian teachers. Some implications for science instruction in this context are discussed.

  13. 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…

  14. Constant Change: The Ever-Evolving Personal Learning Environment

    Science.gov (United States)

    Torres Kompen, Ricardo; Monguet, Josep Ma.; Brigos, Miguel

    2015-01-01

    There are several definitions for the term "personal learning environment" (PLE); in this article, PLE refers to a group of web technologies, with various degrees of integration and interaction, that helps users and learners manage the flow of information that relates to the learning process, the creation of knowledge, and the…

  15. Designing and Evaluating Tutoring Feedback Strategies for Digital Learning Environments on the Basis of the Interactive Tutoring Feedback Model

    Science.gov (United States)

    Narciss, Susanne

    2013-01-01

    This paper describes the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008), and how it can be applied to the design and evaluation of feedback strategies for digital learning environments. The ITF-model conceptualizes formative tutoring feedback as a multidimensional instructional activity that aims at contributing to the…

  16. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

    Science.gov (United States)

    Gray, Julie A.; DiLoreto, Melanie

    2016-01-01

    Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…

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

    Science.gov (United States)

    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.

  18. Project InterActions: A Multigenerational Robotic Learning Environment

    Science.gov (United States)

    Bers, Marina U.

    2007-12-01

    This paper presents Project InterActions, a series of 5-week workshops in which very young learners (4- to 7-year-old children) and their parents come together to build and program a personally meaningful robotic project in the context of a multigenerational robotics-based community of practice. The goal of these family workshops is to teach both parents and children about the mechanical and programming aspects involved in robotics, as well as to initiate them in a learning trajectory with and about technology. Results from this project address different ways in which parents and children learn together and provide insights into how to develop educational interventions that would educate parents, as well as children, in new domains of knowledge and skills such as robotics and new technologies.

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

    Science.gov (United States)

    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…

  20. High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

    OpenAIRE

    Enrique Palou; Lourdes Gazca; Juan Antonio Díaz García; José Andrés Rojas Lobato; Luis Geraldo Guerrero Ojeda; José Francisco Tamborero Arnal; María Teresa Jiménez Munguía; Aurelio López-Malo; Juan Manuel Garibay

    2012-01-01

    A team of several faculty members and graduate students at Universidad de las Amricas Puebla is improving engineering design teaching and learning by creating richer learning environments that promote an interactive classroom while integrating formative assessment into classroom practices by means of Tablet PCs and associated technologies. Learning environments that are knowledge-, learner-, community-, and assessment-centered as highlighted by the How People Learn framework, have been devel...

  1. Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component

    Directory of Open Access Journals (Sweden)

    Daniel Auld

    2010-10-01

    Full Text Available This study assessed 96 law school students’ preferences for online, hybrid, or traditional learning environments, and their reasons for these preferences, learning strategies, and motivational orientations. A discriminant analysis revealed that non-traditional learning environment familiarity, self-efficacy, and employment status were the strongest predictors of preferences for non-traditional learning environments. Preferences for traditional environments were attributed to students’ familiarity and ability to engage in and foster personal interaction. Preferences for hybrid and online environments were attributed to opportunities for enhanced learning given the convenience and flexible manner in which students with time and familial constraints could access these environments.

  2. 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...

  3. 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.

  4. Social Networks as Learning Environments for Higher Education

    Directory of Open Access Journals (Sweden)

    J.A.Cortés

    2014-09-01

    Full Text Available Learning is considered as a social activity, a student does not learn only of the teacher and the textbook or only in the classroom, learn also from many other agents related to the media, peers and society in general. And since the explosion of the Internet, the information is within the reach of everyone, is there where the main area of opportunity in new technologies applied to education, as well as taking advantage of recent socialization trends that can be leveraged to improve not only informing of their daily practices, but rather as a tool that explore different branches of education research. One can foresee the future of higher education as a social learning environment, open and collaborative, where people construct knowledge in interaction with others, in a comprehensive manner. The mobility and ubiquity that provide mobile devices enable the connection from anywhere and at any time. In modern educational environments can be expected to facilitate mobile devices in the classroom expansion in digital environments, so that students and teachers can build the teaching-learning process collectively, this partial derivative results in the development of draft research approved by the CONADI in “Universidad Cooperativa de Colombia”, "Social Networks: A teaching strategy in learning environments in higher education."

  5. 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.

  6. Can a Hypermedia Cooperative e-Learning Environment Stimulate Constructive Collaboration?

    Science.gov (United States)

    Pragnell, Mary Victoria; Roselli, Teresa; Rossano, Veronica

    2006-01-01

    The growing use of the Internet in learning environments has led to new models being created addressing specific learning domains, as well as more general educational goals. In particular, in recent years considerable attention has been paid to collaborative learning supported by technology, because this mode can enhance peer interaction and group…

  7. A SIMULTANEOUS MOBILE E-LEARNING ENVIRONMENT AND APPLICATION

    Directory of Open Access Journals (Sweden)

    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.

  8. Online EEG-Based Workload Adaptation of an Arithmetic Learning Environment.

    Science.gov (United States)

    Walter, Carina; Rosenstiel, Wolfgang; Bogdan, Martin; Gerjets, Peter; Spüler, Martin

    2017-01-01

    In this paper, we demonstrate a closed-loop EEG-based learning environment, that adapts instructional learning material online, to improve learning success in students during arithmetic learning. The amount of cognitive workload during learning is crucial for successful learning and should be held in the optimal range for each learner. Based on EEG data from 10 subjects, we created a prediction model that estimates the learner's workload to obtain an unobtrusive workload measure. Furthermore, we developed an interactive learning environment that uses the prediction model to estimate the learner's workload online based on the EEG data and adapt the difficulty of the learning material to keep the learner's workload in an optimal range. The EEG-based learning environment was used by 13 subjects to learn arithmetic addition in the octal number system, leading to a significant learning effect. The results suggest that it is feasible to use EEG as an unobtrusive measure of cognitive workload to adapt the learning content. Further it demonstrates that a promptly workload prediction is possible using a generalized prediction model without the need for a user-specific calibration.

  9. Metacognitive components in smart learning environment

    Science.gov (United States)

    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.

  10. Libraries in Second Life: New Approaches to Education, Information Sharing, Learning Object Implementation, User Interactions and Collaborations

    Directory of Open Access Journals (Sweden)

    Susan Smith Nash

    2009-10-01

    Full Text Available Three-dimensional virtual worlds such as Second Life continue to expand the way they provide information, learning activities, and educational applications. This paper explores the types of learning activities that take place in Second Life and discusses how learning takes place, with a view toward developing effective instructional strategies. As learning objects are being launched in Second Life, new approaches to collaboration, interactivity, and cognition are being developed. Many learning-centered islands appeal to individuals who benefit from interaction with peers and instructors, and who can access learning objects such as information repositories, simulations, and interactive animations. The key advantages that Second Life offers include engaging and meaningful interaction with fellow learners, media-rich learning environments with embedded video, graphics, and interactive quizzes and assessments, an engaging environment for simulations such as virtual labs, and culturally inclusive immersive environments. However, because of the steep learning curve, technical difficulties, and cultural diversity, learners may become frustrated in Second Life. Since Second Life is social learning environment that emphasizes the creation of a self, effective learning requires step-by-step empowerment of that new, constructed self.

  11. Active Learning in PhysicsTechnology and Research-based Techniques Emphasizing Interactive Lecture Demonstrations

    Science.gov (United States)

    Thornton, Ronald

    2010-10-01

    Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). An active learning environment is often difficult to achieve in lecture sessions. This presentation will demonstrate the use of sequences of Interactive Lecture Demonstrations (ILDs) that use real experiments often involving real-time data collection and display combined with student interaction to create an active learning environment in large or small lecture classes. Interactive lecture demonstrations will be done in the area of mechanics using real-time motion probes and the Visualizer. A video tape of students involved in interactive lecture demonstrations will be shown. The results of a number of research studies at various institutions (including international) to measure the effectiveness of ILDs and guided inquiry conceptual laboratories will be presented.

  12. Peer Learning in Social Media Enhanced Learning Environment

    Directory of Open Access Journals (Sweden)

    Anne-Maritta Tervakari

    2012-09-01

    Full Text Available TUT Circle, a dedicated social media service for students at Tampere University of Technology (TUT, was used as a learning environment for the purpose of enhancing students‘ collaboration, communication and networking skills required in business and working life and for promoting peer learning in small groups. Unfortunately, active conversation was limited. The students intensively read content created by other students, but they did not actively present their opinions, arguments or comments. Another reason for the lack of real conversation was procrastination. The students seemed to need more encouragement to comment on or question the ideas of others, more support to promote intergroup interaction and more assistance with time management.

  13. Using Interactive Animations to Enhance Teaching, Learning, and Retention of Respiration Pathway Concepts in Face-to-Face and Online High School, Undergraduate, and Continuing Education Learning Environments

    Directory of Open Access Journals (Sweden)

    Sederick C. Rice

    2013-02-01

    Full Text Available One major tool set teachers/instructors can use is online interactive animations, which presents content in a way that helps pique students' interest and differentiates instructional content.  The Virtual Cell Animation Collections (VCAC, developed from the Molecular and Cellular Biology Learning Center, has developed a series of online interactive animations that provide teacher/instructors and students with immersive learning tools for studying and understanding respiration processes.  These virtual tools work as powerful instructional devices to help explain and reinforce concepts of metabolic pathways that would normally be taught traditionally using static textbook pages or by neumonic flashcards. High school, undergraduate, and continuing education students of today learn and retain knowledge differently than their predecessors.  Now teachers face new challenges and must engage and assess students, within a small window during classroom instruction, but also have the skills to provide useful content in distance learning environments.  Educators have to keep up with changing trends in education as a result of technological advances, higher student/teacher ratios, and the influence of social media on education. It is critical for teachers/instructors to be able to present content that not only keeps students interested but also helps bridge learning gaps. VCAC provides high school, undergraduate, and continuing education biology or life science teachers/instructors with classroom strategies and tools for introducing respiration content through free open source online resources. VCAC content supports the development of more inquiry-based classroom and distance-learning environments that can be facilitated by teachers/instructors, which helps improve retention of important respiration subject content and problem-based learning skills for students.

  14. Contradictory Explorative Assessment. Multimodal Teacher/Student Interaction in Scandinavian Digital Learning Environments

    Science.gov (United States)

    Kjällander, Susanne

    2018-01-01

    Assessment in the much-discussed digital divide in Scandinavian technologically advanced schools, is the study object of this article. Interaction is studied to understand assessment; and to see how assessment can be didactically designed to recognise students' learning. With a multimodal, design theoretical perspective on learning teachers' and…

  15. Learning and Teaching in a Synchronous Collaborative Environment.

    Science.gov (United States)

    Marjanovic, Olivera

    1999-01-01

    Describes a new synchronous collaborative environment that combines interactive learning and Group Support Systems for computer-mediated collaboration. Illustrates its potential to improve critical thinking, problem solving, and communication skills, and describes how teachers' roles are changed. (Author/LRW)

  16. 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...

  17. Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style

    Science.gov (United States)

    Valencia-Vallejo, Nilson; López-Vargas, Omar; Sanabria-Rodríguez, Luis

    2018-01-01

    The present research studies the effects of motivational scaffolding that favor self-efficacy and improve learning achievement in students with different cognitive styles in the Field Dependence/Independence (FDI) dimension, when they interact in an e-learning environment on mathematics. The research has an experimental design with two groups and…

  18. Social Presence and Interaction in Learning Environments: The Effect on Student Success

    Science.gov (United States)

    Kožuh, Ines; Jeremic, Zoran; Sarjaš, Andrej; Bele, Julija Lapuh; Devedžic, Vladan; Debevc, Matjaž

    2015-01-01

    With the increased use of social media there is a growing interest in using social interaction and social presence in education. Despite this phenomenon, no appropriate methodology was found on effective integrating of both concepts into online learning. In this study, we propose integrating two different kinds of learning tools to provide social…

  19. 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...

  20. 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 ...

  1. A methodological proposal for comprehensive research: Communicative interactions in a virtual learning environment [Propuesta metodológica para la investigación comprensiva: Interacciones comunicativas en un entorno virtual de aprendizaje

    OpenAIRE

    Lopera C.V.; Vasquez S.A.

    2011-01-01

    To understand the communicative interactions that come up in the relationships of students in a virtual learning environment, the project "Communicative interactions in a virtual learning environment" was developed within a comprehensive research framework that refers to the structure of epistemological and methodological decisions and acts that allows a person to comprehensively access to the sense of life practices. Departing from an etnomethodological focus, the data obtaining, the analysi...

  2. An interactive E-Learning portal in pediatric endocrinology : Practical experience

    NARCIS (Netherlands)

    Kranenburg-van Koppen, L.J.C.; Grijpink-van den Biggelaar, K.; Drop, S.L.S.

    2013-01-01

    Based on educational considerations, the European Society for Paediatric Endocrinology (ESPE) e-learning portal has been developed, providing an interactive learning environment for up-to-date information in pediatric endocrinology. From March 2011 to January 2012, five small-scale pilot studies

  3. Using Five Stage Model to Design of Collaborative Learning Environments in Second Life

    Science.gov (United States)

    Orhan, Sevil; Karaman, M. Kemal

    2014-01-01

    Specifically Second Life (SL) among virtual worlds draws attention of researchers to form collaborative learning environments (Sutcliffe & Alrayes, 2012) since it could be used as a rich platform to simulate a real environment containing many collaborative learning characteristics and interaction tools within itself. Five Stage Model (FSM)…

  4. Validation of a Spanish Version of the Distance Education Learning Environments Survey (DELES) in Spain

    Science.gov (United States)

    Fernández-Pascual, Maria Dolores; Ferrer-Cascales, Rosario; Reig-Ferrer, Abilio; Albaladejo-Blázquez, Natalia; Walker, Scott L.

    2015-01-01

    The aim of this study was to examine the validity of the Spanish version of the Distance Education Learning Environments Survey (Sp-DELES). This instrument assesses students' perceptions of virtual learning environments using six scales: Instructor Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, Active…

  5. Role of Social Presence and Cognitive Absorption in Online Learning Environments

    Science.gov (United States)

    Leong, Peter

    2011-01-01

    This article investigates the relationships between social presence, cognitive absorption, interest, and student satisfaction in online learning. A hypothesized structural equation model was developed to study these critical variables that may influence interaction in online learning environments. Contrary to expectations, the study determined…

  6. Students’ perception of the learning environment in a distributed medical programme

    Directory of Open Access Journals (Sweden)

    Kiran Veerapen

    2010-09-01

    comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites.

  7. Students' perception of the learning environment in a distributed medical programme.

    Science.gov (United States)

    Veerapen, Kiran; McAleer, Sean

    2010-09-24

    The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and

  8. 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...

  9. 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...

  10. Extended Immersive Learning Environment: A Hybrid Remote/Virtual Laboratory

    Directory of Open Access Journals (Sweden)

    Lírio Shaeffer

    2010-09-01

    Full Text Available This paper presents a collaborative virtual learning environment, which includes technologies such as 3D virtual representations, learning and content management systems, remote experiments, and collaborative learning spaces, among others. It intends to facilitate the construction, management and sharing of knowledge among teachers and students, in a global perspective. The environment proposes the use of 3D social representations for accessing learning materials in a dynamic and interactive form, which is regarded to be closer to the physical reality experienced by teachers and students in a learning context. A first implementation of the proposed extended immersive learning environment, in the area of solid mechanics, is also described, including the access to theoretical contents and a remote experiment to determine the elastic modulus of a given object.These instructions give you basic guidelines for preparing camera-ready papers for conference proceedings. Use this document as a template if you are using Microsoft Word 6.0 or later. Otherwise, use this document as an instruction set. The electronic file of your paper will be formatted further. Define all symbols used in the abstract. Do not cite references in the abstract.

  11. Meaningful Engagement in Facebook Learning Environments: Merging Social and Academic Lives

    Science.gov (United States)

    Wang, Jenny; Lin, Chun-Fu C.; Yu, Wei-Chieh W.; Wu, Emily

    2013-01-01

    This study compared the effectiveness of different learning environments between interactive Facebook instructional method and non-Facebook instructional method for undergraduate students. Two outcome dimensions were measured: student grades and learning engagement. A pre-test-posttest control group experimental design was used. The experimental…

  12. 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...

  13. 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-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these

  14. Visualizing learner activities with a virtual learning environment

    DEFF Research Database (Denmark)

    Eskildsen, Søren; Rodil, Kasper; Rehm, Matthias

    2012-01-01

    This paper presents how to gain insights into children’s navigation of an interactive virtual learning environment and how that would benefit their educators. A prototype for logging user information as quantifiable data has been developed and deployed in an in-situ evaluation of the system...

  15. Research progress in machine learning methods for gene-gene interaction detection.

    Science.gov (United States)

    Peng, Zhe-Ye; Tang, Zi-Jun; Xie, Min-Zhu

    2018-03-20

    Complex diseases are results of gene-gene and gene-environment interactions. However, the detection of high-dimensional gene-gene interactions is computationally challenging. In the last two decades, machine-learning approaches have been developed to detect gene-gene interactions with some successes. In this review, we summarize the progress in research on machine learning methods, as applied to gene-gene interaction detection. It systematically examines the principles and limitations of the current machine learning methods used in genome wide association studies (GWAS) to detect gene-gene interactions, such as neural networks (NN), random forest (RF), support vector machines (SVM) and multifactor dimensionality reduction (MDR), and provides some insights on the future research directions in the field.

  16. Designing for Learning: Online Social Networks as a Classroom Environment

    Science.gov (United States)

    Casey, Gail; Evans, Terry

    2011-01-01

    This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she…

  17. Mapping Students’ Informal Learning Using Personal Learning Environment

    Directory of Open Access Journals (Sweden)

    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.

  18. Ethnography in the Danish Veterinary Learning Environment

    Directory of Open Access Journals (Sweden)

    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

  19. Medical students' perceptions of their learning environment during a mandatory research project.

    Science.gov (United States)

    Möller, Riitta; Ponzer, Sari; Shoshan, Maria

    2017-10-20

    To explore medical students´ perceptions of their learning environment during a mandatory 20-week scientific research project. This cross-sectional study was conducted between 2011 and 2013. A total of 651 medical students were asked to fill in the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) questionnaire, and 439 (mean age 26 years, range 21-40, 60% females) returned the questionnaire, which corresponds to a response rate of 67%. The Mann-Whitney U test or the Kruskal-Wallis test were used to compare the research environments. The item My workplace can be regarded as a good learning environment correlated strongly with the item There were sufficient meaningful learning situations (r= 0.71, psatisfaction with supervision correlated strongly with the items interaction (r=0.78, p work in close collaboration.

  20. An Interactive Learning Environment for Teaching the Imperative and Object-Oriented Programming Techniques in Various Learning Contexts

    Science.gov (United States)

    Xinogalos, Stelios

    The acquisition of problem-solving and programming skills in the era of knowledge society seems to be particularly important. Due to the intrinsic difficulty of acquiring such skills various educational tools have been developed. Unfortunately, most of these tools are not utilized. In this paper we present the programming microworlds Karel and objectKarel that support the procedural-imperative and Object-Oriented Programming (OOP) techniques and can be used for supporting the teaching and learning of programming in various learning contexts and audiences. The paper focuses on presenting the pedagogical features that are common to both environments and mainly on presenting the potential uses of these environments.

  1. 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...

  2. 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 ...

  3. A review for detecting gene-gene interactions using machine learning methods in genetic epidemiology.

    Science.gov (United States)

    Koo, Ching Lee; Liew, Mei Jing; Mohamad, Mohd Saberi; Salleh, Abdul Hakim Mohamed

    2013-01-01

    Recently, the greatest statistical computational challenge in genetic epidemiology is to identify and characterize the genes that interact with other genes and environment factors that bring the effect on complex multifactorial disease. These gene-gene interactions are also denoted as epitasis in which this phenomenon cannot be solved by traditional statistical method due to the high dimensionality of the data and the occurrence of multiple polymorphism. Hence, there are several machine learning methods to solve such problems by identifying such susceptibility gene which are neural networks (NNs), support vector machine (SVM), and random forests (RFs) in such common and multifactorial disease. This paper gives an overview on machine learning methods, describing the methodology of each machine learning methods and its application in detecting gene-gene and gene-environment interactions. Lastly, this paper discussed each machine learning method and presents the strengths and weaknesses of each machine learning method in detecting gene-gene interactions in complex human disease.

  4. A Review for Detecting Gene-Gene Interactions Using Machine Learning Methods in Genetic Epidemiology

    Directory of Open Access Journals (Sweden)

    Ching Lee Koo

    2013-01-01

    Full Text Available Recently, the greatest statistical computational challenge in genetic epidemiology is to identify and characterize the genes that interact with other genes and environment factors that bring the effect on complex multifactorial disease. These gene-gene interactions are also denoted as epitasis in which this phenomenon cannot be solved by traditional statistical method due to the high dimensionality of the data and the occurrence of multiple polymorphism. Hence, there are several machine learning methods to solve such problems by identifying such susceptibility gene which are neural networks (NNs, support vector machine (SVM, and random forests (RFs in such common and multifactorial disease. This paper gives an overview on machine learning methods, describing the methodology of each machine learning methods and its application in detecting gene-gene and gene-environment interactions. Lastly, this paper discussed each machine learning method and presents the strengths and weaknesses of each machine learning method in detecting gene-gene interactions in complex human disease.

  5. 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.

  6. Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers Perceptions

    Science.gov (United States)

    Papadopoulou, Anthia; Palaigeorgiou, George

    2016-01-01

    In recent years, a lot of focus has been given to the study of interactive video. However, interactive video has not been examined as a tool for self-directed learning in the classroom and has not been exploited together with tablets. This study tries to assess the value of an e-learning environment which is based primarily on interactive learning…

  7. The Harmonic Walk: An Interactive Physical Environment to Learn Tonal Melody Accompaniment

    Directory of Open Access Journals (Sweden)

    Marcella Mandanici

    2016-01-01

    Full Text Available The Harmonic Walk is an interactive physical environment designed for learning and practicing the accompaniment of a tonal melody. Employing a highly innovative multimedia system, the application offers to the user the possibility of getting in touch with some fundamental tonal music features in a very simple and readily available way. Notwithstanding tonal music is very common in our lives, unskilled people as well as music students and even professionals are scarcely conscious of what these features actually are. The Harmonic Walk, through the body movement in space, can provide all these users a live experience of tonal melody structure, chords progressions, melody accompaniment, and improvisation. Enactive knowledge and embodied cognition allow the user to build an inner map of these musical features, which can be acted by moving on the active surface with a simple step. Thorough assessment tests with musicians and nonmusicians high school students could prove the high communicative power and efficiency of the Harmonic Walk application both in improving musical knowledge and in accomplishing complex musical tasks.

  8. Foster interaction by the integration of ICT with sociocultural and constructivist learning principles

    Science.gov (United States)

    Nguyen, Nhung; Williams, P. John

    2018-01-01

    Research shows that it is challenging to introduce an interactive way of teaching and learning into Asian classrooms where Confucian philosophy has considerable influence. This study was conducted within the context of an ASEAN undergraduate physics course. A goal of the study was to use information communication technology (ICT) to integrate sociocultural and constructivist learning principles to foster interaction within the learning environment. Ninety-three students, a lecturer and a teaching assistant participated in the study. The study employed a mixed method approach, using a questionnaire and interviews with students, the lecturer and the teaching assistant to collect the data, to triangulate, complement and explain the findings. Data was also collected from different groups of people in order to investigate, compare and synthesize perspectives from each group (i.e. students, lecturer, and teaching assistant). SPSS was used to analyze quantitative data from the questionnaire, and NVivo was used to analyze qualitative data from the interviews. The findings of this study obtained from the different sources showed that the interactions within the learning environment were enhanced using this framework. Interviews with the lecturer and the teaching assistant showed that interaction was fostered, and the integration of ICT with the learning principles provided opportunities for new ways of teaching and learning. The lecturer designed learning tasks that required the participant students to search and study different learning resources, and then design group presentation on the topic of optics to explain these topics to their classmates. The lecturer also provided support and motivation for this process. In this way, the lecturer believed that he had created opportunities for the students to interact with learning resources, work in groups, discuss physics content and working processes. Data analysis of the students' interviews revealed this undergraduate ASEAN

  9. Declarative Knowledge Acquisition in Immersive Virtual Learning Environments

    Science.gov (United States)

    Webster, Rustin

    2016-01-01

    The author investigated the interaction effect of immersive virtual reality (VR) in the classroom. The objective of the project was to develop and provide a low-cost, scalable, and portable VR system containing purposely designed and developed immersive virtual learning environments for the US Army. The purpose of the mixed design experiment was…

  10. TELMA: Technology-enhanced learning environment for minimally invasive surgery.

    Science.gov (United States)

    Sánchez-González, Patricia; Burgos, Daniel; Oropesa, Ignacio; Romero, Vicente; Albacete, Antonio; Sánchez-Peralta, Luisa F; Noguera, José F; Sánchez-Margallo, Francisco M; Gómez, Enrique J

    2013-06-01

    Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users. The "TELMA" environment is presented as a new technology-enhanced learning platform that increases the user's experience using a four-pillared architecture: (1) an authoring tool for the creation of didactic contents; (2) a learning content and knowledge management system that incorporates a modular and scalable system to capture, catalogue, search, and retrieve multimedia content; (3) an evaluation module that provides learning feedback to users; and (4) a professional network for collaborative learning between users. Face validation of the environment and the authoring tool are presented. Face validation of TELMA reveals the positive perception of surgeons regarding the implementation of TELMA and their willingness to use it as a cognitive skills training tool. Preliminary validation data also reflect the importance of providing an easy-to-use, functional authoring tool to create didactic content. The TELMA environment is currently installed and used at the Jesús Usón Minimally Invasive Surgery Centre and several other Spanish hospitals. Face validation results ascertain the acceptance and usefulness of this new minimally invasive surgery training environment. Copyright © 2013 Elsevier Inc. All rights reserved.

  11. Fostering Verbal and Non-Verbal Social Interactions in a 3D Collaborative Virtual Learning Environment: A Case Study of Youth with Autism Spectrum Disorders Learning Social Competence in iSocial

    Science.gov (United States)

    Wang, Xianhui; Laffey, James; Xing, Wanli; Galyen, Krista; Stichter, Janine

    2017-01-01

    This case study describes the verbal and nonverbal social interaction of 11 youth with Autism Spectrum Disorders in a 3D Collaborative Virtual Learning Environment-iSocial. The youth were developing social competence through participation in a social competence intervention curriculum implemented online so as to provide access to high quality…

  12. Classroom Habit(us) and Physical Co-presence in a Blended Learning Environment

    DEFF Research Database (Denmark)

    Borsotti, Valeria; Møllenbach, Emilie

    2016-01-01

    In this exploratory case study we map the educational practice of teachers and students in a professional master of Interaction Design. Through a grounded analysis of the context we describe and reflect on: 1) the use of digital learning tools in a blended learning environment, 2) co...

  13. THE USE OF MOBILE TECHNOLOGIES IN MULTIMEDIA-SUPPORTED LEARNING ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Suzan DUYGU ERIŞTI

    2011-07-01

    Full Text Available The aim of the study is to reveal the students’ opinions about the use of PDAs (Personal Digital Assistant in learning environment within the context of multimedia based applications. Through purposeful sampling, 17 undergraduate students attending the elective course of BTÖ 323 Character Design in Computer Environment in the Department of Computer Education and Instructional Technology at Anadolu University were involved in the study. Additionally, the present study was conducted in two phases; in the first phase, within the scope of the course, an interactive Learning content including the subject of “Interactive Multimedia Design” was prepared and installed on PDAs. Then, the PDAs installed with these prepared contents were distributed to the students, and two-hour training on how to use the PDAs was given to the students. In the second phase of the study, a three-week application regarding students’ following the course content via PDAs was conducted. Throughout the application, the students communicated with the instructor for extracurricular feedback by means of PDAs. After the application, semi-structured interviews were held with the students regarding the course application performed via PDAs and its effectiveness. The interview data collected were examined with descriptive analysis. The results demonstrated that most of the students explained the hardware inadequacies in the use of multimedia environment facilities via PDAs such as visual images, videos, animation particularly in learning content. Besides this, for the interactive dimension and communication, the students mentioned negativities particularly regarding file sharing. Consequently, it was concluded that the students had negative opinions about the presentation of multimedia-supported Learning content via PDAs.

  14. Not Just a Game … When We Play Together, We Learn Together: Interactive Virtual Environments and Gaming Engines for Geospatial Visualization

    Science.gov (United States)

    Shipman, J. S.; Anderson, J. W.

    2017-12-01

    An ideal tool for ecologists and land managers to investigate the impacts of both projected environmental changes and policy alternatives is the creation of immersive, interactive, virtual landscapes. As a new frontier in visualizing and understanding geospatial data, virtual landscapes require a new toolbox for data visualization that includes traditional GIS tools and uncommon tools such as the Unity3d game engine. Game engines provide capabilities to not only explore data but to build and interact with dynamic models collaboratively. These virtual worlds can be used to display and illustrate data that is often more understandable and plausible to both stakeholders and policy makers than is achieved using traditional maps.Within this context we will present funded research that has been developed utilizing virtual landscapes for geographic visualization and decision support among varied stakeholders. We will highlight the challenges and lessons learned when developing interactive virtual environments that require large multidisciplinary team efforts with varied competences. The results will emphasize the importance of visualization and interactive virtual environments and the link with emerging research disciplines within Visual Analytics.

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

    Science.gov (United States)

    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.

  16. THE ENVIRONMENT AS A CRUCIAL LEARNING FACTOR AT PRE-SCHOOL

    Directory of Open Access Journals (Sweden)

    Snježana Močinić

    2016-01-01

    Full Text Available In this essay, the author hypothesizes that physical environment is an essential factor for developing an educational project. The environment is considered a sort of "third educator", playing a decisive role in determining the quality of learning. Classrooms, laboratory, the corridor, the structure of the building itself and the context in which the building is placed; the colours of the walls, the quality of natural and artificial light in the building, the furniture and materials for learning are variables which determine the environment where a child lives, learns, experiences, begins relationships with other people. The educator is very important in the process of a child's development. By means of direct and indirect action, he/she can create an attractive space in the building, more accessible for the processes of functional learning. The empirical research, described in the present survey, underlines the importance of pre-schools as an important place for meeting, interaction, listening and reciprocity leading toward an improvement in the relationship between the child and the school environment. In particular, this empirical research will show the diversity of the places and materials teachers made available to children.

  17. 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...

  18. A Measurement Model of Gestures in an Embodied Learning Environment: Accounting for Temporal Dependencies

    Science.gov (United States)

    Andrade, Alejandro; Danish, Joshua A.; Maltese, Adam V.

    2017-01-01

    Interactive learning environments with body-centric technologies lie at the intersection of the design of embodied learning activities and multimodal learning analytics. Sensing technologies can generate large amounts of fine-grained data automatically captured from student movements. Researchers can use these fine-grained data to create a…

  19. Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

    Directory of Open Access Journals (Sweden)

    Maja Lebeničnik

    2015-06-01

    Full Text Available Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources (learning content and learning tools facilitates informed use and enables students to create the learning environment that is most appropriate for their personal learning needs and preferences. In contemporary society, the creation of an inclusive learning environment supported by ICT is pervasive. The model of Universal Design for Learning is becoming increasingly significant in responding to the need for inclusive learning environments. In this article, we categorize different online learning activities into the principles of Universal Design for Learning. This study examines ICT use among university students (N = 138, comparing student teachers with students in other study programs. The findings indicate that among all students, activities with lower demands for engagement are most common. Some differences were observed between student teachers and students from other programs. Student teachers were more likely than their peers to perform certain activities aimed at meeting diverse learner needs, but the percentage of students performing more advanced activities was higher for students in other study programs than for student teachers. The categorization of activities revealed that student teachers are less likely to undertake activities that involve interaction with others. Among the sample of student teachers, we found that personal innovativeness is correlated with diversity of activities in only one category. The results show that student teachers should be encouraged to perform more advanced activities, especially activities involving interaction with others, collaborative learning and use of ICT to

  20. Managing Online Presence in the E-Learning Environment: Technological Support for Academic Staff

    Science.gov (United States)

    Islam, Nurul; Beer, Martin; Slack, Frances

    2015-01-01

    Over the last two decades the use of E-learning technology increased to such an extent that the role of the traditional academic has been forced to change. Focusing on academics' views, this study examines their interactions in the E-learning environment and whether online learning applications have increased academic workload (Eynon, 2005;…

  1. Foreign language learning in immersive virtual environments

    Science.gov (United States)

    Chang, Benjamin; Sheldon, Lee; Si, Mei; Hand, Anton

    2012-03-01

    Virtual reality has long been used for training simulations in fields from medicine to welding to vehicular operation, but simulations involving more complex cognitive skills present new design challenges. Foreign language learning, for example, is increasingly vital in the global economy, but computer-assisted education is still in its early stages. Immersive virtual reality is a promising avenue for language learning as a way of dynamically creating believable scenes for conversational training and role-play simulation. Visual immersion alone, however, only provides a starting point. We suggest that the addition of social interactions and motivated engagement through narrative gameplay can lead to truly effective language learning in virtual environments. In this paper, we describe the development of a novel application for teaching Mandarin using CAVE-like VR, physical props, human actors and intelligent virtual agents, all within a semester-long multiplayer mystery game. Students travel (virtually) to China on a class field trip, which soon becomes complicated with intrigue and mystery surrounding the lost manuscript of an early Chinese literary classic. Virtual reality environments such as the Forbidden City and a Beijing teahouse provide the setting for learning language, cultural traditions, and social customs, as well as the discovery of clues through conversation in Mandarin with characters in the game.

  2. 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.

  3. Evaluation of a Learning Object Based Learning Environment in Different Dimensions

    Directory of Open Access Journals (Sweden)

    Ünal Çakıroğlu

    2009-11-01

    System can be used in problem design about daily life.”, “Using systems can take much time for teachers” and in the title Students‟ using of LOR, “System is not appropriate for collaboration”, “The learning environment can help communication between students.” are the example items. In the technological dimension, the title design principles consist of items like; “The text and tables on the LOs are readable. The design of the menus makes the system usable. , The design is original.” In technological consistency title “LOs can be found by search options.”, “The tools are used for users to continue on the system.” , “Many kinds of files can be uploaded in to the system.” and in security title, the questionnaire has items like; the upload and download systems do not have problems, the user control system works confident. By using these surveys 64 educators in the field and mathematics teacher evaluated the LOR in pedagogy and content dimensions, and 46 material design expert and web expert evaluated LOR in design, technology and security dimensions. As a result of pedagogical and content evaluation, the participants revealed positive views about the LO based learning environment. In pedagogical dimension; it is found that the number of LOs is enough, the content design system must be eliminated from the details, the LOs have enough interaction, LOs can help exploring mathematical relations, and the activities related affective domain must be increased and by using of LOs an exciting and funny learning environment may be designed. In addition; according to the design experts, the learning environment is basic and useful, also most of them agreed on the system that it is complied with design criteria. Besides experts evaluated the security options are feasible. By the results of this study, the LOR will be updated and revised to a form a web based learning environment for mathematics education and the real impact of LO based mathematics learning

  4. Gestural Interaction for Virtual Reality Environments through Data Gloves

    Directory of Open Access Journals (Sweden)

    G. Rodriguez

    2017-05-01

    Full Text Available In virtual environments, virtual hand interactions play a key role in interactivity and realism allowing to perform fine motions. Data glove is widely used in Virtual Reality (VR and through simulating a human hands natural anatomy (Avatar’s hands in its appearance and motion is possible to interact with the environment and virtual objects. Recently, hand gestures are considered as one of the most meaningful and expressive signals. As consequence, this paper explores the use of hand gestures as a mean of Human-Computer Interaction (HCI for VR applications through data gloves. Using a hand gesture recognition and tracking method, accurate and real-time interactive performance can be obtained. To verify the effectiveness and usability of the system, an experiment of ease learning based on execution’s time was performed. The experimental results demonstrate that this interaction’s approach does not present problems for people more experienced in the use of computer applications. While people with basic knowledge has some problems the system becomes easy to use with practice.

  5. The ALIVE Project: Astronomy Learning in Immersive Virtual Environments

    Science.gov (United States)

    Yu, K. C.; Sahami, K.; Denn, G.

    2008-06-01

    The Astronomy Learning in Immersive Virtual Environments (ALIVE) project seeks to discover learning modes and optimal teaching strategies using immersive virtual environments (VEs). VEs are computer-generated, three-dimensional environments that can be navigated to provide multiple perspectives. Immersive VEs provide the additional benefit of surrounding a viewer with the simulated reality. ALIVE evaluates the incorporation of an interactive, real-time ``virtual universe'' into formal college astronomy education. In the experiment, pre-course, post-course, and curriculum tests will be used to determine the efficacy of immersive visualizations presented in a digital planetarium versus the same visual simulations in the non-immersive setting of a normal classroom, as well as a control case using traditional classroom multimedia. To normalize for inter-instructor variability, each ALIVE instructor will teach at least one of each class in each of the three test groups.

  6. 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 ...

  7. 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.

  8. Developing Professional Identity in an Online Learning Environment

    DEFF Research Database (Denmark)

    Horn, Line Helverskov

    2015-01-01

    identity as the outcome for the intern. This paper describes the interactions in an online learning environment. The online platform sought to enable peer interaction between younger and older students in a discussion of the professional identity of Natural and Cultural Heritage Management (NCHM......From a socio-cultural perspective, the development of a professional identity is an on-going process that is social in nature and negotiated in communities of practice (Wenger, 1998). Internships in higher education function as such communities of practice, with an improved sense of professional...

  9. The Impacts of Network Centrality and Self-Regulation on an E-Learning Environment with the Support of Social Network Awareness

    Science.gov (United States)

    Lin, Jian-Wei; Huang, Hsieh-Hong; Chuang, Yuh-Shy

    2015-01-01

    An e-learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA-related e-learning environment. Additionally,…

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

    Directory of Open Access Journals (Sweden)

    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].

  11. Better decision making in complex, dynamic tasks training with human-facilitated interactive learning environments

    CERN Document Server

    Qudrat-Ullah, Hassan

    2015-01-01

    This book describes interactive learning environments (ILEs) and their underlying concepts. It explains how ILEs can be used to improve the decision-making process and how these improvements can be empirically verified. The objective of this book is to enhance our understanding of and to gain insights into the process by which human facilitated ILEs are effectively designed and used in improving users’ decision making in complex, dynamic tasks. This book is divided into four major parts. Part I serves as an introduction to the importance and complexity of decision making in dynamic tasks. Part II provides background material, drawing upon relevant literature, for the development of an integrated process model on the effectiveness of human facilitated ILEs in improving decision making in dynamic tasks. Part III focuses on the design, development, and application of FishBankILE in laboratory experiments to gather empirical evidence for the validity of the process model. Finally, part IV presents a comprehensi...

  12. Tap it again, Sam: Harmonizing personal environments towards lifelong learning

    NARCIS (Netherlands)

    Tabuenca, Bernardo; Kalz, Marco; Specht, Marcus

    2015-01-01

    The increasing number of mobile vendors releas- ing NFC-enabled devices to the market and their prominent adoption has moved this technology from a niche product to a product with a large market-share. NFC facilitates natural interactions between digital world and physical learning environments. The

  13. Social Interaction and Its Realization in 3-D Virtual Learning Environment%社会性交互及其在三维虚拟学习环境中的实现

    Institute of Scientific and Technical Information of China (English)

    刘永娜; 张树玲; 孙波

    2015-01-01

    Learning is a social process, while the teaching interaction is an important factor affecting the learning effect. Teaching interaction includes individual interaction and social interaction. The social interaction plays a significant role in learning. Its teaching function can strengthen the cognitive process of students, and its social function can enhance the social emotion and social process of students. Though with inconsistent starting time and different attention, the study and cognition of social interaction at home and abroad both developed from the media attribute theory with the narrowest social presence at the beginning gradually to the understanding that the social presence is dynamic, and the key to promote social interaction is to establish and cultivate social presence. Although traditional 2-D virtual learning environment has realized the important value of teaching intelligent agent in supporting teaching interaction, its support to social interaction is still limited. By contrary, 3-D virtual reality learning environment has unique characteristics in the scope, time, and depth of the interaction with its incarnation technology, intelligent virtual agent technology, and 3I specialty. Therefore, it provides a more effective environment and tool in establishing and cultivating social presence and learning social emotion. The support system for social emotion learning based on 3-D virtual learning environment improves the feedback speed of social interaction and promotes the production and deepening of social interaction in virtual learning environment by giving social interaction capability to virtual teachers.%学习是一种社会化的过程,教学交互是影响学习效果的重要因素。教学交互分为个别化交互和社会性交互,社会性交互在学习过程中起着非常重要的作用,其教学功能可以强化学生的认知

  14. A Look at Relationships (Part I: Supporting Theories of STEM Integrated Learning Environment in a Classroom - A Historical Approach

    Directory of Open Access Journals (Sweden)

    Tomoki Saito

    2016-04-01

    Full Text Available In this article, the authors address STEM pedagogies that relate to “integration” issues and to their implementation. Referring to past discussions on transdisciplinary teaching and learning (“transdisciplinarity”, the authors claim that STEM integration might lead to synergy between each of four disciplines, and the interaction of those learnings might have mutual benefits as well as disadvantages. Hence, although educators often find it difficult to leave discrete disciplines in which they studied, learning in an integrated environment that focuses on student-centered learning, could or should differ from teaching in traditional classes. Learning in the STEM Integrated Learning Environment has certain features: 1 learning is not necessarily included in and assessed by disciplines as in traditional classes; 2 learning within and across networks of learners has relationships beyond STEM disciplines; and 3 thus, the environment would be structured by vectors of those relationships. If so, teachers are expected to prepare for interactions among STEM areas of learning.

  15. 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.

  16. The Webinar Integration Tool: A Framework for Promoting Active Learning in Blended Environments

    Science.gov (United States)

    Lieser, Ping; Taf, Steven D.; Murphy-Hagan, Anne

    2018-01-01

    This paper describes a three-stage process of developing a webinar integration tool to enhance the interaction of teaching and learning in blended environments. In the context of medical education, we emphasize three factors of effective webinar integration in blended learning: fostering better solutions for faculty and students to interact…

  17. Designing for Learning: Online Social Networks as a Classroom Environment

    Directory of Open Access Journals (Sweden)

    Gail Casey

    2011-11-01

    Full Text Available This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students’ interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author’s action research study, conducted while she was a teacher working in an Australian public high school and completing her PhD. The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students’ reactions and online activity while using a range of social media and Web 2.0 tools.The authors use Graham Nuthall’s (2007 “lens on learning” to explore the social processes and culture of this shared online classroom. The paper uses his extensive body of research and analyses of classroom learning processes to conceptualize and analyze data throughout the action research cycle. It discusses the pedagogical implications that arise from the use of social media and, in so doing, challenges traditional models of teaching and learning.

  18. 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...

  19. 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…

  20. Evaluation Methods on Usability of M-Learning Environments

    Directory of Open Access Journals (Sweden)

    Teresa Magal-Royo

    2007-10-01

    Full Text Available Nowadays there are different evaluation methods focused in the assessment of the usability of telematic methods. The assessment of 3rd generation web environments evaluates the effectiveness and usability of application with regard to the user needs. Wireless usability and, specifically in mobile phones, is concentrated in the validation of the features and tools management using conventional interactive environments. There is not a specific and suitable criterion to evaluate created environments and m-learning platforms, where the restricted and sequential representation is a fundamental aspect to be considered.The present paper exposes the importance of the conventional usability methods to verify both: the employed contents in wireless formats, and the possible interfaces from the conception phases, to the validations of the platform with such characteristics.The development of usability adapted inspection could be complemented with the Remote’s techniques of usability testing, which are being carried out these days in the mobile devices field and which pointed out the need to apply common criteria in the validation of non-located learning scenarios.

  1. Presence relates to distinct outcomes in two virtual environments employing different learning modalities.

    Science.gov (United States)

    Persky, Susan; Kaphingst, Kimberly A; McCall, Cade; Lachance, Christina; Beall, Andrew C; Blascovich, Jim

    2009-06-01

    Presence in virtual learning environments (VLEs) has been associated with a number of outcome factors related to a user's ability and motivation to learn. The extant but relatively small body of research suggests that a high level of presence is related to better performance on learning outcomes in VLEs. Different configurations of form and content variables such as those associated with active (self-driven, interactive activities) versus didactic (reading or lecture) learning may, however, influence how presence operates and on what content it operates. We compared the influence of presence between two types of immersive VLEs (i.e., active versus didactic techniques) on comprehension and engagement-related outcomes. The findings revealed that the active VLE promoted greater presence. Although we found no relationship between presence and learning comprehension outcomes for either virtual environment, presence was related to information engagement variables in the didactic immersive VLE but not the active environment. Results demonstrate that presence is not uniformly elicited or effective across immersive VLEs. Educational delivery mode and environment complexity may influence the impact of presence on engagement.

  2. 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.

  3. Interactive Environment Design in Smart City

    Science.gov (United States)

    Deng, DeXiang; Chen, LanSha; Zhou, Xi

    2017-08-01

    The interactive environment design of smart city is not just an interactive progress or interactive mode design, rather than generate an environment such as the “organic” life entity as human beings through interactive design, forming a smart environment with perception, memory, thinking, and reaction.

  4. The Social Semantic Web in Intelligent Learning Environments: State of the Art and Future Challenges

    Science.gov (United States)

    Jovanovic, Jelena; Gasevic, Dragan; Torniai, Carlo; Bateman, Scott; Hatala, Marek

    2009-01-01

    Today's technology-enhanced learning practices cater to students and teachers who use many different learning tools and environments and are used to a paradigm of interaction derived from open, ubiquitous, and socially oriented services. In this context, a crucial issue for education systems in general, and for Intelligent Learning Environments…

  5. Interaction Control Protocols for Distributed Multi-user Multi-camera Environments

    Directory of Open Access Journals (Sweden)

    Gareth W Daniel

    2003-10-01

    Full Text Available Video-centred communication (e.g., video conferencing, multimedia online learning, traffic monitoring, and surveillance is becoming a customary activity in our lives. The management of interactions in such an environment is a complicated HCI issue. In this paper, we present our study on a collection of interaction control protocols for distributed multiuser multi-camera environments. These protocols facilitate different approaches to managing a user's entitlement for controlling a particular camera. We describe a web-based system that allows multiple users to manipulate multiple cameras in varying remote locations. The system was developed using the Java framework, and all protocols discussed have been incorporated into the system. Experiments were designed and conducted to evaluate the effectiveness of these protocols, and to enable the identification of various human factors in a distributed multi-user and multi-camera environment. This work provides an insight into the complexity associated with the interaction management in video-centred communication. It can also serve as a conceptual and experimental framework for further research in this area.

  6. 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.

  7. Role of Mobile Technology in Promoting Campus-Wide Learning Environment

    Science.gov (United States)

    Hussain, Irshad; Adeeb, Muhammad Aslam

    2009-01-01

    The present study examines the role of mobile technology in promoting campus-wide learning environment. Its main objectives were to a) evaluate the role of mobile technology in higher education in terms of its i). appropriateness ii). flexibility iii). Interactivity, & iv). availability & usefulness and to b). identify the problems of…

  8. 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…

  9. 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...

  10. 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...

  11. 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...

  12. Personal Learning Environments for Language Learning

    Directory of Open Access Journals (Sweden)

    Panagiotis Panagiotidis

    2013-02-01

    Full Text Available The advent of web 2.0 and the developments it has introduced both in everyday practice and in education have generated discussion and reflection concerning the technologies which higher education should rely on in order to provide the appropriate e-learning services to future students. In this context, the Virtual Learning Environments (VLEs, which are widely used in universities around the world to provide online courses to every specific knowledge area and of course in foreign languages, have started to appear rather outdated. Extensive research is under progress, concerning the ways in which educational practice will follow the philosophy of web 2.0 by adopting the more learner-centred and collaborative approach of e-learning 2.0 applications, without abandoning the existing investment of the academic institutions in VLEs, which belong to the e-learning 1.0 generation, and, thus, serve a teacher- or coursecentred approach. Towards this direction, a notably promising solution seems to be the exploitation of web 2.0 tools in order to form Personal Learning Environments (PLEs. These are systems specifically designed or created by the combined use of various external applications or tools that can be used independently or act as a supplement to existing VLE platforms, creating a personalized learning environment. In a PLE, students have the opportunity to form their own personal way of working, using the tools they feel are most appropriate to achieve their purpose. Regarding the subject of foreign language, in particular, the creation of such personalized and adaptable learning environments that extend the traditional approach of a course seems to promise a more holistic response to students’ needs, who, functioning in the PLE, could combine learning with their daily practice, communicating and collaborating with others, thus increasing the possibilities of access to multiple sources, informal communication and practice and eventually

  13. Personal Learning Environments for Language Learning

    Directory of Open Access Journals (Sweden)

    Panagiotis Panagiotidis

    2012-12-01

    Full Text Available The advent of web 2.0 and the developments it has introduced both in everyday practice and in education have generated discussion and reflection concerning the technologies which higher education should rely on in order to provide the appropriate e-learning services to future students.In this context, the Virtual Learning Environments (VLEs, which are widely used in universities around the world to provide online courses to every specific knowledge area and of course in foreign languages, have started to appear rather outdated. Extensive research is under progress, concerning the ways in which educational practice will follow the philosophy of web 2.0 by adopting the more learner-centred and collaborative approach of e-learning 2.0 applications, without abandoning the existing investment of the academic institutions in VLEs, which belong to the e-learning 1.0 generation, and, thus, serve a teacher- or coursecentred approach.Towards this direction, a notably promising solution seems to be the exploitation of web 2.0 tools in order to form Personal Learning Environments (PLEs. These are systems specifically designed or created by the combined use of various external applications or tools that can be used independently or act as a supplement to existing VLE platforms, creating a personalized learning environment. In a PLE, students have the opportunity to form their own personal way of working, using the tools they feel are most appropriate to achieve their purpose.Regarding the subject of foreign language, in particular, the creation of such personalized and adaptable learning environments that extend the traditional approach of a course seems to promise a more holistic response to students’ needs, who, functioning in the PLE, could combine learning with their daily practice, communicating and collaborating with others, thus increasing the possibilities of access to multiple sources, informal communication and practice and eventually acquiring

  14. 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.

  15. Interaction and Technological Resources to Support Learning of Complex Numbers

    Directory of Open Access Journals (Sweden)

    Cassiano Scott Puhl

    2016-02-01

    Full Text Available This article presents a didactic proposal, a workshop for the introduction of the study of complex numbers. Unlike recurrent practices, the workshop began developing the geometric shape of the complex number, implicitly, through vectors. Eliminating student formal vision and algebraic, enriching the teaching practice. The main objective of the strategy was to build the concept of imaginary unit without causing a feeling of strangeness or insignificance of number. The theory of David Ausubel, meaningful learning, the workshop was based on a strategy developed to analyze the subsumers of students and develop a learning by subject. Combined with dynamic and interactive activities in the workshop, there is the use of a learning object (http://matematicacomplexa.meximas.com/. An environment created and basing on the theory of meaningful learning, making students reflect and interact in developed applications sometimes being challenged and other testing hypotheses and, above all, building knowledge. This proposal provided a rich environment for exchange of information between participants and deepening of ideas and concepts that served as subsumers. The result of the experience was very positive, as evidenced by the comments and data submitted by the participants, thus demonstrating that the objectives of this didactic proposal have been achieved.

  16. Deconstructing the Environment: The Case of Adult Immigrants to Canada Learning English

    Directory of Open Access Journals (Sweden)

    Andreea CERVATIUC

    2008-11-01

    Full Text Available This article identifies and deconstructs the ways in which professionally successful adult immigrants to Canada chose to interact with and reshape different environments in order to foster their English learning process. The sample for this study was selected to be representative of the “brain gain” immigration wave to Canada of the last two decades. All 20 participants belong to the same category of highly-educated (17+ years of education, independent immigrants who came to Canada as young adults. The data collection process consisted of a series of three interviews with each participant. The data were analyzed following the principles of the grounded theory method. Several qualitative themes associated with learning English as an adult immigrant in various types of environments in Canada (instructed environments, ‘manipulated’ naturalistic environments, and unaltered naturalistic environments emerged from the interviews with the participants. The themes are critically explored and special emphasis is laid on the ways in which participants overcame difficulties inherent in the environmental factors that were not readily structured to offer immigrants opportunities to learn and practice English.

  17. Student’s social interaction in mathematics learning

    Science.gov (United States)

    Apriliyanto, B.; Saputro, D. R. S.; Riyadi

    2018-03-01

    Mathematics learning achievement is influenced by the internal and external factor of the students. One of the influencing external factors is social interaction with friends in learning activities. In modern learning, the learning is student-centered, so the student interaction is needed to learn about certain basic competence. Potential and motivation of students in learning are expected to develop with good social interaction in order to get maximum results. Social interaction is an important aspect of learning Mathematics because students get the opportunity to express their own thoughts in order to encourage a reflection on the knowledge they have. This research uses the correlational descriptive method involving 36 students for the tenth grade, eleventh grade, and twelfth grade of SMA Negeri 1 Wuryantoro and data collecting technique using questionnaire for social interaction and documentation for learning outcome. The result of this research shows that learning achievement and social interaction of students are not good. Based on the result of data analysis, it is shown that the social interaction and Mathematics learning achievement are still in the low level. This research concludes that students’ social interaction influences student learning achievement in Mathematics subjects.

  18. Development and Deployment of a Library of Industrially Focused Advanced Immersive VR Learning Environments

    Science.gov (United States)

    Cameron, Ian; Crosthwaite, Caroline; Norton, Christine; Balliu, Nicoleta; Tadé, Moses; Hoadley, Andrew; Shallcross, David; Barton, Geoff

    2008-01-01

    This work presents a unique education resource for both process engineering students and the industry workforce. The learning environment is based around spherical imagery of real operating plants coupled with interactive embedded activities and content. This Virtual Reality (VR) learning tool has been developed by applying aspects of relevant…

  19. The learning environment of paediatric interns in South Africa.

    Science.gov (United States)

    Naidoo, Kimesh L; Van Wyk, Jacqueline M; Adhikari, Miriam

    2017-11-29

    South African (SA) paediatric interns (recently qualified medical graduates) work in a high disease burdened and resource deficient environment for two years, prior to independent practice. Perceptions of this learning environment (LE) influences their approaches to training as well as the outcomes of this period of development. Obstacles to creating a supportive LE and supervisor interaction affects the quality of this training. Measuring perceptions of the LE with validated instruments can help inform improvements in learning during this crucial period of medical education. The aims of this study was to determine the psychometric qualities of the Postgraduate Hospital Educational Environment Measure (PHEEM) amongst paediatric interns across four hospital complexes in South Africa and to measure the LE as perceived by both interns and their supervisors. Construct validity was tested using factor analysis and internal consistency was measured with Cronbach's alpha. A total of 209 interns and 60 supervisors (69% intern response rate) responded to the questionnaire. The PHEEM was found to be very reliable with an overall Cronbach's alpha of 0.943 and 0.874 for intern and supervisors respectively. Factor analysis using a 3-factor solution accounted for 42% of the variance with the teaching subscale having the best fit compared with the other sub-scales of the original tool. Most interns perceived the learning environment as being more positive than negative however, their perceptions differed significantly from that of their supervisors. Poor infrastructural support from institutions, excessive workloads and inadequate supervision were factors preventing optimal training of paediatric interns. The SA version of the PHEEM tool used was found to be a reliable and valid instrument for use in interns amongst high disease burdened contexts. Various obstacles to creating an ideal learning environment for paediatric interns were identified to be in need of urgent review. Key

  20. 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.

  1. Social constructivist learning environment in an online professional practice course.

    Science.gov (United States)

    Sthapornnanon, Nunthaluxna; Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

    2009-02-19

    To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE.

  2. 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

  3. 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

  4. Scholarly information discovery in the networked academic learning environment

    CERN Document Server

    Li, LiLi

    2014-01-01

    In the dynamic and interactive academic learning environment, students are required to have qualified information literacy competencies while critically reviewing print and electronic information. However, many undergraduates encounter difficulties in searching peer-reviewed information resources. Scholarly Information Discovery in the Networked Academic Learning Environment is a practical guide for students determined to improve their academic performance and career development in the digital age. Also written with academic instructors and librarians in mind who need to show their students how to access and search academic information resources and services, the book serves as a reference to promote information literacy instructions. This title consists of four parts, with chapters on the search for online and printed information via current academic information resources and services: part one examines understanding information and information literacy; part two looks at academic information delivery in the...

  5. 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…

  6. Learning with Interactive Computer Graphics in the Undergraduate Neuroscience Classroom

    Science.gov (United States)

    Pani, John R.; Chariker, Julia H.; Naaz, Farah; Mattingly, William; Roberts, Joshua; Sephton, Sandra E.

    2014-01-01

    Instruction of neuroanatomy depends on graphical representation and extended self-study. As a consequence, computer-based learning environments that incorporate interactive graphics should facilitate instruction in this area. The present study evaluated such a system in the undergraduate neuroscience classroom. The system used the method of…

  7. Effect of Cognitive Style on Learning and Retrieval of Navigational Environments

    Directory of Open Access Journals (Sweden)

    Maddalena Boccia

    2017-07-01

    Full Text Available Field independence (FI has been found to correlate with a wide range of cognitive processes requiring cognitive restructuring. Cognitive restructuring, that is going beyond the information given by the setting, is pivotal in creating stable mental representations of the environment, the so-called “cognitive maps,” and it affects visuo-spatial abilities underpinning environmental navigation. Here we evaluated whether FI, by fostering cognitive restructuring of environmental cues on the basis of an internal frame of reference, affects the learning and retrieval of a novel environment. Fifty-four participants were submitted to the Embedded Figure Test (EFT for assessing their Cognitive Style (CS and to the Perspective Taking/Spatial Orientation Test (PTSOT and the Santa Barbara Sense of Direction Scale (SBSOD for assessing their spatial perspective taking and orientation skills. They were also required to learn a path in a novel, real environment (route learning, RL, to recognize landmarks of this path among distracters (landmark recognition, LR, to order them (landmark ordering, LO and to draw the learned path on a map (map drawing, MD. Retrieval tasks were performed both immediately after learning (immediate-retrieval and the day after (24 h-retrieval. Performances on EFT significantly correlated with the time needed to learn the path, with MD (both in the immediate- and in the 24 h- retrievals, results on LR (in 24-retrieval and performances on PTSOT. Interestingly, we found that gender interacted with CS on RL (time of learning and MD. Females performed significantly worse than males only if they were classified as FD, but did not differ from males if they were classified as FI. These results suggest that CS affects learning and retrieval of navigational environment, especially when a map-like representation is required. We propose that CS may be pivotal in forming the cognitive map of the environment, likely due to the higher ability of FI

  8. 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 ...

  9. 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

  10. Gestural interaction in a virtual environment

    Science.gov (United States)

    Jacoby, Richard H.; Ferneau, Mark; Humphries, Jim

    1994-04-01

    This paper discusses the use of hand gestures (i.e., changing finger flexion) within a virtual environment (VE). Many systems now employ static hand postures (i.e., static finger flexion), often coupled with hand translations and rotations, as a method of interacting with a VE. However, few systems are currently using dynamically changing finger flexion for interacting with VEs. In our system, the user wears an electronically instrumented glove. We have developed a simple algorithm for recognizing gestures for use in two applications: automotive design and visualization of atmospheric data. In addition to recognizing the gestures, we also calculate the rate at which the gestures are made and the rate and direction of hand movement while making the gestures. We report on our experiences with the algorithm design and implementation, and the use of the gestures in our applications. We also talk about our background work in user calibration of the glove, as well as learned and innate posture recognition (postures recognized with and without training, respectively).

  11. INTERACTIVE LEARNING: ADVANTAGES AND DISADVANTAGES

    Directory of Open Access Journals (Sweden)

    O. Kustovska

    2016-10-01

    Full Text Available In the article the use of interactive technologies in the educational process of the university, allowing students to develop innovative thinking, away from stereotypes, develop imagination, communication skills and expertise, intellectual, emotional, motivational and other areas of personality. Implementing the principles of technological learning, interactive educational technology and provides interactive computer learning tools, and interactivity of educational process when the basic conceptual provisions defined training based on interactive communication.

  12. Frequency and Pattern of Learner-Instructor Interaction in an Online English Language Learning Environment in Vietnam

    Science.gov (United States)

    Pham, Thach; Thalathoti, Vijay; Dakich, Eva

    2014-01-01

    This study examines the frequency and pattern of interpersonal interactions between the learners and instructors of an online English language learning course offered at a Vietnamese university. The paper begins with a review of literature on interaction type, pattern and model of interaction followed by a brief description of the online…

  13. 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...

  14. Web-Based Learning Environment Based on Students’ Needs

    Science.gov (United States)

    Hamzah, N.; Ariffin, A.; Hamid, H.

    2017-08-01

    Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

  15. The Effect of a Multimedia Learning Environment on the Knowledge, Attitude, Confidence, and Skill of Dental Hygiene Students

    Science.gov (United States)

    Stegeman, Cynthia A.

    2011-01-01

    The purpose of this study was to compare the effects of a student-centered, interactive, case-based, multimedia learning environment to a traditional tutorial-based, multimedia learning environment on second-year dental hygiene students (n = 29). Surveys were administered at four points to measure attainment and retention of knowledge, attitude,…

  16. A Regional Integrated Virtual Learning Environment: The AOU's Experience

    Directory of Open Access Journals (Sweden)

    Said Hammad

    2004-02-01

    Full Text Available In this paper we propose to construct a Regional Integrated Virtual Learning Environment (RIVLE for the Arab Open University (AOU. AOU is a new nonprofit learning institution with branches in six Arab countries and more branches scheduled to open in the near future. The university adopts an open learning methodology. We describe the major elements of the RIVLE and their interaction. We present a generic interface between the RIVLE and the Student Information System (SIS. We focus on the characteristics of the pedagogical model in the Arab Open University context and explain why RIVLE would be a perfect fit for this model. We argue that the potential benefits of a RIVLE are realized in such a setting. We also study the possibility of extending the RIVLE to existing learning institutions in the region.

  17. High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

    Directory of Open Access Journals (Sweden)

    Enrique Palou

    2012-04-01

    Full Text Available A team of several faculty members and graduate students at Universidad de las Amricas Puebla is improving engineering design teaching and learning by creating richer learning environments that promote an interactive classroom while integrating formative assessment into classroom practices by means of Tablet PCs and associated technologies. Learning environments that are knowledge-, learner-, community-, and assessment-centered as highlighted by the How People Learn framework, have been developed. To date, the redesign of the undergraduate course entitled Introduction to Engineering Design has signicantly (p<0.05 increased student participation; formative assessment and feedback are more common and rapid; and instructors are utilizing the information gained through real-time formative assessments to tailor instruction to meet student needs. Particularly important have been opportunities to make student thinking visible and to give them chances to revise, as well as opportunities for "what if" thinking.

  18. 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.

  19. 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

  20. Three Dimensional Virtual Environments as a Tool for Development of Personal Learning Networks

    Directory of Open Access Journals (Sweden)

    Aggeliki Nikolaou

    2013-01-01

    Full Text Available Technological advances have altered how, where, when, and what information is created, presented and diffused in working and social environments as well as how learners interact with that information. Virtual worlds constitute an emerging realm for collaborative play, learning and work. This paper describes how virtual worlds provide a mechanism to facilitate the creation and development of Personal Learning Networks. This qualitative investigation focuses on the role of three-dimensional virtual environments (3DVEs in the creation and development of Personal Learning Networks (PLNs. More specifically, this work investigates the reasons that drive members of Education Orientated Groups (hereafter “Groups” in Second Life (SL, to adopt a technological innovation as a milieu of learning, the ways they use it and the types of learning that are occurring in it. The authors also discuss the collaborative and social characteristics of these environments which, provide access to excellence of a specific area of interest and promote innovative ideas on a global scale, through sharing educational resources and developing good educational practices without spatial and temporal constraints.

  1. 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...

  2. Intrinsic interactive reinforcement learning - Using error-related potentials for real world human-robot interaction.

    Science.gov (United States)

    Kim, Su Kyoung; Kirchner, Elsa Andrea; Stefes, Arne; Kirchner, Frank

    2017-12-14

    Reinforcement learning (RL) enables robots to learn its optimal behavioral strategy in dynamic environments based on feedback. Explicit human feedback during robot RL is advantageous, since an explicit reward function can be easily adapted. However, it is very demanding and tiresome for a human to continuously and explicitly generate feedback. Therefore, the development of implicit approaches is of high relevance. In this paper, we used an error-related potential (ErrP), an event-related activity in the human electroencephalogram (EEG), as an intrinsically generated implicit feedback (rewards) for RL. Initially we validated our approach with seven subjects in a simulated robot learning scenario. ErrPs were detected online in single trial with a balanced accuracy (bACC) of 91%, which was sufficient to learn to recognize gestures and the correct mapping between human gestures and robot actions in parallel. Finally, we validated our approach in a real robot scenario, in which seven subjects freely chose gestures and the real robot correctly learned the mapping between gestures and actions (ErrP detection (90% bACC)). In this paper, we demonstrated that intrinsically generated EEG-based human feedback in RL can successfully be used to implicitly improve gesture-based robot control during human-robot interaction. We call our approach intrinsic interactive RL.

  3. Factors Influencing Learning Environments in an Integrated Experiential Program

    Science.gov (United States)

    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

  4. Social Constructivist Learning Environment in an Online Professional Practice Course

    Science.gov (United States)

    Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

    2009-01-01

    Objective To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. Design The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. Assessment The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. Conclusion An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE. PMID:19513147

  5. Student characteristics and learning environment interactions in mathematics and physics education: a resource perspective

    NARCIS (Netherlands)

    Brekelmans, M.; van den Eeden, P.; Terwel, J.; Wubbels, Th.

    1997-01-01

    In two studies, one on secondary mathematics education, the other on secondary physics education, data were collected on students' cognitive achievement and characteristics of students and their learning environment. In this chapter the findings of the two studies are brought together in secondary

  6. 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.

  7. Budgeted Interactive Learning

    Science.gov (United States)

    2017-06-15

    2, and 3). The selection scheme is implemented and released as an open-source active learning package. They have studied theories for designing...We have studied theories for designing algorithms for interactive learning with batch-like feedback (for 1) and algorithms for online digestion of... necessity on pre-training. The new idea provides layer-wise cost estimation with auxiliary nodes, and is applicable to a wider range of deep learning

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

    Science.gov (United States)

    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…

  9. Intrinsically motivated reinforcement learning for human-robot interaction in the real-world.

    Science.gov (United States)

    Qureshi, Ahmed Hussain; Nakamura, Yutaka; Yoshikawa, Yuichiro; Ishiguro, Hiroshi

    2018-03-26

    For a natural social human-robot interaction, it is essential for a robot to learn the human-like social skills. However, learning such skills is notoriously hard due to the limited availability of direct instructions from people to teach a robot. In this paper, we propose an intrinsically motivated reinforcement learning framework in which an agent gets the intrinsic motivation-based rewards through the action-conditional predictive model. By using the proposed method, the robot learned the social skills from the human-robot interaction experiences gathered in the real uncontrolled environments. The results indicate that the robot not only acquired human-like social skills but also took more human-like decisions, on a test dataset, than a robot which received direct rewards for the task achievement. Copyright © 2018 Elsevier Ltd. All rights reserved.

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

    Directory of Open Access Journals (Sweden)

    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.

  11. Perceptions of dental students towards learning environment in an Indian scenario

    Directory of Open Access Journals (Sweden)

    Leena Jain

    2010-01-01

    Full Text Available Background: Dental students constitute a stakeholder group that is able to provide unique information concerning the effectiveness of the dental curriculum. The purpose of this study was to determine students′ perceptions of the learning environment, intellectual climate and teacher student relationships in dental school. Methods : This study was conducted among 341 dental students of two dental college of Udaipur, Rajasthan, India. Response rate was 85%. In this study, the dental version of Medical Student Learning Environment Survey has been used. The questionnaires were divided in to 7 subscales like flexibility, student to student interaction, emotional climate, meaningful experience, organization, supportiveness, and breadth of interest. The students were divided in to two groups of preclinical and clinical for the purpose of comparison. The data were analyzed using ANOVA and t-test. Results: The results were statistically analyzed and differentiated in to preclinical and clinical phases. The preclinical and clinical students rated the student to student interaction as the most favorable whereas the lowest score was given to flexibility by both preclinical and clinical students. Preclinical students rated emotional climate as the lowest after flexibility whereas clinical students rated breadth of interest and meaningful experience as the lowest score after flexibility. Conclusion: This study emphasized the areas of improvement in dental school learning environment based on students′ perspective by making these required and much needed changes in the curriculum. Students′ satisfaction with their dental education can be increased.

  12. Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

    Directory of Open Access Journals (Sweden)

    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

  13. A Well Designed School Environment Facilitates Brain Learning.

    Science.gov (United States)

    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)

  14. Discover the pythagorean theorem using interactive multimedia learning

    Science.gov (United States)

    Adhitama, I.; Sujadi, I.; Pramudya, I.

    2018-04-01

    In learning process students are required to play an active role in learning. They do not just accept the concept directly from teachers, but also build their own knowledge so that the learning process becomes more meaningful. Based on the observation, when learning Pythagorean theorem, students got difficulty on determining hypotenuse. One of the solution to solve this problem is using an interactive multimedia learning. This article aims to discuss the interactive multimedia as learning media for students. This was a Research and Development (R&D) by using ADDIE model of development. The results obtained was multimedia which was developed proper for students as learning media. Besides, on Phytagorian theorem learning activity we also compare Discovery Learning (DL) model with interactive multimedia and DL without interactive multimedia, and obtained that DL with interactive gave positive effect better than DL without interactive multimedia. It was also obtainde that interactive multimedia can attract and increase the interest ot the students on learning math. Therefore, the use of interactive multimedia on DL procees can improve student learning achievement.

  15. The Study of Reinforcement Learning for Traffic Self-Adaptive Control under Multiagent Markov Game Environment

    Directory of Open Access Journals (Sweden)

    Lun-Hui Xu

    2013-01-01

    Full Text Available Urban traffic self-adaptive control problem is dynamic and uncertain, so the states of traffic environment are hard to be observed. Efficient agent which controls a single intersection can be discovered automatically via multiagent reinforcement learning. However, in the majority of the previous works on this approach, each agent needed perfect observed information when interacting with the environment and learned individually with less efficient coordination. This study casts traffic self-adaptive control as a multiagent Markov game problem. The design employs traffic signal control agent (TSCA for each signalized intersection that coordinates with neighboring TSCAs. A mathematical model for TSCAs’ interaction is built based on nonzero-sum markov game which has been applied to let TSCAs learn how to cooperate. A multiagent Markov game reinforcement learning approach is constructed on the basis of single-agent Q-learning. This method lets each TSCA learn to update its Q-values under the joint actions and imperfect information. The convergence of the proposed algorithm is analyzed theoretically. The simulation results show that the proposed method is convergent and effective in realistic traffic self-adaptive control setting.

  16. CLEW: A Cooperative Learning Environment for the Web.

    Science.gov (United States)

    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.…

  17. 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

  18. A Survey of Educational Games as Interaction Design Tools for Affective Learning: Thematic Analysis Taxonomy

    Science.gov (United States)

    Yusoff, Zarwina; Kamsin, Amirrudin; Shamshirband, Shahaboddin; Chronopoulos, Anthony T.

    2018-01-01

    A Computer game is the new platform in generating learning experiences for educational purposes. There are many educational games that have been used as an interaction design tool in a learning environment to enhance students learning outcomes. However, research also claims that playing video games can have a negative impact on student behavior,…

  19. The effect of a pretest in an interactive, multimodal pretraining system for learning science concepts

    NARCIS (Netherlands)

    Bos, Floor/Floris; Terlouw, C.; Pilot, Albert

    2009-01-01

    In line with the cognitive theory of multimedia learning by Moreno and Mayer (2007), an interactive, multimodal learning environment was designed for the pretraining of science concepts in the joint area of physics, chemistry, biology, applied mathematics, and computer sciences. In the experimental

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

    Science.gov (United States)

    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,…

  1. 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.

  2. 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

  3. 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.

  4. Interactive learning in oral and maxillofacial radiology

    Energy Technology Data Exchange (ETDEWEB)

    Ramesh, Aruna; Ganguly, Rumpa [Dept. of Diagnostic Sciences, Div. of Oral and Maxillofacial Radiology, Tufts University School of Dental Medicine, Boston (United States)

    2016-09-15

    The use of electronic tools in teaching is growing rapidly in all fields, and there are many options to choose from. We present one such platform, Learning Catalytics (LC) (Pearson, New York, NY, USA), which we utilized in our oral and maxillofacial radiology course for second-year dental students. The aim of our study was to assess the correlation between students' performance on course exams and self-assessment LC quizzes. The performance of 354 predoctoral dental students from 2 consecutive classes on the course exams and LC quizzes was assessed to identify correlations using the Spearman rank correlation test. The first class was given in-class LC quizzes that were graded for accuracy. The second class was given out-of-class quizzes that were treated as online self-assessment exercises. The grading in the self-assessment exercises was for participation only and not accuracy. All quizzes were scheduled 1-2 weeks before the course examinations. A positive but weak correlation was found between the overall quiz scores and exam scores when the two classes were combined (P<0.0001). A positive but weak correlation was likewise found between students' performance on exams and on in-class LC quizzes (class of 2016) (P<0.0001) as well as on exams and online LC quizzes (class of 2017) (P<0.0001). It is not just the introduction of technological tools that impacts learning, but also their use in enabling an interactive learning environment. The LC platform provides an excellent technological tool for enhancing learning by improving bidirectional communication in a learning environment.

  5. Interactive learning in oral and maxillofacial radiology

    International Nuclear Information System (INIS)

    Ramesh, Aruna; Ganguly, Rumpa

    2016-01-01

    The use of electronic tools in teaching is growing rapidly in all fields, and there are many options to choose from. We present one such platform, Learning Catalytics (LC) (Pearson, New York, NY, USA), which we utilized in our oral and maxillofacial radiology course for second-year dental students. The aim of our study was to assess the correlation between students' performance on course exams and self-assessment LC quizzes. The performance of 354 predoctoral dental students from 2 consecutive classes on the course exams and LC quizzes was assessed to identify correlations using the Spearman rank correlation test. The first class was given in-class LC quizzes that were graded for accuracy. The second class was given out-of-class quizzes that were treated as online self-assessment exercises. The grading in the self-assessment exercises was for participation only and not accuracy. All quizzes were scheduled 1-2 weeks before the course examinations. A positive but weak correlation was found between the overall quiz scores and exam scores when the two classes were combined (P<0.0001). A positive but weak correlation was likewise found between students' performance on exams and on in-class LC quizzes (class of 2016) (P<0.0001) as well as on exams and online LC quizzes (class of 2017) (P<0.0001). It is not just the introduction of technological tools that impacts learning, but also their use in enabling an interactive learning environment. The LC platform provides an excellent technological tool for enhancing learning by improving bidirectional communication in a learning environment

  6. The Learners’ Attitudes towards Using Different Learning Methods in E-Learning Portal Environment

    Directory of Open Access Journals (Sweden)

    Issham Ismail

    2011-09-01

    Full Text Available This study investigates the learners’ preference of academic, collaborative and social interaction towards interaction methods in e-learning portal. Academic interaction consists of interaction between learners and online learning resources such as online reading, online explanation, online examination and also online question answering. Collaborative interaction occurs when learners interact among themselves using online group discussion. Social interaction happens when learners and instructors participate in the session either via online text chatting or voice chatting. The study employed qualitative methodology where data were collected through questionnaire that was administered to 933 distance education students from Bachelor of Management, Bachelor of Science, Bachelor of Social Science and Bachelor of Art. The survey responses were tabulated in a 5-point Likert scale and analyzed using the Statistical Package for Social Science (SPSS Version 12.0 based on frequency and percentage distribution. The result of the study suggest that among three types of interaction, most of the student prefer academic interaction for their learning supports in e-learning portal compared to collaborative and social interaction. They wish to interact with learning content rather than interact with people. They prefer to read and learn from the resources rather than sharing knowledge among themselves and instructors via collaborative and social interaction.

  7. Two-way text messaging: an interactive mobile learning environment in higher education

    OpenAIRE

    Premadasa, H. K. Salinda; Meegama, R. G. N.

    2016-01-01

    Short messaging service (SMS) is perhaps the most popular mobile technology prevalent among students in higher education due to its ubiquitous nature and the capability of two-way communication. However, a major limitation in two-way text messaging is sending back a part of received data with the reply message. This limitation results in users of a mobile learning environment being unable to reply back to the correct destination. This article presents a two-way text messaging system that can ...

  8. Learning Object Metadata in a Web-Based Learning Environment

    NARCIS (Netherlands)

    Avgeriou, Paris; Koutoumanos, Anastasios; Retalis, Symeon; Papaspyrou, Nikolaos

    2000-01-01

    The plethora and variance of learning resources embedded in modern web-based learning environments require a mechanism to enable their structured administration. This goal can be achieved by defining metadata on them and constructing a system that manages the metadata in the context of the learning

  9. Interaction Creates Learning: Engaging Learners with Special Educational Needs through Orff-Schulwerk

    Directory of Open Access Journals (Sweden)

    Markku Kaikkonen

    2013-12-01

    Full Text Available We consider the individual and the collective as fundamentally interdependent. Interaction leads to learning and therefore theories of interaction are of importance. For a music teacher, the achieved awareness can lead to practical advances. Discovering the most productive interactional strategy and understanding the consequences of actions within the actual learning situation can be helpful in creating interaction and learning. However, as interaction is dynamic and complex, especially those practitioners working with students with Special Educational Needs (SEN may not be satisfied with the respective conceptual frameworks on interaction processes. In the present article, we reason that on close inspection it is possible to develop a conceptual approach that meets the diversified challenges of pedagogical interaction. We also suggest that pedagogical interaction with students with SEN can be grounded on the insights of Orff-Schulwerk. First, we briefly describe some of the key principles of Orff-Schulwerk. After the theoretical background the article continues with real case examples with a view to illustrating the applications of the approach and some of the advances of the Orff-Schulwerk perspective in special music educational environments. We close with a summary, presenting some views on the potential of Orff-Schulwerk in pedagogical interaction with students with SEN.

  10. Two different motor learning mechanisms contribute to learning reaching movements in a rotated visual environment [version 2; referees: 2 approved, 1 approved with reservations

    Directory of Open Access Journals (Sweden)

    Virginia Way Tong Chu

    2014-12-01

    Full Text Available Practice of movement in virtual-reality and other artificially altered environments has been proposed as a method for rehabilitation following neurological injury and for training new skills in healthy humans.  For such training to be useful, there must be transfer of learning from the artificial environment to the performance of desired skills in the natural environment.  Therefore an important assumption of such methods is that practice in the altered environment engages the same learning and plasticity mechanisms that are required for skill performance in the natural environment.  We test the hypothesis that transfer of learning may fail because the learning and plasticity mechanism that adapts to the altered environment is different from the learning mechanism required for improvement of motor skill.  In this paper, we propose that a model that separates skill learning and environmental adaptation is necessary to explain the learning and aftereffects that are observed in virtual reality experiments.  In particular, we studied the condition where practice in the altered environment should lead to correct skill performance in the original environment. Our 2-mechanism model predicts that aftereffects will still be observed when returning to the original environment, indicating a lack of skill transfer from the artificial environment to the original environment. To illustrate the model prediction, we tested 10 healthy participants on the interaction between a simple overlearned motor skill (straight hand movements to targets in different directions and an artificially altered visuomotor environment (rotation of visual feedback of the results of movement.  As predicted by the models, participants show adaptation to the altered environment and after-effects on return to the baseline environment even when practice in the altered environment should have led to correct skill performance.  The presence of aftereffect under all conditions that

  11. Student Motivation in Constructivist Learning Environment

    Science.gov (United States)

    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…

  12. The Predicaments of Language Learners in Traditional Learning Environments

    Science.gov (United States)

    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…

  13. 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.

  14. Explaining human uniqueness: genome interactions with environment, behaviour and culture.

    Science.gov (United States)

    Varki, Ajit; Geschwind, Daniel H; Eichler, Evan E

    2008-10-01

    What makes us human? Specialists in each discipline respond through the lens of their own expertise. In fact, 'anthropogeny' (explaining the origin of humans) requires a transdisciplinary approach that eschews such barriers. Here we take a genomic and genetic perspective towards molecular variation, explore systems analysis of gene expression and discuss an organ-systems approach. Rejecting any 'genes versus environment' dichotomy, we then consider genome interactions with environment, behaviour and culture, finally speculating that aspects of human uniqueness arose because of a primate evolutionary trend towards increasing and irreversible dependence on learned behaviours and culture - perhaps relaxing allowable thresholds for large-scale genomic diversity.

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

    Science.gov (United States)

    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…

  16. 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...

  17. Clinical Learning Environment at Shiraz Medical School

    Directory of Open Access Journals (Sweden)

    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.

  18. 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.

  19. Interactive Learning for Graphic Design Foundations

    Science.gov (United States)

    Chu, Sauman; Ramirez, German Mauricio Mejia

    2012-01-01

    One of the biggest problems for students majoring in pre-graphic design is students' inability to apply their knowledge to different design solutions. The purpose of this study is to examine the effectiveness of interactive learning modules in facilitating knowledge acquisition during the learning process and to create interactive learning modules…

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

    Directory of Open Access Journals (Sweden)

    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

  1. Active Learning Environment with Lenses in Geometric Optics

    Science.gov (United States)

    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…

  2. Environmental confounding in gene-environment interaction studies.

    Science.gov (United States)

    Vanderweele, Tyler J; Ko, Yi-An; Mukherjee, Bhramar

    2013-07-01

    We show that, in the presence of uncontrolled environmental confounding, joint tests for the presence of a main genetic effect and gene-environment interaction will be biased if the genetic and environmental factors are correlated, even if there is no effect of either the genetic factor or the environmental factor on the disease. When environmental confounding is ignored, such tests will in fact reject the joint null of no genetic effect with a probability that tends to 1 as the sample size increases. This problem with the joint test vanishes under gene-environment independence, but it still persists if estimating the gene-environment interaction parameter itself is of interest. Uncontrolled environmental confounding will bias estimates of gene-environment interaction parameters even under gene-environment independence, but it will not do so if the unmeasured confounding variable itself does not interact with the genetic factor. Under gene-environment independence, if the interaction parameter without controlling for the environmental confounder is nonzero, then there is gene-environment interaction either between the genetic factor and the environmental factor of interest or between the genetic factor and the unmeasured environmental confounder. We evaluate several recently proposed joint tests in a simulation study and discuss the implications of these results for the conduct of gene-environment interaction studies.

  3. 3D interactive augmented reality-enhanced digital learning systems for mobile devices

    Science.gov (United States)

    Feng, Kai-Ten; Tseng, Po-Hsuan; Chiu, Pei-Shuan; Yang, Jia-Lin; Chiu, Chun-Jie

    2013-03-01

    With enhanced processing capability of mobile platforms, augmented reality (AR) has been considered a promising technology for achieving enhanced user experiences (UX). Augmented reality is to impose virtual information, e.g., videos and images, onto a live-view digital display. UX on real-world environment via the display can be e ectively enhanced with the adoption of interactive AR technology. Enhancement on UX can be bene cial for digital learning systems. There are existing research works based on AR targeting for the design of e-learning systems. However, none of these work focuses on providing three-dimensional (3-D) object modeling for en- hanced UX based on interactive AR techniques. In this paper, the 3-D interactive augmented reality-enhanced learning (IARL) systems will be proposed to provide enhanced UX for digital learning. The proposed IARL systems consist of two major components, including the markerless pattern recognition (MPR) for 3-D models and velocity-based object tracking (VOT) algorithms. Realistic implementation of proposed IARL system is conducted on Android-based mobile platforms. UX on digital learning can be greatly improved with the adoption of proposed IARL systems.

  4. "Homo Virtualis": Virtual Worlds, Learning, and an Ecology of Embodied Interaction

    Science.gov (United States)

    Jarmon, Leslie

    2010-01-01

    This article previews the emergence of "homo virtualis." Drawing on data from seven research studies, peer-reviewed published research articles, and selected excerpts of 30 months of field notes taken in Second Life [SL], the article examines virtual learning environments and embodiment through the lens of interactions of avatars with…

  5. Changing learning with new interactive and media-rich instruction environments: virtual labs case study report.

    Science.gov (United States)

    Huang, Camillan

    2003-01-01

    Technology has created a new dimension for visual teaching and learning with web-delivered interactive media. The Virtual Labs Project has embraced this technology with instructional design and evaluation methodologies behind the simPHYSIO suite of simulation-based, online interactive teaching modules in physiology for the Stanford students. In addition, simPHYSIO provides the convenience of anytime web-access and a modular structure that allows for personalization and customization of the learning material. This innovative tool provides a solid delivery and pedagogical backbone that can be applied to developing an interactive simulation-based training tool for the use and management of the Picture Archiving and Communication System (PACS) image information system. The disparity in the knowledge between health and IT professionals can be bridged by providing convenient modular teaching tools to fill the gaps in knowledge. An innovative teaching method in the whole PACS is deemed necessary for its successful implementation and operation since it has become widely distributed with many interfaces, components, and customizations. This paper will discuss the techniques for developing an interactive-based teaching tool, a case study of its implementation, and a perspective for applying this approach to an online PACS training tool. Copyright 2002 Elsevier Science Ltd.

  6. COMPUTER ALGEBRA, VIRTUAL LEARNING ENVIRONMENT AND MEANINGFUL LEARNING: IS IT POSSIBLE?

    Directory of Open Access Journals (Sweden)

    Celina A. A. P. Abar

    2011-03-01

    Full Text Available A major challenge faced by teachers nowadays relates to the usage of proper educational technology to achieve a true and meaningful learning experience involving time for reflection. Teachers constantly seek new ways to improve instruction, but in virtual learning environments they often find themselves in a new role, interacting in a dynamic system with students and simultaneously acquiring new skills related to the tools in use. In this paper we address this question by conducting an online course aimed at primary and secondary school mathematics teachers, designed to investigate the effective use of GeoGebra and Moodle. The tools selected for the course are free and easy to use, an important factor for the new technology to be incorporated into teaching practice. The course results show that a well-constructed proposal is able to meet the expectations of teachers. Furthermore, the usage of new technologies involves, beyond technical issues, changes in the behavior and in the relationships between the actors involved.

  7. Theoretical Foundations of Learning Environments. Second Edition

    Science.gov (United States)

    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…

  8. 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…

  9. Modeling a student-classroom interaction in a tutorial-like system using learning automata.

    Science.gov (United States)

    Oommen, B John; Hashem, M Khaled

    2010-02-01

    Almost all of the learning paradigms used in machine learning, learning automata (LA), and learning theory, in general, use the philosophy of a Student (learning mechanism) attempting to learn from a teacher. This paradigm has been generalized in a myriad of ways, including the scenario when there are multiple teachers or a hierarchy of mechanisms that collectively achieve the learning. In this paper, we consider a departure from this paradigm by allowing the Student to be a member of a classroom of Students, where, for the most part, we permit each member of the classroom not only to learn from the teacher(s) but also to "extract" information from any of his fellow Students. This paper deals with issues concerning the modeling, decision-making process, and testing of such a scenario within the LA context. The main result that we show is that a weak learner can actually benefit from this capability of utilizing the information that he gets from a superior colleague-if this information transfer is done appropriately. As far as we know, the whole concept of Students learning from both a teacher and from a classroom of Students is novel and unreported in the literature. The proposed Student-classroom interaction has been tested for numerous strategies and for different environments, including the established benchmarks, and the results show that Students can improve their learning by interacting with each other. For example, for some interaction strategies, a weak Student can improve his learning by up to 73% when interacting with a classroom of Students, which includes Students of various capabilities. In these interactions, the Student does not have a priori knowledge of the identity or characteristics of the Students who offer their assistance.

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

    Science.gov (United States)

    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…

  11. 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.

  12. Educational interactive multimedia software: The impact of interactivity on learning

    Science.gov (United States)

    Reamon, Derek Trent

    This dissertation discusses the design, development, deployment and testing of two versions of educational interactive multimedia software. Both versions of the software are focused on teaching mechanical engineering undergraduates about the fundamentals of direct-current (DC) motor physics and selection. The two versions of Motor Workshop software cover the same basic materials on motors, but differ in the level of interactivity between the students and the software. Here, the level of interactivity refers to the particular role of the computer in the interaction between the user and the software. In one version, the students navigate through information that is organized by topic, reading text, and viewing embedded video clips; this is referred to as "low-level interactivity" software because the computer simply presents the content. In the other version, the students are given a task to accomplish---they must design a small motor-driven 'virtual' vehicle that competes against computer-generated opponents. The interaction is guided by the software which offers advice from 'experts' and provides contextual information; we refer to this as "high-level interactivity" software because the computer is actively participating in the interaction. The software was used in two sets of experiments, where students using the low-level interactivity software served as the 'control group,' and students using the highly interactive software were the 'treatment group.' Data, including pre- and post-performance tests, questionnaire responses, learning style characterizations, activity tracking logs and videotapes were collected for analysis. Statistical and observational research methods were applied to the various data to test the hypothesis that the level of interactivity effects the learning situation, with higher levels of interactivity being more effective for learning. The results show that both the low-level and high-level interactive versions of the software were effective

  13. 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 ...

  14. Homeostasis of Complementary Pair Theory: Ecological Comparisons in Diverse Universal Design for Learning Environments

    Science.gov (United States)

    Ianneo, Brittany

    2014-01-01

    Accommodation~assimilation relations were theorized by Kelso and Engstrom (2006) as independent and dependent complementary pairs. This study defined relationships between organisms that experienced complementary interactions of accommodation~assimilation in diverse ecologies designed with universal design for learning environments (UDLE) compared…

  15. 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

  16. Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program.

    Science.gov (United States)

    Naser-ud-Din, S

    2015-08-01

    E-learning has gained momentum in health sciences and seems to have great potential in specialist dental education. Higher acceptability by learners is particularly associated with the surge of smart devices. Currently, there are limited number of e-learning modules available for dental education, particularly in Orthodontics. Scenario Based Learning interactive (SBLi(®)) software was used for the first time in Orthodontics Postgraduate training at the University of Queensland. Nine interactive modules were created embedded with clinical procedure videos, web-links, evidence-based literature, along with opportunity for self-assessment and evaluation. Qualitative data were collected before and after the administration of the SBLi(®) for Orthodontics. The purpose of this data was to investigate learning styles and the acceptance of e-modules as part of postgraduate training. Advantages of the package included high acceptance rate, greater confidence in the application of clinical skills covered in the modules and reduced contact time particularly with limited academic staff. E-modules demonstrated high compatibility with the learning styles of the participants and were considered engaging. It seems apparent that e-learning is most effective in a blended learning environment, supplemented with the traditional classroom approach, rather than as a sole mechanism for postgraduate training. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  17. Usage of a learning virtual environment with interactive virtual reality for helping in reactor engineering teaching

    International Nuclear Information System (INIS)

    Miguel, Lucas de Castro

    2017-01-01

    In the last few decades, several studies have been conducted regarding the effectiveness of the use of virtual reality as a teaching tool. New and complex IT tools (Information and Communication Technologies) have also been developed. One such tool, is the Virtual Learning Environment (VLE). VLEs are internet media that use cyberspace to convey didactic content and can complement the orthodox teaching method, allowing students a new way of understanding complex content through digital interaction. This work aims to teach the operation of the first and second cycles of a pressurized water nuclear reactor through the development and use of a VLE. The VLE will use interactive virtual reality to demonstrate to the student the 'anatomy' of a generating nuclear power plant. There are several possibilities for future work using this VLE. One is the use as a data repository and 'virtual exhibition room' of each component of the nuclear reactor that researchers are modelling and developing. With these virtual objects allocated in a category, teachers could use this VLE in the classroom as a teaching tool while researchers could use the platform as a quick and practical way of viewing their online work and sharing it with other researchers. Thus, this VLE will be an effective tool for spreading knowledge of nuclear power more easily within, as well as outside of the research community. (author)

  18. Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

    Directory of Open Access Journals (Sweden)

    Xi Huang

    2018-01-01

    Full Text Available Computer-supported collaborative learning facilitates the extension of second language acquisition into social practice. Studies on its achievement effects speak directly to the pedagogical notion of treating communicative practice in synchronous computer-mediated communication (SCMC: real-time communication that takes place between human beings via the instrumentality of computers in forms of text, audio and video communication, such as live chat and chatrooms as socially-oriented meaning construction. This review begins by considering the adoption of social interactionist views to identify key paradigms and supportive principles of computer-supported collaborative learning. A special focus on two components of communicative competence is then presented to explore interactional variables in synchronous computer-mediated communication along with a review of research. There follows a discussion on a synthesis of interactional variables in negotiated interaction and co-construction of knowledge from psycholinguistic and social cohesion perspectives. This review reveals both possibilities and disparities of language socialization in promoting intersubjective learning and diversifying the salient use of interactively creative language in computer-supported collaborative learning environments in service of communicative competence.

  19. mCLEV-R: Design and Evaluation of an Interactive and Collaborative M-Learning Application

    Directory of Open Access Journals (Sweden)

    Teresa Monahan

    2007-06-01

    Full Text Available Continuous enhancements in computer technology and the current widespread computer literacy among the public have resulted in a new generation of students that expect increasingly more from their e-learning experiences. To keep up with such expectations, e-learning systems have gone through a radical change from the initial text-based environments to more stimulating multimedia systems. E-learning functionalities are now also being extended to mobile platforms in order to be more available and convenient for users. Many mobile learning applications have now been developed and they too are becoming more advanced. However, providing truly collaborative and interactive mobile learning tools still remains a challenge. In this paper, we present a desktop e-learning system called CLEV-R and in particular a component of the system that we have developed for mobile devices. This mobile component explores the possibility of providing collaboration tools for mobile learners while also presenting the learning experience through an engaging 3D environment.

  20. Measurement of Usability for Multimedia Interactive Learning Based on Website in Mathematics for SMK

    Science.gov (United States)

    Sukardjo, Moch.; Sugiyanta, Lipur

    2018-04-01

    Web usability, if evaluation done correctly, can significantly improve the quality of the website. Website containing multimedia for education shoud apply user interfaces that are both easy to learn and easy to use. Multimedia has big role in changing the mindset of a person in learning. Using multimedia, learners get easy to obtain information, adjust information and empower information. Therefore, multimedia is utilized by teachers in developing learning techniques to improve student learning outcomes. For students with self-directed learning, multimedia provides the ease and completeness of the courses in such a way that students can complete the learning independently both at school and at home without the guidance of teachers. The learning independence takes place in how students choose, absorb information, and follow the evaluation quickly and efficiently. The 2013 Curriculum 2013 for Vocational High School (SMK) requires teachers to create engaging teaching and learning activities that students enjoy in the classroom (also called invitation learning environment). The creation of learning activity environment is still problem for most teachers. Various researches reveal that teaching and learning activities will be more effective and easy when assisted by visual tools. Using multimedia, learning material can be presented more attractively that help students understand the material easily. The opposite is found in the learning activity environment who only rely on ordinary lectures. Usability is a quality level of multimedia with easy to learn, easy to use and encourages users to use it. The website Multimedia Interactive Learning for Mathematics SMK Class X is targeted object. Usability website in Multimedia Interactive Learning for Mathematics SMK Class X is important indicators to measure effectiveness, efficiency, and student satisfaction to access the functionality of website. This usability measurement should be done carefully before the design is

  1. Multimedia as an Interactive Platform in Learning Volcanoes in Social Sciences among Upper Primary Students--An Experiment

    Science.gov (United States)

    Ravi, R.; Malathy, V. A.

    2010-01-01

    Instructional technology is a growing field which uses technology as a means to solve teaching and learning challenges, both in the classroom and outside the classroom that is in distance learning environments. Multimedia is an interactive instructional technology used in the classroom for teaching learning process has a wide significance to the…

  2. 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.

  3. 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.

  4. Personal Learning Environments: A Solution for Self-Directed Learners

    Science.gov (United States)

    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…

  5. Information literacy experiencies inside virtual learning environments

    Directory of Open Access Journals (Sweden)

    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.

  6. Measuring the clinical learning environment in anaesthesia.

    Science.gov (United States)

    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.

  7. Using Avatars and Virtual Environments in Learning: What Do They Have to Offer?

    Science.gov (United States)

    Falloon, Garry

    2010-01-01

    This paper explores and discusses arguments for the use of virtual environments and interactive avatars in supporting the achievement of student learning goals within conventional educational contexts. It describes and evaluates arguments promoted by some authors (eg, van den Brekel, 2007; Deuchar & Nodder, 2003; Dickey, 2003; Facer, 2004; de…

  8. 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...

  9. Learning How to Design a Technology Supported Inquiry-Based Learning Environment

    Science.gov (United States)

    Hakverdi-Can, Meral; Sonmez, Duygu

    2012-01-01

    This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

  10. Classroom interaction and language learning among boys in coed and single-sex contexts

    OpenAIRE

    Rojas Alfaro, Roberto Enrique

    2012-01-01

    This paper will address the differences and similarities in EFL interactive patterns of boys' learning in gender specific learning environments. The presentation will explore the findings of observational research conducted in coeducational and single-sex classrooms in two secondary schools in Costa Rica, namely Yorkin and New Hope schools. Data collection included class observation, interviews, surveys, questionnaires, photo ethnography and artifacts. The results revealed that boys in both c...

  11. 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...

  12. Contemporary state of spacecraft/environment interaction research

    CERN Document Server

    Novikov, L S

    1999-01-01

    Various space environment effects on spacecraft materials and equipment, and the reverse effects of spacecrafts and rockets on space environment are considered. The necessity of permanent updating and perfection of our knowledge on spacecraft/environment interaction processes is noted. Requirements imposed on models of space environment in theoretical and experimental researches of various aspects of the spacecraft/environment interaction problem are formulated. In this field, main problems which need to be solved today and in the nearest future are specified. The conclusion is made that the joint analysis of both aspects of spacecraft/environment interaction problem promotes the most effective solution of the problem.

  13. 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...

  14. Effects of a Centered Virtual Teaching Environment on Learning Styles in the Academic Performance of College Students

    Directory of Open Access Journals (Sweden)

    H. Fontalvo

    2009-03-01

    Full Text Available Based on the concept of adaptive hypermedia, the webCT platform was used to design a learning virtual environment that would allow students’ interaction of different support materials with their usual styles of learning. GA Latin Square design was used to determine the role that environment and learning styles, along with intrinsic motivation, played on academic performance, navigation patterns, and number of visits to the support materials. The study showed an important difference in academic performance in favor of the Balanced group. Intrinsic motivation was the main explicative factor for the differences found beyond learning styles. The conclusion was that there are differences in the way of using the objects of learning, and that there are differentiated patterns to access the support material, depending on the students’ learning styles.

  15. 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...

  16. 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. ...

  17. Exploring The Moon through a 21st Century Learning Environment of Interactive Whiteboards

    Science.gov (United States)

    Runyon, C. J.; Hall, C.; Joyner, E.; Meyer, H. M.

    2012-12-01

    Lunar exploration has an important role to play in inspiring students to hone their skills and understanding, as well as encouraging them to pursue careers in science, technology engineering and math (STEM). Many of NASA's current lunar educational materials do not dynamically engage the whole learner or effectively address 21st Century skills. We present examples of several dynamic lunar science activities for use on interactive white boards. These activities are replicable and incorporate NASA mission-derived sampling and analysis techniques. Building on a highly visual and tactile workforce, it is imperative that today's classrooms keep up with technologies that are the media of modern life. Interactive white boards offer a coordinated curricula and supporting resources that are immediately usable in most classrooms across America. Our dynamic classroom materials are rich in scientific processes, meet the national standards of learning in STEM, and are teacher-vetted for content and usability. Incorporating educational activities created from the NASA Lunar Science Institute team activities, the Moon Mineralogy Mapper (M3) Educator's Guide, and more current NASA lunar missions, we offer three dynamic modules for use on an interactive white board. SMART activities implement the mastery teaching model, employing instructional strategies so that all students can achieve the same level of learning. Our goal is to provide educators with multiple resources for teaching their students about the Moon and engaging their interest in pursuing STEM in the future. In addition to background information, inquiry-oriented lessons allow students to gather information and data directly through the Internet. For example, with the return of high resolution/high spatial data from M3/Chandrayaan-1, we can now better identify, discern and understand the compositional variations on the lunar surface. Data and analysis techniques from the M3 imaging spectrometer are incorporated into

  18. Advanced Training Technologies and Learning Environments

    Science.gov (United States)

    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.

  19. STEPS OF THE DESIGN OF CLOUD ORIENTED LEARNING ENVIRONMENT IN THE STUDY OF DATABASES FOR FUTURE TEACHERS OF INFORMATICS

    Directory of Open Access Journals (Sweden)

    Oleksandr M. Kryvonos

    2018-02-01

    Full Text Available The article describes the introduction of cloud services in the educational process of the discipline «Databases» of future teachers of informatics and the design of the cloud oriented learning environment on their basis. An analysis of the domestic experience of forming a cloud oriented learning environment of educational institutions is carried out, given interpretation of concepts «cloud oriented distance learning system», «cloud oriented learning environment in the study of databases», «the design of the cloud oriented learning environment in the study of databases for future teachers of informatics». The following stages of designing COLE are selected and described: targeted, conceptual, meaningful, component, introductory, appraisal-generalization. The structure of the educational interaction of subjects in the study of databases in the conditions of the COLE is developed by the means of the cloud oriented distance learning system Canvas, consisting of communication tools, joint work, and planning of educational events, cloud storages.

  20. Learning Analytics for Networked Learning Models

    Science.gov (United States)

    Joksimovic, Srecko; Hatala, Marek; Gaševic, Dragan

    2014-01-01

    Teaching and learning in networked settings has attracted significant attention recently. The central topic of networked learning research is human-human and human-information interactions occurring within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach to…

  1. 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…

  2. 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

  3. Skype me! Socially Contingent Interactions Help Toddlers Learn Language

    Science.gov (United States)

    Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

    2013-01-01

    Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). The current study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. PMID:24112079

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  6. Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases

    Science.gov (United States)

    Dias, Sofia B.; Diniz, José A.; Hadjileontiadis, Leontios J.

    2014-01-01

    The combination of the process of pedagogical planning within the Blended (b-) learning environment with the users' quality of interaction ("QoI") with the Learning Management System (LMS) is explored here. The required "QoI" (both for professors and students) is estimated by adopting a fuzzy logic-based modeling approach,…

  7. Situated Cognition and Learning Environments: Implications for Teachers On- and Offline in the New Digital Media Age

    Science.gov (United States)

    Gomez, Kimberley; Lee, Ung-Sang

    2015-01-01

    John Seely Brown suggested that learning environments should be spaces in which all work is public, is subject to iterative critique by instructors and peers, and in which social interaction is primary. In such spaces, students and teachers engage in a situated cognition approach to teaching and learning where "cognitive accomplishments rely…

  8. Towards a stated position in pedagogical discourse mediated by virtual learning environments

    Directory of Open Access Journals (Sweden)

    Regina Maria Varini Mutti

    2008-01-01

    Full Text Available With a view towards a pedagogy for computer-based environments concerning distance learning and focusing on higher education, this study aimed to reveal the effects of implied meanings in the act of interpretation that idealized a synchronous and asynchronous communication tool called forchat. For discursive analysis, verbal formulations were taken from the corpus studied, which provided the themes for the sustaining principles within the dimensions of their purpose, format and use in virtual classrooms set up as learning communities. The results of the analysis highlight the uncloaking of the illusion of oneness, from the participants' immersion in the flow of the interaction, supported by another, non-capitalistic, space-time dimension for interactive exchanges. This dimension recognizes the subjects' heterogeneities and the meanings produced in the discursive order of the telematic writings.

  9. Skype me! Socially contingent interactions help toddlers learn language.

    Science.gov (United States)

    Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta M

    2014-01-01

    Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24-30 months (N = 36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and noncontingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). This study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

  10. Teachers' and students' perspectives on teaching and learning through virtual learning environments

    Science.gov (United States)

    Limniou, M.; Smith, M.

    2010-12-01

    The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students' background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers' and students' perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.

  11. 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.

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

    Science.gov (United States)

    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,…

  13. Patterns of interactions at grade 5 classroom in learning the topic of statistics viewed from cognitive load theory

    Science.gov (United States)

    Setianingsih, R.

    2018-01-01

    The nature of interactions that occurs among teacher, students, learning sources, and learning environment creates different settings to enhance learning. Any setting created by a teacher is affected by 3 (three) types of cognitive load: intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. This study is qualitative in nature, aims to analyse the patterns of interaction that are constituted in mathematics instructions by taking into account the cognitive load theory. The subjects of this study are 21 fifth-grade students who learn mathematics in small groups and whole-class interactive lessons. The data were collected through classroom observations which were videotaped, while field notes were also taken. The data analysis revealed that students engaged in productive interaction and inquiry while they were learning mathematics in small groups or in whole class setting, in which there was a different type of cognitive load that dominantly affecting the learning processes at each setting. During learning mathematics in whole class setting, the most frequently found interaction patterns were to discuss and compare solution based on self-developed models, followed by expressing opinions. This is consistent with the principles of mathematics learning, which gives students wide opportunities to construct mathematical knowledge through individual learning, learning in small groups as well as learning in whole class settings. It means that by participating in interactive learning, the students are habitually engaged in productive interactions and high level of mathematical thinking.

  14. INTUITEL and the Hypercube Model - Developing Adaptive Learning Environments

    Directory of Open Access Journals (Sweden)

    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.

  15. 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.

  16. Virtual learning environment for managing costs of dressings for pressure ulcers

    Directory of Open Access Journals (Sweden)

    Marta Cristiane Alves Pereira

    2014-06-01

    Full Text Available A descriptive and applied study aimed at describing the construction and assessment of a virtual learning environment on the topic of cost management of pressure ulcer dressings, using WebQuest methodology. For the planning and development phases, we used simple and accessible technological resources, focused on educational aspects. During the assessment phase, four computer science specialists, four nursing professors and four nursing professionals who worked with cost management evaluated technical aspects (Response Time and Interface Quality as well as educational ones (Content, Activity, Interaction. These aspects received positive evaluations (over 86% of criteria were fulfilled, except for Response Time (62% were totally fulfilled and 30% partially fulfilled. The results demonstrated that it is possible to make use of virtual learning environments with undergraduate nursing students in order to impact education regarding material cost management in nursing. doi: 10.5216/ree.v16i2.22161.

  17. Using Activity Theory to Design Constructivist Online Learning Environments for Higher Order Thinking: A Retrospective Analysis

    Directory of Open Access Journals (Sweden)

    Dirk Morrison

    2003-10-01

    Full Text Available Abstract. This paper examined a particular online learning activity, embedded within a computer supported collaborative learning (CSCL environment incorporated as part of the larger context of participation in a unique national agricultural leadership development program. Process outcomes such as a high level of collaboration and active peer facilitation as well as demonstration by participants of a variety of holistic thinking skills were observed via a transcript analysis of online interactions. This led to speculations that the particular design features embedded within the context of the online collaborative issues analysis project (IAP, were thought to clearly reflect a constructivist approach. Methods to confirm this included evaluating the learning activity in light of nine characteristics of an authentic task in CSCL environments, and using activity theory as a conceptual framework with which to further examine the extent to which the IAP reflected the values and principles of a constructivist online learning environment.

  18. Soft Systems Methodology for Personalized Learning Environment

    Science.gov (United States)

    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…

  19. Teaching Chemistry in a Social Learning Environment: Facing Drivers and Barriers

    OpenAIRE

    Castro, Cornelia; Andrade, Antonio

    2012-01-01

    The Portuguese Technological Plan for Education (TPE) was established to modernize schools and to consolidate the role of Information and Communication Technologies (ICT) in order to promote the academic success of students and allow schools to be transformed into technological enhanced environments through a significant learning and knowledge building in a participatory, collaborative and sharing logic. With this work we aimed to establish dynamical interactions students-content-teacher i...

  20. Social Interaction in Learning Networks

    NARCIS (Netherlands)

    Sloep, Peter

    2009-01-01

    The original publication is available from www.springerlink.com. Sloep, P. (2009). Social Interaction in Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp 13-15). Berlin, Germany: Springer Verlag.

  1. Relationship between Students' Emotional Intelligence, Social Bond, and Interactions in Online Learning

    Science.gov (United States)

    Han, Heeyoung; Johnson, Scott D.

    2012-01-01

    The purpose of the study was to investigate the relationship between students' emotional intelligence, social bond, and their interactions in an online learning environment. The research setting in this study was a 100% online master's degree program within a university located in the Midwest of the United States. Eighty-four students participated…

  2. 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

  3. Differentiating qualitative representations into learning spaces

    NARCIS (Netherlands)

    Liem, J.; Beek, W.; Bredeweg, B.; de Kleer, J.; Forbus, K.D.

    2010-01-01

    The DynaLearn interactive learning environment allows learners to construct their conceptual ideas and investigate the logical consequences of those ideas. By building and simulating causal models, students develop an understanding of how systems work. The DynaLearn interactive learning environment

  4. IMPLEMENTATION OF 3D TOOLS AND IMMERSIVE EXPERIENCE INTERACTION FOR SUPPORTING LEARNING IN A LIBRARY-ARCHIVE ENVIRONMENT. VISIONS AND CHALLENGES

    Directory of Open Access Journals (Sweden)

    A. Angeletaki

    2013-07-01

    Full Text Available In this paper we present an experimental environment of 3D books combined with a game application that has been developed by a collaboration project between the Norwegian University of Science and Technology in Trondheim, Norway the NTNU University Library, and the Percro laboratory of Santa Anna University in Pisa, Italy. MUBIL is an international research project involving museums, libraries and ICT academy partners aiming to develop a consistent methodology enabling the use of Virtual Environments as a metaphor to present manuscripts content through the paradigms of interaction and immersion, evaluating different possible alternatives. This paper presents the results of the application of two prototypes of books augmented with the use of XVR and IL technology. We explore immersive-reality design strategies in archive and library contexts for attracting new users. Our newly established Mubil-lab has invited school classes to test the books augmented with 3D models and other multimedia content in order to investigate whether the immersion in such environments can create wider engagement and support learning. The metaphor of 3D books and game designs in a combination allows the digital books to be handled through a tactile experience and substitute the physical browsing. In this paper we present some preliminary results about the enrichment of the user experience in such environment.

  5. Implementation of 3d Tools and Immersive Experience Interaction for Supporting Learning in a Library-Archive Environment. Visions and Challenges

    Science.gov (United States)

    Angeletaki, A.; Carrozzino, M.; Johansen, S.

    2013-07-01

    In this paper we present an experimental environment of 3D books combined with a game application that has been developed by a collaboration project between the Norwegian University of Science and Technology in Trondheim, Norway the NTNU University Library, and the Percro laboratory of Santa Anna University in Pisa, Italy. MUBIL is an international research project involving museums, libraries and ICT academy partners aiming to develop a consistent methodology enabling the use of Virtual Environments as a metaphor to present manuscripts content through the paradigms of interaction and immersion, evaluating different possible alternatives. This paper presents the results of the application of two prototypes of books augmented with the use of XVR and IL technology. We explore immersive-reality design strategies in archive and library contexts for attracting new users. Our newly established Mubil-lab has invited school classes to test the books augmented with 3D models and other multimedia content in order to investigate whether the immersion in such environments can create wider engagement and support learning. The metaphor of 3D books and game designs in a combination allows the digital books to be handled through a tactile experience and substitute the physical browsing. In this paper we present some preliminary results about the enrichment of the user experience in such environment.

  6. USING PCU-CAMEL, A WEB-BASED LEARNING ENVIRONMENT, IN EVALUATING TEACHING-LEARNING PROCESS

    Directory of Open Access Journals (Sweden)

    Arlinah Imam Rahardjo

    2008-01-01

    Full Text Available PCU-CAMEL (Petra Christian University-Computer Aided Mechanical Engineering Department Learning Environment has been developed to integrate the use of this web-based learning environment into the traditional, face-to-face setting of class activities. This integrated learning method is designed as an effort to enrich and improve the teaching-learning process at Petra Christian University. A study was conducted to introduce the use of PCU-CAMEL as a tool in evaluating teaching learning process. The study on this method of evaluation was conducted by using a case analysis on the integration of PCU-CAMEL to the traditional face-to-face meetings of LIS (Library Information System class at the Informatics Engineering Department of Petra Christian University. Students’ responses documented in some features of PCU-CAMEL were measured and analyzed to evaluate the effectiveness of this integrated system in developing intrinsic motivation of the LIS students of the first and second semester of 2004/2005 to learn. It is believed that intrinsic motivation can drive students to learn more. From the study conducted, it is concluded that besides its capability in developing intrinsic motivation, PCU-CAMEL as a web-based learning environment, can also serve as an effective tool for both students and instructors to evaluate the teaching-learning process. However, some weaknesses did exist in using this method of evaluating teaching-learning process. The free style and unstructured form of the documentation features of this web-based learning environment can lead to ineffective evaluation results

  7. 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.

  8. 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....

  9. Collaborative learning environments and collective creation in 3 weeks bside project experience

    Directory of Open Access Journals (Sweden)

    Carlos Javier Rodríguez Sánchez

    2016-07-01

    Full Text Available This  paper proposes  a  socio-critical review  and  reflection  related to collaborative learning environment as pedagogical agent and its relationship with artistic-practice communities of collective creativity. The main goal of this research is to introduce the case study 3 weeks bside project experience (3WBPE, from now on. Through participatory action research and the analysis of different concepts and their practical and theoretical aspects. In the framework of an education self-manage- ment development universe, the project pro- cess is based on a collaborative learning. It is focused on the constructions of a common discourse about the idea of territory that is represented in a publication and site specific exhibition. 3WBPE allowed setting up stanc- es that suggest a social interaction transfer related to construction of belong, participa- tion and transformation environment, ques- tion a teacher role or collective creation of a project, emphasizing the importance of pro- cess as a goal, beyond of culture artifact pro- ductions. It was dealt with dialog structures, where a social harmony supposed a personal and common reflection space about author’s stance, nigh socio-culture environments and the bond within the education, arts and visu- al culture focused in the horizontal and flexi- ble work capacity, that proposes a collabora- tive learning environment settings.

  10. Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education

    Directory of Open Access Journals (Sweden)

    Ingeborg Placklé

    2014-12-01

    Full Text Available 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. We investigated whether student preferences on the design of their learning environments are in line with what is described in the literature as beneficial for learning. Data of 544 students show that the preferences of students support most characteristics of PLEs in vocational education. Looking through the eyes of students, teachers have to challenge their students and encourage them to take their learning in their own hands. Adaptive learning support is needed. Remarkable, students do not prefer having reflective dialogues with teachers or peers.

  11. U-CrAc Flexible Interior Doctrine, Agile Learning Environments

    DEFF Research Database (Denmark)

    Poulsen, Søren Bolvig; Rosenstand, Claus Andreas Foss

    2012-01-01

    The research domain of this article is flexible learning environment for immediate use. The research question is: How can the learning environment support an agile learning process? The research contribution of this article is a flexible interior doctrine. The research method is action research...

  12. [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.

  13. Nursing students' perceptions of learning in practice environments: a review.

    Science.gov (United States)

    Henderson, Amanda; Cooke, Marie; Creedy, Debra K; Walker, Rachel

    2012-04-01

    Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.

  14. Personal Learning Environment – a Conceptual Study

    Directory of Open Access Journals (Sweden)

    Herbert Mühlburger

    2010-01-01

    Full Text Available The influence of digital technologies as well as the World Wide Web on education rises dramatically. In former years Learning Management Systems (LMS were introduced on educational institutes to address the needs both their institutions and their lecturers. Nowadays a shift from an institution-centered approach to a learner-centered one becomes necessary to allow individuality through the learning process and to think about learning strategies in general. In this paper a first approach of a Personal Learning Environment (PLE is described. The technological concept is pointed out as well as a study about the graphical user-interface done at Graz University of Technology (TU Graz. It can be concluded that PLEs are the next generation environments, which help to improve the learning and teaching behavior

  15. Creating sustainable empowering learning environments through ...

    African Journals Online (AJOL)

    ... as these impede optimal learning especially among rural and immigrant communities in South Africa, Canada and the world over. The primary focus of all papers herein therefore is on the creation of sustainable empowering learning environments through engaged scholarship spearheaded by the university.

  16. Animal models of gene-environment interactions in schizophrenia.

    Science.gov (United States)

    Ayhan, Yavuz; Sawa, Akira; Ross, Christopher A; Pletnikov, Mikhail V

    2009-12-07

    The pathogenesis of schizophrenia and related mental illnesses likely involves multiple interactions between susceptibility genes of small effects and environmental factors. Gene-environment interactions occur across different stages of neurodevelopment to produce heterogeneous clinical and pathological manifestations of the disease. The main obstacle for mechanistic studies of gene-environment interplay has been the paucity of appropriate experimental systems for elucidating the molecular pathways that mediate gene-environment interactions relevant to schizophrenia. Recent advances in psychiatric genetics and a plethora of experimental data from animal studies allow us to suggest a new approach to gene-environment interactions in schizophrenia. We propose that animal models based on identified genetic mutations and measurable environment factors will help advance studies of the molecular mechanisms of gene-environment interplay.

  17. Create a good learning environment and motivate active learning enthusiasm

    Science.gov (United States)

    Bi, Weihong; Fu, Guangwei; Fu, Xinghu; Zhang, Baojun; Liu, Qiang; Jin, Wa

    2017-08-01

    In view of the current poor learning initiative of undergraduates, the idea of creating a good learning environment and motivating active learning enthusiasm is proposed. In practice, the professional tutor is allocated and professional introduction course is opened for college freshman. It can promote communication between the professional teachers and students as early as possible, and guide students to know and devote the professional knowledge by the preconceived form. Practice results show that these solutions can improve the students interest in learning initiative, so that the active learning and self-learning has become a habit in the classroom.

  18. Students’ digital learning environments

    DEFF Research Database (Denmark)

    Caviglia, Francesco; Dalsgaard, Christian; Davidsen, Jacob

    2018-01-01

    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...

  19. Invited Reaction: Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

    Science.gov (United States)

    Cseh, Maria; Manikoth, Nisha N.

    2011-01-01

    As the authors of the preceding article (Choi and Jacobs, 2011) have noted, the workplace learning literature shows evidence of the complementary and integrated nature of formal and informal learning in the development of employee competencies. The importance of supportive learning environments in the workplace and of employees' personal learning…

  20. Mobile Learning for Higher Education in Problem-Based Learning Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn

    2011-01-01

    This paper describes the PhD project on Mobile Learning for Higher Education in Problem-Based Learning Environment which aims to understand how students gain benefit from using mobile devices in the aspect of project work collaboration. It demonstrates research questions, theoretical perspective...

  1. What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-08-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

  2. Enhancing the Learning Environment by Learning all the Students' Names

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    the method to learn all the students' names enhances the learning environment substantially.  ReferencesCranton, Patricia (2001) Becoming an authentic teacher in higher education. Malabar, Florida: Krieger Pub. Co.Wiberg, Merete (2011): Personal email communication June 22, 2011.Woodhead, M. M. and Baddeley......Short abstract This paper describes how the teaching environment can be enhanced significantly by a simple method: learning the names of all the students. The method is time-efficient: In a course with 33 students I used 65 minutes in total. My own view of the effect was confirmed in a small study......: The students felt more valued, secure and respected. They also made an effort to learn each other's names. Long abstract In high school teachers know the students' names very soon - anything else is unthinkable (Wiberg, 2011). Not so in universities where knowing the names of all the students is the exception...

  3. Blended learning in paediatric emergency medicine: preliminary analysis of a virtual learning environment.

    Science.gov (United States)

    Spedding, Ruth; Jenner, Rachel; Potier, Katherine; Mackway-Jones, Kevin; Carley, Simon

    2013-04-01

    Paediatric emergency medicine (PEM) currently faces many competing educational challenges. Recent changes to the working patterns have made the delivery of effective teaching to trainees extremely difficult. We developed a virtual learning environment, on the basis of socioconstructivist principles, which allows learning to take place regardless of time or location. The aim was to evaluate the effectiveness of a blended e-learning approach for PEM training. We evaluated the experiences of ST3 trainees in PEM using a multimodal approach. We classified and analysed message board discussions over a 6-month period to look for evidence of practice change and learning. We conducted semistructured qualitative interviews with trainees approximately 5 months after they completed the course. Trainees embraced the virtual learning environment and had positive experiences of the blended approach to learning. Socioconstructivist learning did take place through the use of message boards on the virtual learning environment. Despite their initial unfamiliarity with the online learning system, the participants found it easy to access and use. The participants found the learning relevant and there was an overlap between shop floor learning and the online content. Clinical discussion was often led by trainees on the forums and these were described as enjoyable and informative. A blended approach to e-learning in basic PEM is effective and enjoyable to trainees.

  4. Intelligent Motion and Interaction Within Virtual Environments

    Science.gov (United States)

    Ellis, Stephen R. (Editor); Slater, Mel (Editor); Alexander, Thomas (Editor)

    2007-01-01

    What makes virtual actors and objects in virtual environments seem real? How can the illusion of their reality be supported? What sorts of training or user-interface applications benefit from realistic user-environment interactions? These are some of the central questions that designers of virtual environments face. To be sure simulation realism is not necessarily the major, or even a required goal, of a virtual environment intended to communicate specific information. But for some applications in entertainment, marketing, or aspects of vehicle simulation training, realism is essential. The following chapters will examine how a sense of truly interacting with dynamic, intelligent agents may arise in users of virtual environments. These chapters are based on presentations at the London conference on Intelligent Motion and Interaction within a Virtual Environments which was held at University College, London, U.K., 15-17 September 2003.

  5. A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

    Science.gov (United States)

    Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

    2009-01-01

    This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…

  6. Student Perceptions of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

    Science.gov (United States)

    Lang, Quek Choon; Wong, Angela F. L.; Fraser, Barry J.

    2005-09-01

    This study investigated the chemistry laboratory classroom environment, teacher-student interactions and student attitudes towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry laboratory classroom environments and teacher-student interactions. Some statistically significant associations of modest magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher-student interactions for gifted students are provided.

  7. The new learning environment is personal

    NARCIS (Netherlands)

    De Vries, P.

    2013-01-01

    In a traditional sense the learning environment is qualified as the institutional setting for the teaching and learning to take place. This comprises the students, the teachers, management, the services and all the buildings, the classrooms, the equipment, the tools and laboratories that constitute

  8. Innovating Training through Immersive Environments: Generation Y, Exploratory Learning, and Serious Games

    Science.gov (United States)

    Gendron, Gerald

    2012-01-01

    Over the next decade, those entering Service and Joint Staff positions within the military will come from a different generation than the current leadership. They will come from Generation Y and have differing preferences for learning. Immersive learning environments like serious games and virtual world initiatives can complement traditional training methods to provide a better overall training program for staffs. Generation Y members desire learning methods which are relevant and interactive, regardless of whether they are delivered over the internet or in person. This paper focuses on a project undertaken to assess alternative training methods to teach special operations staffs. It provides a summary of the needs analysis used to consider alternatives and to better posture the Department of Defense for future training development.

  9. 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.

  10. TUAL CHEMISTRY LABORATORY: EFFECT OF CONSTRUCTIVIST LEARNING ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Zeynep TATLI

    2012-01-01

    Full Text Available The lab applications, which were started to be applied through mid 19th century, not only provide a new point of view but also bring about a new dimension to the lessons. At early times they were used to prove theoretical knowledge but lately they turned into environments where students freely discover knowledge as an individual or in groups. The activities that have come up with the recent form of labs substantially contributed to training ideal students for constructivist approach, who research, inquire, test, seek solutions, wear scientist shoes and deeply reason about the concept of concern. However, on the present stage of our educational system, these activities cannot be included in science lessons for several reasons. At that point virtual labs emerged as an alternative solution for the problems of the instruction in science courses. Thanks to virtual labs presenting different disciplines in a flexible manner, the interaction between the teacher and the learner become 7/24 independent from time and place. This article presents a study that provides insight in the appropriateness of Virtual and real laboratory applications on constructivist learning environment using interactive virtual chemistry laboratory (VCL development was used in academic year of 2009-2010 for a six week period. The sample of this quasi-experimental study was 90 students from three different 9th grade classrooms of an Anatolian Secondary school in the center of Trabzon city. The student groups were randomly attained as one experimental and two control groups. The data collection tools of the study were; questionnaire of teaching philosophy (QTP, Semi-structured interviews and unstructured observations. The results showed that virtual chemistry laboratory software was just as effective as real chemistry laboratory and it positively affected the facilitating of constructivist learning environment. It was determined that the students in experimental group conducted the

  11. Designing Virtual Learning Environments

    DEFF Research Database (Denmark)

    Veirum, Niels Einar

    2003-01-01

    The main objective of this working paper is to present a conceptual model for media integrated communication in virtual learning environments. The model for media integrated communication is very simple and identifies the necessary building blocks for virtual place making in a synthesis of methods...

  12. General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction

    Science.gov (United States)

    Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter; Angell, Carl

    2018-06-01

    Because of its abstract nature, Albert Einstein's theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18-19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students' learning from and interaction with the learning environment we analyzed focus group interviews and students' oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.

  13. HCBPM: An Idea toward a Social Learning Environment for Humanoid Robot

    Directory of Open Access Journals (Sweden)

    Fady Alnajjar

    2010-01-01

    Full Text Available To advance robotics toward real-world applications, a growing body of research has focused on the development of control systems for humanoid robots in recent years. Several approaches have been proposed to support the learning stage of such controllers, where the robot can learn new behaviors by observing and/or receiving direct guidance from a human or even another robot. These approaches require dynamic learning and memorization techniques, which the robot can use to reform and update its internal systems continuously while learning new behaviors. Against this background, this study investigates a new approach to the development of an incremental learning and memorization model. This approach was inspired by the principles of neuroscience, and the developed model was named “Hierarchical Constructive Backpropagation with Memory” (HCBPM. The validity of the model was tested by teaching a humanoid robot to recognize a group of objects through natural interaction. The experimental results indicate that the proposed model efficiently enhances real-time machine learning in general and can be used to establish an environment suitable for social learning between the robot and the user in particular.

  14. Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment

    NARCIS (Netherlands)

    T.-C. Liu (Tzu-Chien); Y.-C. Lin (Yi-Chun); G.W.C. Paas (Fred)

    2014-01-01

    textabstractTwo experiments examined the effects of prior knowledge on learning from different compositions of multiple representations in a mobile learning environment on plant leaf morphology for primary school students. Experiment 1 compared the learning effects of a mobile learning environment

  15. Early results of experiments with responsive open learning environments

    OpenAIRE

    Friedrich, M.; Wolpers, M.; Shen, R.; Ullrich, C.; Klamma, R.; Renzel, D.; Richert, A.; Heiden, B. von der

    2011-01-01

    Responsive open learning environments (ROLEs) are the next generation of personal learning environments (PLEs). While PLEs rely on the simple aggregation of existing content and services mainly using Web 2.0 technologies, ROLEs are transforming lifelong learning by introducing a new infrastructure on a global scale while dealing with existing learning management systems, institutions, and technologies. The requirements engineering process in highly populated test-beds is as important as the t...

  16. A Collaborative Model for Ubiquitous Learning Environments

    Science.gov (United States)

    Barbosa, Jorge; Barbosa, Debora; Rabello, Solon

    2016-01-01

    Use of mobile devices and widespread adoption of wireless networks have enabled the emergence of Ubiquitous Computing. Application of this technology to improving education strategies gave rise to Ubiquitous e-Learning, also known as Ubiquitous Learning. There are several approaches to organizing ubiquitous learning environments, but most of them…

  17. Learning Design for a Successful Blended E-learning Environment: Cultural Dimensions

    OpenAIRE

    Al-Huwail, N.; Gulf Univ. for Science & Technology; Al-Sharhan, S.; Gulf Univ. for Science & Technology; Al-Hunaiyyan, A.; Gulf Univ. for Science & Technology

    2007-01-01

    Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. This paper presents a new framework for delivery environment in blended e-learning. In addition, new concepts related to the learning strategies and multimedia design in blended e-learning are introduced. The work focuses on the critical cultural factors that affect a blended elearning system. Since it is common that good systems may fail due to cultural issues, ...

  18. 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...

  19. Practical Applications and Experiences in K-20 Blended Learning Environments

    Science.gov (United States)

    Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

    2014-01-01

    Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

  20. 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…

  1. Digital Communication Applications in the Online Learning Environment

    Science.gov (United States)

    Lambeth, Krista Jill

    2011-01-01

    Scope and method of study. The purpose of this study was for the researcher to obtain a better understanding of the online learning environment, to explore the various ways online class instructors have incorporated digital communication applications to try and provide learner-centered online learning environments, and to examine students'…

  2. Group dynamics and social interaction in a South Asian online learning forum for faculty development of medical teachers.

    Science.gov (United States)

    Anshu; Sharma, M; Burdick, W P; Singh, T

    2010-04-01

    Group dynamics of online medical faculty development programs have not been analyzed and reported in literature. Knowledge of the types of content of posted messages will help to understand group dynamics and promote participation in an asynchronous learning environment. This paper assesses group dynamics and social interactivity in an online learning environment for medical teachers in the South Asian context. Participants of a medical education fellowship program conducted by the Foundation for Advancement of International Medical Education and Research (FAIMER) Regional Institute at Christian Medical College, Ludhiana (CMCL) in India interact on a listserv called the Mentoring-Learning Web (ML-Web). Monthly topics for online discussion are chosen by fellows through a standard tool called "multi-voting". Fellows volunteer to moderate sessions and direct the pace of the discussion. We analyzed the content and process of the discussion of one particular month. The emails were categorized as those that reflected cognitive presence (dealing with construction and exploration of knowledge), teacher presence (dealing with instructional material and learning resources), and social presence, or were administrative in nature. Social emails were further classified as: affective, cohesive and interactive. Social emails constituted one-third of the total emails. Another one-quarter of the emails dealt with sharing of resources and teacher presence, while cognitive emails comprised 36.2% of the total. More than half of the social emails were affective, while a little less than one-third were cohesive. Social posts are an inevitable part of online learning. These posts promote bonding between learners and contribute to better interaction and collaboration in online learning. Moderators should be aware of their presence and use them as tools to promote interactivity.

  3. Problem-solving in a Constructivist Environment

    Directory of Open Access Journals (Sweden)

    Lee Chien Sing

    1999-01-01

    Full Text Available The dynamic challenges of an increasingly borderless world buoyed by advances in telecommunications and information technology has resulted in educational reform and subsequently, a reconceptualisation of what constitutes a learner, learning and the influence of the learning environment on the process of learning. In keeping up with the changing trends and challenges of an increasingly networked, dynamic and challenging international community, means to provide an alternative environment that stimulates inquiry and equips learners with the skills needed to manage technological change and innovations must be considered. This paper discusses the importance of interaction, cognition and context, collaboration in a networked computer-mediated environment, the problem-solving approach as a catalyst in stimulating creative and critical thinking and in providing context for meaningful interaction and whether the interactive environment created through computer-mediated collaboration will motivate learners to be responsible for their own learning and be independent thinkers. The sample involved learners from three schools in three different countries. Findings conclude that a rich interactive environment must be personally relevant to the learner by simulating authentic problems without lowering the degree of cognitive complexity. Review in curriculum, assessment and teacher training around constructivist principles are also imperative as these interrelated factors form part of the learning process system.

  4. The Design and Pilot Evaluation of an Interactive Learning Environment for Introductory Programming Influenced by Cognitive Load Theory and Constructivism

    Science.gov (United States)

    Moons, Jan; De Backer, Carlos

    2013-01-01

    This article presents the architecture and evaluation of a novel environment for programming education. The design of this programming environment, and the way it is used in class, is based on the findings of constructivist and cognitivist learning paradigms. The environment is evaluated based on qualitative student and teacher evaluations and…

  5. Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

    Science.gov (United States)

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

    2016-01-01

    The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

  6. Preparing Teachers for Emerging Blended Learning Environments

    Science.gov (United States)

    Oliver, Kevin M.; Stallings, Dallas T.

    2014-01-01

    Blended learning environments that merge learning strategies, resources, and modes have been implemented in higher education settings for nearly two decades, and research has identified many positive effects. More recently, K-12 traditional and charter schools have begun to experiment with blended learning, but to date, research on the effects of…

  7. Digital Learning Environments: New possibilities and opportunities

    Directory of Open Access Journals (Sweden)

    Otto Peters

    2000-06-01

    Full Text Available This paper deals with the general problem whether and, if so, how far the impact of the digitised learning environment on our traditional distance education will change the way in which teachers teach and learners learn. Are the dramatic innovations a menace to established ways of learning and teaching or are they the panacea to overcome some of the difficulties of our system of higher learning and to solve some of our educational problems caused by the big and far-reaching educational paradigm shift? This paper will not deal with technical or technological achievements in the field of information and communication which are, of course, revolutionary and to be acknowledged and admired. Rather, the digital learning environment will be analysed from a pedagogical point of view in order to find out what exactly are the didactic possibilities and opportunities and what are its foreseeable disadvantages.

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

    Directory of Open Access Journals (Sweden)

    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

  9. Learning in the e-environment: new media and learning for the future

    Directory of Open Access Journals (Sweden)

    Milan Matijević

    2015-03-01

    Full Text Available We live in times of rapid change in all areas of science, technology, communication and social life. Every day we are asked to what extent school prepares us for these changes and for life in a new, multimedia environment. Children and adolescents spend less time at school or in other settings of learning than they do outdoors or within other social communities (family, clubs, societies, religious institutions and the like. Experts must constantly inquire about what exactly influences learning and development in our rich media environment. The list of the most important life competences has significantly changed and expanded since the last century. Educational experts are attempting to predict changes in the content and methodology of learning at the beginning of the 21st century. Answers are sought to key questions such as: what should one learn; how should one learn; where should one learn; why should one learn; and how do these answers relate to the new learning environment? In his examination of the way children and young people learn and grow up, the author places special attention on the relationship between personal and non-personal communication (e.g. the internet, mobile phones and different types of e-learning. He deals with today's questions by looking back to some of the more prominent authors and studies of the past fifty years that tackled identical or similar questions (Alvin Toffler, Ivan Illich, George Orwell, and the members of the Club of Rome. The conclusion reached is that in today's world of rapid and continuous change, it is much more crucial than in the last century, both, to be able to learn, and to adapt to learning with the help of new media.

  10. Gendered learning environments in managerial work

    OpenAIRE

    Gustavsson, Maria; Fogelberg Eriksson, Anna

    2010-01-01

    The aim is to investigate female and male managers’ learning environments with particular focus on their opportunities for and barriers to learning and career development in the managerial work of a male-dominated industrial company. In the case study 42 managers, 15 women and 27 men in the company were interviewed. The findings demonstrate that the male managers were provided with significantly richer opportunities to participate in activities conducive to learning and career development tha...

  11. Using Interactive Animations to Enhance Teaching, Learning, and Retention of Respiration Pathway Concepts in Face-to-Face and Online High School, Undergraduate, and Continuing Education Learning Environments ?

    OpenAIRE

    Rice, Sederick C.

    2013-01-01

    One major tool set teachers/instructors can use is online interactive animations, which presents content in a way that helps pique students' interest and differentiates instructional content.  The Virtual Cell Animation Collections (VCAC), developed from the Molecular and Cellular Biology Learning Center, has developed a series of online interactive animations that provide teacher/instructors and students with immersive learning tools for studying and understanding respiration processes.  The...

  12. Medical Student Perceptions of the Learning Environment at the End of the First Year: A 28-Medical School Collaborative.

    Science.gov (United States)

    Skochelak, Susan E; Stansfield, R Brent; Dunham, Lisette; Dekhtyar, Michael; Gruppen, Larry D; Christianson, Charles; Filstead, William; Quirk, Mark

    2016-09-01

    Accreditation and professional organizations have recognized the importance of measuring medical students' perceptions of the learning environment, which influences well-being and professional competency development, to optimize professional development. This study was conducted to explore interactions between students' perceptions of the medical school learning environment, student demographic variables, and students' professional attributes of empathy, coping, tolerance of ambiguity, and patient-centeredness to provide ideas for improving the learning environment. Twenty-eight medical schools at 38 campuses recruited 4,664 entering medical students to participate in the two-cohort longitudinal study (2010-2014 or 2011-2015). The authors employed chi-square tests and analysis of variance to examine the relationship between Medical School Learning Environment Survey (MSLES) scores and student characteristics. The authors used mixed-effects models with random school and campus effects to test the overall variances accounted for in MSLES scores at the end of the first year of medical school. Student attributes and demographic characteristics differed significantly across schools but accounted for only 2.2% of the total variance in MSLES scores. Medical school campus explained 15.6% of the variance in MSLES scores. At year's end, students' perceptions toward the learning environment, as reported on the MSLES, differed significantly according to the medical school campus where they trained. Further studies are needed to identify specific factors, such as grading policies, administrative support, and existence of learning communities, which may influence perceptions of the learning environment at various schools. Identifying such variables would assist schools in developing a positive learning environment.

  13. 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.

  14. Teacher-Student Interaction and Learning.

    Science.gov (United States)

    Hall, Joan Kelly; Walsh, Meghan

    2002-01-01

    Reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, draws from three types of classrooms: first language, second language, and foreign language. Attention is given to studies that investigate the specific means used in teacher-student…

  15. From Personal to Social: Learning Environments that Work

    Science.gov (United States)

    Camacho, Mar; Guilana, Sonia

    2011-01-01

    VLE (Virtual Learning Environments) are rapidly falling short to meet the demands of a networked society. Web 2.0 and social networks are proving to offer a more personalized, open environment for students to learn formally as they are already doing informally. With the irruption of social media into society, and therefore, education, many voices…

  16. Twenty-First Century Learning: Communities, Interaction and Ubiquitous Computing

    Science.gov (United States)

    Leh, Amy S.C.; Kouba, Barbara; Davis, Dirk

    2005-01-01

    Advanced technology makes 21st century learning, communities and interactions unique and leads people to an era of ubiquitous computing. The purpose of this article is to contribute to the discussion of learning in the 21st century. The paper will review literature on learning community, community learning, interaction, 21st century learning and…

  17. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation....... The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

  18. Interactive Videos Enhance Learning about Socio-Ecological Systems

    Science.gov (United States)

    Smithwick, Erica; Baxter, Emily; Kim, Kyung; Edel-Malizia, Stephanie; Rocco, Stevie; Blackstock, Dean

    2018-01-01

    Two forms of interactive video were assessed in an online course focused on conservation. The hypothesis was that interactive video enhances student perceptions about learning and improves mental models of social-ecological systems. Results showed that students reported greater learning and attitudes toward the subject following interactive video.…

  19. Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

    NARCIS (Netherlands)

    Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim; Broers, Nick

    2008-01-01

    Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

  20. Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups

    Science.gov (United States)

    Kawka, Marta; Larkin, Kevin; Danaher, P. A.

    2011-01-01

    Emergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is largely unpredictable (Williams, Karousou, & Mackness, 2011). These notions of learning arise from the topologies of social networks and can be applied to…

  1. Hipatia: a hypermedia learning environment in mathematics

    Directory of Open Access Journals (Sweden)

    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.

  2. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes.

    Science.gov (United States)

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L; Giuliani, Sarah; Ingebrand, Sarah W; McLean, Leigh; Morrison, Frederick J

    2014-08-01

    We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.

  3. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes

    Science.gov (United States)

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

    2014-01-01

    We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293

  4. Virtual language learning environments: the standardization of evaluation

    Directory of Open Access Journals (Sweden)

    Francesca Romero Forteza

    2014-03-01

    Full Text Available Nowadays there are many approaches aimed at helping learners acquire knowledge through the Internet. Virtual Learning Environments (VLE facilitate the acquisition and practice of skills, but some of these learning platforms are not evaluated or do not follow a standard that guarantees the quality of the tasks involved. In this paper, we set out a proposal for the standardization of the evaluation of VLEs available on the World Wide Web. Thus, the main objective of this study is to establish an evaluation template with which to test whether a VLE is appropriate for computer-assisted language learning (CALL. In the methodology section, a learning platform is analysed and tested to establish the characteristics learning platforms must have. Having established the design of the template for language learning environments, we concluded that a VLE must be versatile enough for application with different language learning and teaching approaches.

  5. Computer-Assisted Culture Learning in an Online Augmented Reality Environment Based on Free-Hand Gesture Interaction

    Science.gov (United States)

    Yang, Mau-Tsuen; Liao, Wan-Che

    2014-01-01

    The physical-virtual immersion and real-time interaction play an essential role in cultural and language learning. Augmented reality (AR) technology can be used to seamlessly merge virtual objects with real-world images to realize immersions. Additionally, computer vision (CV) technology can recognize free-hand gestures from live images to enable…

  6. A Semi-Open Learning Environment for Mobile Robotics

    Directory of Open Access Journals (Sweden)

    Enrique Sucar

    2007-05-01

    Full Text Available We have developed a semi-open learning environment for mobile robotics, to learn through free exploration, but with specific performance criteria that guides the learning process. The environment includes virtual and remote robotics laboratories, and an intelligent virtual assistant the guides the students using the labs. A series of experiments in the virtual and remote labs are designed to gradually learn the basics of mobile robotics. Each experiment considers exploration and performance aspects, which are evaluated by the virtual assistant, giving feedback to the user. The virtual laboratory has been incorporated to a course in mobile robotics and used by a group of students. A preliminary evaluation shows that the intelligent tutor combined with the virtual laboratory can improve the learning process.

  7. Gendered Learning Environments in Managerial Work

    Science.gov (United States)

    Gustavsson, Maria; Eriksson, Anna Fogelberg

    2010-01-01

    The aim is to investigate female and male managers' learning environments with particular focus on their opportunities for and barriers to learning and career development in the managerial work of a male-dominated industrial company. In the case study 42 managers, 15 women and 27 men in the company were interviewed. The findings demonstrate that…

  8. Learning to Write with Interactive Writing Instruction

    Science.gov (United States)

    Williams, Cheri

    2018-01-01

    Interactive writing is a process-oriented instructional approach designed to make the composing and encoding processes of writing overt and explicit for young students who are learning to write. It is particularly suitable for students who struggle with literacy learning. This article describes one first-grade teacher's use of interactive writing…

  9. Preparing Content-Rich Learning Environments with VPython and Excel, Controlled by Visual Basic for Applications

    Science.gov (United States)

    Prayaga, Chandra

    2008-01-01

    A simple interface between VPython and Microsoft (MS) Office products such as Word and Excel, controlled by Visual Basic for Applications, is described. The interface allows the preparation of content-rich, interactive learning environments by taking advantage of the three-dimensional (3D) visualization capabilities of VPython and the GUI…

  10. Learning and interactivity in solving a transformation problem.

    Science.gov (United States)

    Guthrie, Lisa G; Vallée-Tourangeau, Frédéric; Vallée-Tourangeau, Gaëlle; Howard, Chelsea

    2015-07-01

    Outside the psychologist's laboratory, thinking proceeds on the basis of a great deal of interaction with artefacts that are recruited to augment problem-solving skills. The role of interactivity in problem solving was investigated using a river-crossing problem. In Experiment 1A, participants completed the same problem twice, once in a low interactivity condition, and once in a high interactivity condition (with order counterbalanced across participants). Learning, as gauged in terms of latency to completion, was much more pronounced when the high interactivity condition was experienced second. When participants first completed the task in the high interactivity condition, transfer to the low interactivity condition during the second attempt was limited; Experiment 1B replicated this pattern of results. Participants thus showed greater facility to transfer their experience of completing the problem from a low to a high interactivity condition. Experiment 2 was designed to determine the amount of learning in a low and high interactivity condition; in this experiment participants completed the problem twice, but level of interactivity was manipulated between subjects. Learning was evident in both the low and high interactivity groups, but latency per move was significantly faster in the high interactivity group, in both presentations. So-called problem isomorphs instantiated in different task ecologies draw upon different skills and abilities; a distributed cognition analysis may provide a fruitful perspective on learning and transfer.

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

    Science.gov (United States)

    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.

  12. Nigerian Physiotherapy Clinical Students' Perception of Their Learning Environment Measured by the Dundee Ready Education Environment Measure Inventory

    Science.gov (United States)

    Odole, Adesola C.; Oyewole, Olufemi O.; Ogunmola, Oluwasolape T.

    2014-01-01

    The identification of the learning environment and the understanding of how students learn will help teacher to facilitate learning and plan a curriculum to achieve the learning outcomes. The purpose of this study was to investigate undergraduate physiotherapy clinical students' perception of University of Ibadan's learning environment. Using the…

  13. Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

    Science.gov (United States)

    Villarreal-Stewart, Irene

    The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications

  14. Students' Conception of Learning Environment and Their Approach to Learning and Its Implication on Quality Education

    Science.gov (United States)

    Belaineh, Matheas Shemelis

    2017-01-01

    Quality of education in higher institutions can be affected by different factors. It partly rests on the learning environment created by teachers and the learning approach students are employing during their learning. The main purpose of this study is to examine the learning environment at Mizan Tepi University from students' perspective and their…

  15. Students' perceptions of learning environment in Guilan University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Mahdokht Taheri

    2013-05-01

    Full Text Available  Background and purpose: There is an increasing interest and concern regarding the role of learning environment in undergraduate medical education in recent years. Educational environment is one of the most important factors determining the success of an effective curriculum. The quality of educational environment has been identified to be crucial for effective learning.we compared the perceptions of Basic sciences students and clinical phase regarding the learning environment and also to identify the gender related differences in their perceptions.Method: In this study, the Dundee Ready Education Environment Measure (DREEM inventory was used. The total score for all subscales is 200. In this study, DREEM was administered to undergraduate medical students of basic sciences students (n=120, and clinical phase (n= 100 and the scores were compared using a nonparametric test.Results Between the two batches, basic sciences students were found to be more than satisfied with the learning environment at GUMS compared to the clinical phase. Gender wise, there was not much difference in the students' perceptions.Conclusion: This study revealed that both groups of students perceived learning environment relatively more Negative than Positive in GUMS. It is essential for faculty members to place more efforts on observing principals of instructional design and create an appropriate educational environment in order to provide a better learning for students.Keywords:LEARNING ENVIRONMENT,,MEDICAL SCHOOL

  16. Improvement of Inquiry in a Complex Technology-Enhanced Learning Environment

    NARCIS (Netherlands)

    Pedaste, Margus; Kori, Külli; Maeots, Mario; de Jong, Anthonius J.M.; Riopel, Martin; Smyrnaiou, Zacharoula

    2016-01-01

    Inquiry learning is an effective approach in science education. Complex technology-enhanced learning environments are needed to apply inquiry worldwide to support knowledge gain and improvement of inquiry skills. In our study, we applied an ecology mission in the SCY-Lab learning environment and

  17. Investigating student communities with network analysis of interactions in a physics learning center

    Directory of Open Access Journals (Sweden)

    Eric Brewe

    2012-01-01

    Full Text Available Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. We utilize social network analysis to quantify interactions in Florida International University’s Physics Learning Center (PLC that support the development of academic and social integration. The tools of social network analysis allow us to visualize and quantify student interactions and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors that contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of a supportive learning community.

  18. Investigating student communities with network analysis of interactions in a physics learning center

    Science.gov (United States)

    Brewe, Eric; Kramer, Laird; Sawtelle, Vashti

    2012-06-01

    Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. We utilize social network analysis to quantify interactions in Florida International University’s Physics Learning Center (PLC) that support the development of academic and social integration. The tools of social network analysis allow us to visualize and quantify student interactions and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors that contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of a supportive learning community.

  19. Personal Learning Environments for Supporting Out-of-Class Language Learning

    Science.gov (United States)

    Reinders, Hayo

    2014-01-01

    A Personal Learning Environment (PLE) it is a combination of tools (usually digital) and resources chosen by the learner to support different aspects of the learning process, from goal setting to materials selection to assessment. The importance of PLEs for teachers lies in their ability to help students develop autonomy and prepare them for…

  20. Learning in Non-Stationary Environments Methods and Applications

    CERN Document Server

    Lughofer, Edwin

    2012-01-01

    Recent decades have seen rapid advances in automatization processes, supported by modern machines and computers. The result is significant increases in system complexity and state changes, information sources, the need for faster data handling and the integration of environmental influences. Intelligent systems, equipped with a taxonomy of data-driven system identification and machine learning algorithms, can handle these problems partially. Conventional learning algorithms in a batch off-line setting fail whenever dynamic changes of the process appear due to non-stationary environments and external influences.   Learning in Non-Stationary Environments: Methods and Applications offers a wide-ranging, comprehensive review of recent developments and important methodologies in the field. The coverage focuses on dynamic learning in unsupervised problems, dynamic learning in supervised classification and dynamic learning in supervised regression problems. A later section is dedicated to applications in which dyna...

  1. Personal Learning Environments in Black and White

    NARCIS (Netherlands)

    Kalz, Marco

    2010-01-01

    Kalz, M. (2010, 22 January). Personal Learning Environments in Black and White. Presentation provided during the workshop "Informal Learning and the use of social software in veterinary medicine" of the Noviceproject (http://www.noviceproject.eu), Utrecht, The Netherlands.

  2. Supporting Student Learning in Computer Science Education via the Adaptive Learning Environment ALMA

    Directory of Open Access Journals (Sweden)

    Alexandra Gasparinatou

    2015-10-01

    Full Text Available This study presents the ALMA environment (Adaptive Learning Models from texts and Activities. ALMA supports the processes of learning and assessment via: (1 texts differing in local and global cohesion for students with low, medium, and high background knowledge; (2 activities corresponding to different levels of comprehension which prompt the student to practically implement different text-reading strategies, with the recommended activity sequence adapted to the student’s learning style; (3 an overall framework for informing, guiding, and supporting students in performing the activities; and; (4 individualized support and guidance according to student specific characteristics. ALMA also, supports students in distance learning or in blended learning in which students are submitted to face-to-face learning supported by computer technology. The adaptive techniques provided via ALMA are: (a adaptive presentation and (b adaptive navigation. Digital learning material, in accordance with the text comprehension model described by Kintsch, was introduced into the ALMA environment. This material can be exploited in either distance or blended learning.

  3. Nursing students' satisfaction of the clinical learning environment: a research study.

    Science.gov (United States)

    Papastavrou, Evridiki; Dimitriadou, Maria; Tsangari, Haritini; Andreou, Christos

    2016-01-01

    The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical learning environment is a significant concern for educational institutions. The quality of clinical learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as learning environment is a significant concern within the contemporary nursing education. The nursing students' satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students' satisfaction of the clinical settings as learning environments. A quantitative descriptive, correlational design was used. A sample of 463 undergraduate nursing students from the three universities in Cyprus were participated. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T). Nursing students were highly satisfied with the clinical learning environment and their satisfaction has been positively related to all clinical learning environment constructs namely the pedagogical atmosphere, the Ward Manager's leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher (p relationship. The frequency of meetings among the students and the mentors increased the students' satisfaction with the clinical learning environment. It was also revealed that 1st year students were found to be more satisfied than the students in other years. The supervisory relationship was evaluated by the students as the most influential factor in their satisfaction with the clinical learning environment. Student's acceptance within the nursing team and a well-documented individual nursing care is also related with students' satisfaction. The pedagogical atmosphere is considered pivotal, with reference to

  4. 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...

  5. COOPERATIVE LEARNING ENVIRONMENT WITH THE WEB 2.0 TOOL E-PORTFOLIOS

    Directory of Open Access Journals (Sweden)

    Soh OR KAN

    2011-07-01

    Full Text Available In recent years, the development of information and communication technology (ICT in the world and Malaysia namely has created a significant impact on the methods of communicating information and knowledge to the learners and consequently, innovative teaching techniques have evolved to change the ways teachers teach and the ways students learn. This study main focuses are directed on developing a cooperative learning environment to promote an active learning environment of smart schools in Malaysia. Within this learning process, multimedia technology and Web 2.0 tools, namely, MyPortfolio were integrated to provide the students to learn on their own as well as to document their progress and experience within this cooperative learning environment. The core purpose of this study is to establish the impact on student learning, their perceptions and learning experiences of the cooperative learning environment using web 2.0 tools among the smart secondary schools students in Malaysia. Surveys were conducted to students to ascertain their reaction towards these learning environment activities. The results of this project were encouraging as the students managed to cope with each other to reach their common goal. The usage of blogs acts as an important tool to enhance team cooperation and to foster a learning community within the class.

  6. Personalised Peer-Supported Learning: The Peer-to-Peer Learning Environment (P2PLE)

    Science.gov (United States)

    Corneli, Joseph; Mikroyannidis, Alexander

    2011-01-01

    The Peer-to-Peer Learning Environment (P2PLE) is a proposed approach to helping learners co-construct their learning environment using recommendations about people, content, and tools. The work draws on current research on PLEs, and participant observation at the Peer-to-Peer University (P2PU). We are particularly interested in ways of eliciting…

  7. Personalized e-Learning Environments: Considering Students' Contexts

    Science.gov (United States)

    Eyharabide, Victoria; Gasparini, Isabela; Schiaffino, Silvia; Pimenta, Marcelo; Amandi, Analía

    Personalization in e-learning systems is vital since they are used by a wide variety of students with different characteristics. There are several approaches that aim at personalizing e-learning environments. However, they focus mainly on technological and/or networking aspects without caring of contextual aspects. They consider only a limited version of context while providing personalization. In our work, the objective is to improve e-learning environment personalization making use of a better understanding and modeling of the user’s educational and technological context using ontologies. We show an example of the use of our proposal in the AdaptWeb system, in which content and navigation recommendations are provided depending on the student’s context.

  8. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... didactic model has until now been a positive experience........ The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

  9. The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia

    Directory of Open Access Journals (Sweden)

    Shengru Li

    2018-04-01

    Full Text Available The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1 teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2 teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.

  10. Experiences with a simulated learning environment - the SimuScape©: Virtual environments in medical education

    Directory of Open Access Journals (Sweden)

    Anna-Lena Thies

    2014-03-01

    Full Text Available INTRODUCTION: Simulation as a tool for medical education has gained considerable importance in the past years. Various studies have shown that the mastering of basic skills happens best if taught in a realistic and workplace-based context. It is necessary that simulation itself takes place in the realistic background of a genuine clinical or in an accordingly simulated learning environment. METHODS: A panoramic projection system that allows the simulation of different scenarios has been created at the medical school of the Westphalian Wilhelms-University  Muenster/Germany. The SimuScape© is a circular training room of six meters in diameter and has the capacity to generate pictures or moving images as well as the corresponding background noises for medical students, who are then able to interact with simulated patients inside a realistic environment. RESULTS: About 1,000 students have been instructed using the SimuScape© in the courses of emergency medicine, family medicine and anesthesia. The SimuScape©, with its 270°-panoramic projection, gives the students the impression “of being right in the center of action”.  It is a flexible learning environment that can be easily integrated into curricular teaching and which is in full operation for 10 days per semester. CONCLUSION: The SimuScape© allows the establishment of new medical areas outside the hospital and surgery for simulation and it is an extremely adaptable and cost-effective utilization of a lecture room. In this simulated environment it is possible to teach objectives like self-protection and patient care during disturbing environmental influences in practice.

  11. 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…

  12. Boosting compound-protein interaction prediction by deep learning.

    Science.gov (United States)

    Tian, Kai; Shao, Mingyu; Wang, Yang; Guan, Jihong; Zhou, Shuigeng

    2016-11-01

    The identification of interactions between compounds and proteins plays an important role in network pharmacology and drug discovery. However, experimentally identifying compound-protein interactions (CPIs) is generally expensive and time-consuming, computational approaches are thus introduced. Among these, machine-learning based methods have achieved a considerable success. However, due to the nonlinear and imbalanced nature of biological data, many machine learning approaches have their own limitations. Recently, deep learning techniques show advantages over many state-of-the-art machine learning methods in some applications. In this study, we aim at improving the performance of CPI prediction based on deep learning, and propose a method called DL-CPI (the abbreviation of Deep Learning for Compound-Protein Interactions prediction), which employs deep neural network (DNN) to effectively learn the representations of compound-protein pairs. Extensive experiments show that DL-CPI can learn useful features of compound-protein pairs by a layerwise abstraction, and thus achieves better prediction performance than existing methods on both balanced and imbalanced datasets. Copyright © 2016 Elsevier Inc. All rights reserved.

  13. Towards Ways to Promote Interaction in Digital Learning Spaces

    OpenAIRE

    Olsson , Hanna ,

    2012-01-01

    Part 7: Doctoral Student Papers; International audience; Social learning is dependent on social interactions. I am exploring ways to promote interaction in Digital Learning Spaces. As theoretical framework I use the types of interaction between learner, instructor and content. That learners feel isolated and lonely in DLSs is a problem which comes at high cost for social learning. My aim is to promote social interaction by offering the edentity: a system for making participants visible to eac...

  14. Postgraduate trainees' perceptions of the learning environment in a ...

    African Journals Online (AJOL)

    Increased performance in both areas requires routine assessment of the learning environment to identify components that need attention. Objective. To evaluate the perception of junior doctors undergoing specialist training regarding the learning environment in a teaching hospital. Methods. This was a single-centre, ...

  15. ADILE: Architecture of a database-supported learning environment

    NARCIS (Netherlands)

    Hiddink, G.W.

    2001-01-01

    This article proposes an architecture for distributed learning environments that use databases to store learning material. As the layout of learning material can inhibit reuse, the ar-chitecture implements the notion of "separation of layout and structure" using XML technology. Also, the

  16. Learning from data for aquatic and geothenical environments

    NARCIS (Netherlands)

    Bhattacharya, B.

    2005-01-01

    The book presents machine learning as an approach to build models that learn from data, and that can be used to complement the existing modelling practice in aquatic and geotechnical environments. It provides concepts of learning from data, and identifies segmentation (clustering), classification,

  17. Burnout and the learning environment of anaesthetic trainees.

    Science.gov (United States)

    Castanelli, D J; Wickramaarachchi, S A; Wallis, S

    2017-11-01

    Burnout has a high prevalence among healthcare workers and is increasingly recognised as an environmental problem rather than reflecting a personal inability to cope with work stress. We distributed an electronic survey, which included the Maslach Burnout Inventory Health Services Survey and a previously validated learning environment instrument, to 281 Victorian anaesthetic trainees. The response rate was 50%. We found significantly raised rates of burnout in two of three subscales. Ninety-one respondents (67%) displayed evidence of burnout in at least one domain, with 67 (49%) reporting high emotional exhaustion and 57 (42%) reporting high depersonalisation. The clinical learning environment tool demonstrated a significant negative correlation with burnout (r=-0.56, P Burnout was significantly more common than when previously measured in Victoria in 2008 (62% versus 38%). Trainees rated examination preparation the most stressful aspect of the training program. There is a high prevalence of burnout among Victorian anaesthetic trainees. We have shown a significant correlation exists between the clinical learning environment measure and the presence of burnout. This correlation supports the development of interventions to improve the clinical learning environment, as a means to improve trainee wellbeing and address the high prevalence of burnout.

  18. Evaluating Multiple Levels of an Interaction Fidelity Continuum on Performance and Learning in Near-Field Training Simulations.

    Science.gov (United States)

    Bhargava, Ayush; Bertrand, Jeffrey W; Gramopadhye, Anand K; Madathil, Kapil C; Babu, Sabarish V

    2018-04-01

    With costs of head-mounted displays (HMDs) and tracking technology decreasing rapidly, various virtual reality applications are being widely adopted for education and training. Hardware advancements have enabled replication of real-world interactions in virtual environments to a large extent, paving the way for commercial grade applications that provide a safe and risk-free training environment at a fraction of the cost. But this also mandates the need to develop more intrinsic interaction techniques and to empirically evaluate them in a more comprehensive manner. Although there exists a body of previous research that examines the benefits of selected levels of interaction fidelity on performance, few studies have investigated the constituent components of fidelity in a Interaction Fidelity Continuum (IFC) with several system instances and their respective effects on performance and learning in the context of a real-world skills training application. Our work describes a large between-subjects investigation conducted over several years that utilizes bimanual interaction metaphors at six discrete levels of interaction fidelity to teach basic precision metrology concepts in a near-field spatial interaction task in VR. A combined analysis performed on the data compares and contrasts the six different conditions and their overall effects on performance and learning outcomes, eliciting patterns in the results between the discrete application points on the IFC. With respect to some performance variables, results indicate that simpler restrictive interaction metaphors and highest fidelity metaphors perform better than medium fidelity interaction metaphors. In light of these results, a set of general guidelines are created for developers of spatial interaction metaphors in immersive virtual environments for precise fine-motor skills training simulations.

  19. Computational learning on specificity-determining residue-nucleotide interactions

    KAUST Repository

    Wong, Ka-Chun; Li, Yue; Peng, Chengbin; Moses, Alan M.; Zhang, Zhaolei

    2015-01-01

    The protein–DNA interactions between transcription factors and transcription factor binding sites are essential activities in gene regulation. To decipher the binding codes, it is a long-standing challenge to understand the binding mechanism across different transcription factor DNA binding families. Past computational learning studies usually focus on learning and predicting the DNA binding residues on protein side. Taking into account both sides (protein and DNA), we propose and describe a computational study for learning the specificity-determining residue-nucleotide interactions of different known DNA-binding domain families. The proposed learning models are compared to state-of-the-art models comprehensively, demonstrating its competitive learning performance. In addition, we describe and propose two applications which demonstrate how the learnt models can provide meaningful insights into protein–DNA interactions across different DNA binding families.

  20. Computational learning on specificity-determining residue-nucleotide interactions

    KAUST Repository

    Wong, Ka-Chun

    2015-11-02

    The protein–DNA interactions between transcription factors and transcription factor binding sites are essential activities in gene regulation. To decipher the binding codes, it is a long-standing challenge to understand the binding mechanism across different transcription factor DNA binding families. Past computational learning studies usually focus on learning and predicting the DNA binding residues on protein side. Taking into account both sides (protein and DNA), we propose and describe a computational study for learning the specificity-determining residue-nucleotide interactions of different known DNA-binding domain families. The proposed learning models are compared to state-of-the-art models comprehensively, demonstrating its competitive learning performance. In addition, we describe and propose two applications which demonstrate how the learnt models can provide meaningful insights into protein–DNA interactions across different DNA binding families.

  1. 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.

  2. Learning Quantum Chemical Model with Learning Media Concept Map and Power Point Viewed from Memory and Creativity Skills Students

    Directory of Open Access Journals (Sweden)

    Agus Wahidi

    2017-03-01

    Full Text Available This research is experimental, using first class learning a quantum model of learning with concept maps media and the second media using real environments by power point presentation. The population is all class XI Science, number 2 grade. The sampling technique is done by purposive random sampling. Data collection techniques to test for cognitive performance and memory capabilities, with a questionnaire for creativity. Hypothesis testing using three-way ANOVA different cells with the help of software Minitab 15.Based on the results of data processing, concluded: (1 there is no influence of the quantum model of learning with media learning concept maps and real environments for learning achievement chemistry, (2 there is a high impact memory ability and low on student achievement, (3 there is no the effect of high and low creativity in student performance, (4 there is no interaction learning model quantum media learning concept maps and real environments with memory ability on student achievement, (5 there is no interaction learning model quantum media learning concept maps and real environments with creativity of student achievement, (6 there is no interaction memory skills and creativity of student achievement, (7 there is no interaction learning model quantum media learning concept maps and real environments, memory skills, and creativity on student achievement.

  3. The Relationship between the Perceptions of the Fairness of the Learning Environment and the Level of Alienation

    Science.gov (United States)

    Çaglar, Çaglar

    2013-01-01

    Problem Statement: The phenomenon of justice, which is defined as conformity to what is right and legal, is conceptualized into three aspects: "distributive justice," "procedural justice" and "interactional justice" in educational organizations. The more students perceive their learning environment to be fair, the…

  4. Gender differences in young children's interactions when learning fundamental motor skills.

    Science.gov (United States)

    Garcia, C

    1994-09-01

    The purpose of the study was to examine how young children interact in the context of learning fundamental motor skills. Twenty-nine preschool children were observed during a period of six consecutive months while they were participating in their daily motor skills program. Fieldwork research methodology was used and data were collected using participant observation techniques. During data analysis, emerging patterns were identified and cross-referenced against data collected from other sources (triangulation). Girls were found to interact in a cooperative, caring, and sharing manner. Boys were found to interact in a competitive, individualized, and egocentric manner. A cultural pattern of cooperative interaction among Asian children was found. In addition, both boys and girls tried to maintain their gender style of interaction when dealing with the opposite sex. This study reveals several aspects of the social environment that may need to be considered when teaching motor skills to young children.

  5. Interactive Learning in SME-University Collaborations: A Conceptual Framework for Facilitating Interaction

    DEFF Research Database (Denmark)

    Filip, Diane

    2013-01-01

    . The facilitation process focuses on interactive learning and is divided into phases, which makes it easier for SMEs to progressive engage in innovation projects with researchers. In-depth interviews with the facilitators of the programme were conducted and focused on barriers to collaboration, human interaction......, and lessons learned. From the facilitators’ perspective, a conceptual model capturing the main actor’s activities in each phase paralleled with an illustration of the narrowed gap from the human interaction is presented in the paper. The main findings addressed the issues of human-based and system......-based barriers. One of the lessons learned is the importance of human interaction of narrowing the perceived gap by mitigating the human-based barriers, and to some extent also system-based barriers. The case presented in this paper has managerial and innovation policy implications....

  6. 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…

  7. A Comparison Study of Augmented Reality versus Interactive Simulation Technology to Support Student Learning of a Socio-Scientific Issue

    Science.gov (United States)

    Chang, Hsin-Yi; Hsu, Ying-Shao; Wu, Hsin-Kai

    2016-01-01

    We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45…

  8. E-learning. A New Environment for Engagement

    DEFF Research Database (Denmark)

    Olesen, Mogens; K. Logan, Robert

    2012-01-01

    scaffold interactive learning and make it more engaging. The article analyzes e-learning, first by defining four aspects that are affected by it, and finally we sketch four levels of e-learning. On the basis of this analysis, we use a case topic (World War 2) to demonstrate how e-learning in practice can...... in their learning methods, i.e. e-learning. There are at least two strong arguments for e-learning: 1) it will help schools staying in tune with the rest of the society. 2) digital media offer opportunities to learn in new, activating ways. We use Andy Clark’s extended mind thesis to argue how technologies can...

  9. Instant Messaging for Creating Interactive and Collaborative m-Learning Environments

    Directory of Open Access Journals (Sweden)

    James Kadirire

    2007-06-01

    Full Text Available 'Instant Messaging' (IM and 'Presence,' which is essentially the ability of being able to detect if other users are logged in on the network and send them messages in real time, has become one of the most popular applications of the Internet, causing people to want to stay connected to the Internet for inordinate amounts of time, a phenomena that also fosters a sense of "online community," that perhaps no other application has done previously (Alvestrand, 2002. This research looks at the use of mobile devices to send instant messages that can carry much more information than the short message service (SMS messages, but would be free to use, notwithstanding the price of getting online. We present a prototype IM system that can be used as a viable means of communicating and learning in higher education establishments. There is some evidence to show that learning using mobile devices reduces the formality of the learning experience, and helps engage reluctant learners and raise their self-confidence. In order for the learning process to be successful in online distance learning, unlike in the traditional face-to-face learning, attention must be paid to developing the participants' sense of community within their particular group. Instant messaging – or IM – is a natural medium for online community building and asynchronous/ synchronous peer discussions.

  10. Theoretical framework on selected core issues on conditions for productive learning in networked learning environments

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone; Svendsen, Brian Møller; Ponti, Marisa

    The report documents and summarises the elements and dimensions that have been identified to describe and analyse the case studies collected in the Kaleidoscope Jointly Executed Integrating Research Project (JEIRP) on Conditions for productive learning in network learning environments.......The report documents and summarises the elements and dimensions that have been identified to describe and analyse the case studies collected in the Kaleidoscope Jointly Executed Integrating Research Project (JEIRP) on Conditions for productive learning in network learning environments....

  11. Social network analysis as a method for analyzing interaction in collaborative online learning environments

    Directory of Open Access Journals (Sweden)

    Patricia Rice Doran

    2011-12-01

    Full Text Available Social network analysis software such as NodeXL has been used to describe participation and interaction in numerous social networks, but it has not yet been widely used to examine dynamics in online classes, where participation is frequently required rather than optional and participation patterns may be impacted by the requirements of the class, the instructor’s activities, or participants’ intrinsic engagement with the subject matter. Such social network analysis, which examines the dynamics and interactions among groups of participants in a social network or learning group, can be valuable in programs focused on teaching collaborative and communicative skills, including teacher preparation programs. Applied to these programs, social network analysis can provide information about instructional practices likely to facilitate student interaction and collaboration across diverse student populations. This exploratory study used NodeXL to visualize students’ participation in an online course, with the goal of identifying (1 ways in which NodeXL could be used to describe patterns in participant interaction within an instructional setting and (2 identifying specific patterns in participant interaction among students in this particular course. In this sample, general education teachers demonstrated higher measures of connection and interaction with other participants than did those from specialist (ESOL or special education backgrounds, and tended to interact more frequently with all participants than the majority of participants from specialist backgrounds. We recommend further research to delineate specific applications of NodeXL within an instructional context, particularly to identify potential patterns in student participation based on variables such as gender, background, cultural and linguistic heritage, prior training and education, and prior experience so that instructors can ensure their practice helps to facilitate student interaction

  12. SU-E-P-04: Transport Theory Learning Module in the Maple Environment

    Energy Technology Data Exchange (ETDEWEB)

    Both, J [University of Miami, Miller School of Medicine, Department of Radiation Oncology (United States)

    2014-06-01

    Purpose: The medical physics graduate program at the University of Miami is developing a computerized instructional module which provides an interactive mechanism for students to learn transport theory. While not essential in the medical physics curriculum, transport theory should be taught because the conceptual level of transport theory is fundamental, a substantial literature exists and ought to be accessible, and students should understand commercial software which solves the Boltzmann equation.But conventional teaching and learning of transport theory is challenging. Students may be under prepared to appreciate its methods, results, and relevance, and it is not substantially addressed in textbooks for the medical physicists. Other resources an instructor might reasonably use, while excellent, may be too briskly paced for beginning students. The purpose of this work is to render teaching of transport theory more tractable by making learning highly interactive. Methods: The module is being developed in the Maple mathematics environment by instructors and graduate students. It will refresh the students' knowledge of vector calculus and differential equations, and will develop users' intuition for phase space concepts. Scattering concepts will be developed with animated simulations using tunable parameters characterizing interactions, so that students may develop a “feel” for cross section. Transport equations for one and multiple types of radiation will be illustrated with phase space animations. Numerical methods of solution will be illustrated. Results: Attempts to teach rudiments of transport theory in radiation physics and dosimetry courses using conventional classroom techniques at the University of Miami have had small success, because classroom time is limited and the material has been hard for our students to appreciate intuitively. Conclusion: A joint effort of instructor and students to teach and learn transport theory by building an

  13. SU-E-P-04: Transport Theory Learning Module in the Maple Environment

    International Nuclear Information System (INIS)

    Both, J

    2014-01-01

    Purpose: The medical physics graduate program at the University of Miami is developing a computerized instructional module which provides an interactive mechanism for students to learn transport theory. While not essential in the medical physics curriculum, transport theory should be taught because the conceptual level of transport theory is fundamental, a substantial literature exists and ought to be accessible, and students should understand commercial software which solves the Boltzmann equation.But conventional teaching and learning of transport theory is challenging. Students may be under prepared to appreciate its methods, results, and relevance, and it is not substantially addressed in textbooks for the medical physicists. Other resources an instructor might reasonably use, while excellent, may be too briskly paced for beginning students. The purpose of this work is to render teaching of transport theory more tractable by making learning highly interactive. Methods: The module is being developed in the Maple mathematics environment by instructors and graduate students. It will refresh the students' knowledge of vector calculus and differential equations, and will develop users' intuition for phase space concepts. Scattering concepts will be developed with animated simulations using tunable parameters characterizing interactions, so that students may develop a “feel” for cross section. Transport equations for one and multiple types of radiation will be illustrated with phase space animations. Numerical methods of solution will be illustrated. Results: Attempts to teach rudiments of transport theory in radiation physics and dosimetry courses using conventional classroom techniques at the University of Miami have had small success, because classroom time is limited and the material has been hard for our students to appreciate intuitively. Conclusion: A joint effort of instructor and students to teach and learn transport theory by building an interactive

  14. Communicating the Library as a Learning Environment

    Science.gov (United States)

    Nitecki, Danuta A.; Simpson, Katherine

    2016-01-01

    Lack of commonly used vocabulary for informal learning environments hinders precise communication concerning what is observed, assessed, and understood about the relationship between space and learning. This study empirically extends taxonomies of terms and phrases that describe such relationships through content analysis of descriptions of…

  15. The Effectiveness of Blended Learning Environments

    Science.gov (United States)

    Eryilmaz, Meltem

    2015-01-01

    The object of this experimental study is to measure the effectiveness of a blended learning environment which is laid out on the basis of features for face to face and online environments. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. During the application,…

  16. Living and learning in a rural environment: a nursing student perspective.

    Science.gov (United States)

    Pront, Leeanne; Kelton, Moira; Munt, Rebecca; Hutton, Alison

    2013-03-01

    This study investigates the influences on nursing student learning who live and learn in the same rural environment. A declining health workforce has been identified both globally and in Australia, the effects of which have become significantly apparent in the rural nursing sector. In support of rural educational programs the literature portrays rural clinical practice experiences as significant to student learning. However, there is little available research on what influences learning for the nursing student who studies in their own rural community. The aim of this study was to understand what influences student learning in the rural clinical environment. Through a multiple case study design five nursing students and two clinical preceptors from a rural clinical venue were interviewed. The interviews were transcribed and thematically analysed to identify factors that influenced student learning outcomes. The most significant influence on nursing student learning in the rural clinical environment was found to include the environment itself, the complex relationships unique to living and studying in a rural community along with the capacity to link theory to practice. The rural environment influences those in it, the demands placed on them, the relationships they form, the ability to promote learning and the time to teach and learn. Copyright © 2012. Published by Elsevier Ltd.

  17. Situativity theory: a perspective on how participants and the environment can interact: AMEE Guide no. 52.

    Science.gov (United States)

    Durning, Steven J; Artino, Anthony R

    2011-01-01

    Situativity theory refers to theoretical frameworks which argue that knowledge, thinking, and learning are situated (or located) in experience. The importance of context to these theories is paramount, including the unique contribution of the environment to knowledge, thinking, and learning; indeed, they argue that knowledge, thinking, and learning cannot be separated from (they are dependent upon) context. Situativity theory includes situated cognition, situated learning, ecological psychology, and distributed cognition. In this Guide, we first outline key tenets of situativity theory and then compare situativity theory to information processing theory; we suspect that the reader may be quite familiar with the latter, which has prevailed in medical education research. Contrasting situativity theory with information processing theory also serves to highlight some unique potential contributions of situativity theory to work in medical education. Further, we discuss each of these situativity theories and then relate the theories to the clinical context. Examples and illustrations for each of the theories are used throughout. We will conclude with some potential considerations for future exploration. Some implications of situativity theory include: a new way of approaching knowledge and how experience and the environment impact knowledge, thinking, and learning; recognizing that the situativity framework can be a useful tool to "diagnose" the teaching or clinical event; the notion that increasing individual responsibility and participation in a community (i.e., increasing "belonging") is essential to learning; understanding that the teaching and clinical environment can be complex (i.e., non-linear and multi-level); recognizing that explicit attention to how participants in a group interact with each other (not only with the teacher) and how the associated learning artifacts, such as computers, can meaningfully impact learning.

  18. Creating a Learning Environment for Engineering Education

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    2004-01-01

    Until recently discussions about improvement of educational quality have focussed on the teacher – it was as-sumed that by training the teacher you could increase the students’ learning outcome. Realising that other changes than better teaching were necessary to give the students more useful......? And the introduction of IT has highlighted the importance of the learning environment, but the focus has narrowly been on the physical environment. However, the mental frame-work is also very important. To assure educational quality it is necessary to take all these elements into account and consider the total...

  19. Transformations: Mobile Interaction & Language Learning

    Science.gov (United States)

    Carroll, Fiona; Kop, Rita; Thomas, Nathan; Dunning, Rebecca

    2015-01-01

    Mobile devices and the interactions that these technologies afford have the potential to change the face and nature of education in our schools. Indeed, mobile technological advances are seen to offer better access to educational material and new interactive ways to learn. However, the question arises, as to whether these new technologies are…

  20. A preliminary investigation into genotype x environment interaction ...

    African Journals Online (AJOL)

    uvp

    2014-08-24

    Aug 24, 2014 ... Genotype x environment interaction (G x E) in dairy cattle is a contentious ... environments, if it exists, with a negative impact on genetic response ..... interaction for Holstein milk yield in Colombia, Mexico and Puerto Rico.

  1. The Impact of Multitasking Learning Environments in the Middle Grades

    Science.gov (United States)

    Drinkwine, Timothy

    2013-01-01

    This research study considers the status of middle school students in the 21st century in terms of their tendency to multitask in their daily lives and the overall influence this multitasking has on teaching and learning environments. Student engagement in the learning environment and students' various learning styles are discussed as primary…

  2. 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…

  3. Skype me! Socially Contingent Interactions Help Toddlers Learn Language

    OpenAIRE

    Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

    2013-01-01

    Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results sugges...

  4. promoting self directed learning in simulation based discovery learning environments through intelligent support.

    NARCIS (Netherlands)

    Veermans, K.H.; de Jong, Anthonius J.M.; van Joolingen, Wouter

    2000-01-01

    Providing learners with computer-generated feedback on their learning process in simulationbased discovery environments cannot be based on a detailed model of the learning process due to the “open” character of discovery learning. This paper describes a method for generating adaptive feedback for

  5. The Influence of Virtual Learning Environments in Students' Performance

    Science.gov (United States)

    Alves, Paulo; Miranda, Luísa; Morais, Carlos

    2017-01-01

    This paper focuses mainly on the relation between the use of a virtual learning environment (VLE) and students' performance. Therefore, virtual learning environments are characterised and a study is presented emphasising the frequency of access to a VLE and its relation with the students' performance from a public higher education institution…

  6. Training hydrologists to be ecohydrologists: a "how-you-can-do-it" example leveraging an active learning environment for studying plant-water interaction

    Science.gov (United States)

    Lyon, S. W.; Walter, M. T.; Jantze, E. J.; Archibald, J. A.

    2012-08-01

    Structuring an education strategy capable of addressing the various spheres of ecohydrology is difficult due to the inter-disciplinary and cross-disciplinary nature of this emergent field. Clearly, there is a need for such strategies to accommodate more progressive educational concepts while highlighting a skills-based education. To demonstrate a possible way to develop courses that include such concepts, we offer a case-study or a "how-you-can-do-it" example from an ecohydrology course recently co-taught by teachers from Stockholm University and Cornell University at the Navarino Environmental Observatory (NEO) in Costa Navarino, Greece. This course focused on introducing hydrology Master's students to some of the central concepts of ecohydrology while at the same time supplying process-based understanding relevant for characterizing evapotranspiration. As such, the main goal of the course was to explore central theories in ecohydrology and their connection to plant-water interactions and the water cycle in a semiarid environment. In addition to presenting this roadmap for ecohydrology course development, we explore the utility and effectiveness of adopting active teaching and learning strategies drawing from the suite of learn-by-doing, hands-on, and inquiry-based techniques in such a course. We test a gradient of "activeness" across a sequence of three teaching and learning activities. Our results indicate that there was a clear advantage for utilizing active learning techniques in place of traditional lecture-based styles. In addition, there was a preference among the student towards the more "active" techniques. This demonstrates the added value of incorporating even the simplest active learning approaches in our ecohydrology (or general) teaching.

  7. Creating a Total Quality Environment (TQE) for Learning

    Science.gov (United States)

    Freed, Jann E.

    2005-01-01

    This article describes a model for creating a total quality environment (TQE) for learning in which everyone is considered a learner. The model consists of 11 interrelated characteristics derived from the literature in the areas of continuous improvement, leadership, learning, learning organizations, and spirituality. The characteristics in the…

  8. 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...

  9. Peer Evaluation in CMC Learning Environment and Writing Skill

    Directory of Open Access Journals (Sweden)

    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.

  10. Reconfiguring Course Design in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Mullins, Michael; Zupancic, Tadeja

    2007-01-01

    for architectural students offers some innovative insights into experientially oriented educational interfaces. A comparative analysis of VIPA courses and project results are presented in the paper. Special attention in the discussion is devoted to the improvements of e-learning solutions in architecture......Although many administrators and educators are familiar with e-learning programs, learning management systems and portals, fewer may have experience with virtual distributed learning environments and their academic relevance. The blended learning experience of the VIPA e-learning project....... The criterion of the relation between the actual applicability of selected e-learning solutions and elements of collaborative educational interfaces with VR are taken into account. A system of e-learning applicability levels in program and course development and implementation of architectural tectonics...

  11. Towards a Framework of Interactions in a Blended Synchronous Learning Environment: What Effects Are There on Students' Social Presence Experience?

    Science.gov (United States)

    Szeto, Elson; Cheng, Annie Y. N.

    2016-01-01

    A synchronous blend of online learning and "face-to-face" teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were…

  12. The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

    Science.gov (United States)

    Alzahrani, Ibraheem; Woollard, John

    2013-01-01

    This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

  13. Learning environments matter: Identifying influences on the motivation to learn science

    Directory of Open Access Journals (Sweden)

    Salomé Schulze

    2015-05-01

    Full Text Available In the light of the poor academic achievement in science by secondary school students in South Africa, students' motivation for science learning should be enhanced. It is argued that this can only be achieved with insight into which motivational factors to target, with due consideration of the diversity in schools. The study therefore explored the impact of six motivational factors for science learning in a sample of 380 Grade Nine boys and girls from three racial groups, in both public and independent schools. The students completed the Student Motivation for Science Learning questionnaire. Significant differences were identified between different groups and school types. The study is important for identifying the key role of achievement goals, science learning values and science self-efficacies. The main finding emphasises the significant role played by science teachers in motivating students for science in terms of the learning environments that they create. This has important implications for future research, aimed at a better understanding of these environments. Such insights are needed to promote scientific literacy among the school students, and so contribute to the improvement of science achievement in South Africa.

  14. Digital interactive learning of oral radiographic anatomy.

    Science.gov (United States)

    Vuchkova, J; Maybury, T; Farah, C S

    2012-02-01

    Studies reporting high number of diagnostic errors made from radiographs suggest the need to improve the learning of radiographic interpretation in the dental curriculum. Given studies that show student preference for computer-assisted or digital technologies, the purpose of this study was to develop an interactive digital tool and to determine whether it was more successful than a conventional radiology textbook in assisting dental students with the learning of radiographic anatomy. Eighty-eight dental students underwent a learning phase of radiographic anatomy using an interactive digital tool alongside a conventional radiology textbook. The success of the digital tool, when compared to the textbook, was assessed by quantitative means using a radiographic interpretation test and by qualitative means using a structured Likert scale survey, asking students to evaluate their own learning outcomes from the digital tool. Student evaluations of the digital tool showed that almost all participants (95%) indicated that the tool positively enhanced their learning of radiographic anatomy and interpretation. The success of the digital tool in assisting the learning of radiographic interpretation is discussed in the broader context of learning and teaching curricula, and preference (by students) for the use of this digital form when compared to the conventional literate form of the textbook. Whilst traditional textbooks are still valued in the dental curriculum, it is evident that the preference for computer-assisted learning of oral radiographic anatomy enhances the learning experience by enabling students to interact and better engage with the course material. © 2011 John Wiley & Sons A/S.

  15. Multimedia And Internetworking Architecture Infrastructure On Interactive E-Learning System

    Science.gov (United States)

    Indah, K. A. T.; Sukarata, G.

    2018-01-01

    Interactive e-learning is a distance learning method that involves information technology, electronic system or computer as one means of learning system used for teaching and learning process that is implemented without having face to face directly between teacher and student. A strong dependence on emerging technologies greatly influences the way in which the architecture is designed to produce a powerful interactive e-learning network. In this paper analyzed an architecture model where learning can be done interactively, involving many participants (N-way synchronized distance learning) using video conferencing technology. Also used broadband internet network as well as multicast techniques as a troubleshooting method for bandwidth usage can be efficient.

  16. Intelligent Interaction for Human-Friendly Service Robot in Smart House Environment

    Directory of Open Access Journals (Sweden)

    Z. Zenn Bien

    2008-01-01

    Full Text Available The smart house under consideration is a service-integrated complex system to assist older persons and/or people with disabilities. The primary goal of the system is to achieve independent living by various robotic devices and systems. Such a system is treated as a human-in-the loop system in which human- robot interaction takes place intensely and frequently. Based on our experiences of having designed and implemented a smart house environment, called Intelligent Sweet Home (ISH, we present a framework of realizing human-friendly HRI (human-robot interaction module with various effective techniques of computational intelligence. More specifically, we partition the robotic tasks of HRI module into three groups in consideration of the level of specificity, fuzziness or uncertainty of the context of the system, and present effective interaction method for each case. We first show a task planning algorithm and its architecture to deal with well-structured tasks autonomously by a simplified set of commands of the user instead of inconvenient manual operations. To provide with capability of interacting in a human-friendly way in a fuzzy context, it is proposed that the robot should make use of human bio-signals as input of the HRI module as shown in a hand gesture recognition system, called a soft remote control system. Finally we discuss a probabilistic fuzzy rule-based life-long learning system, equipped with intention reading capability by learning human behavioral patterns, which is introduced as a solution in uncertain and time-varying situations.

  17. Web based Interactive 3D Learning Objects for Learning Management Systems

    Directory of Open Access Journals (Sweden)

    Stefan Hesse

    2012-02-01

    Full Text Available In this paper, we present an approach to create and integrate interactive 3D learning objects of high quality for higher education into a learning management system. The use of these resources allows to visualize topics, such as electro-technical and physical processes in the interior of complex devices. This paper addresses the challenge of combining rich interactivity and adequate realism with 3D exercise material for distance elearning.

  18. Maintaining collaborative, democratic and dialogue-based learning processes in virtual and game-based learning environments

    DEFF Research Database (Denmark)

    Gyldendahl Jensen, Camilla; Sorensen, Elsebeth Korsgaard

    2017-01-01

    The incorporation and use of virtual learning platforms, including computer games, in the education sector, challenge these years the complexity of the learning environment regarding maintaining collaborative, democratic and dialogue-based learning processes that support a high degree of reflection....... When virtual learning platforms are used in an educational context, a fundamental paradox appears as the student needs an active and practice-oriented participation identity to learn while at the same time needing to learn to acquire a participation identity. This identity is raised and trained...... by being a continuous part of a community that recalls the scenarios of reality. It is therefore crucial that the learning environment reflects the reality of which the students' professionalism is unfolded. Learning is, therefore, something more and not just the acquisition of knowledge and past actions...

  19. THE BLENDED LEARNING ENVIRONMENT ON THE FOREIGN LANGUAGE LEARNING PROCESS: A Balance for Motivation and Achievement

    Directory of Open Access Journals (Sweden)

    Bahar ISIGUZEL

    2014-07-01

    Full Text Available The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Hacı Bektas Veli University (Turkey in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

  20. Adventure Learning: Theory and Implementation of Hybrid Learning

    Science.gov (United States)

    Doering, A.

    2008-12-01

    Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they

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

    Science.gov (United States)

    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…

  2. Mapping Students Use of Technologies in Problem Based Learning Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

    2011-01-01

    This paper aims to understand how students use technology to enhance their learning in problem-based learning environments. The research methodology is based on both qualitative and quantitative studies. The results are based on students’ interviews, a survey and students’ reflections in course......-related blog posts; they show that students have positive perceptions toward using technologies in problem-based learning environments....

  3. STUDENTS’ PERCEPTION ABOUT CLINICAL LEARNING ENVIRONMENT IN THE PRIMARY, SECONDARY AND TERTIARY MEDICAL FACILITIES

    OpenAIRE

    Dewi, Dian Puspita; Rahayu, Gandes Retno; Kristina, Tri Nur

    2018-01-01

    Background: Learning environment is an important factor in learning process and can affect students' competence and work-readiness. Learning environment is not only about physical facilities but also social and psychological condition. The complexity of clinical learning environments pose challenges and problems that may affect students learning process so it is necessary to monitoring and evaluating students learning environments. This study aims to assess students' perception of their learn...

  4. Engaging Students' Learning Through a Blended Environment

    Directory of Open Access Journals (Sweden)

    Andrew Stuart

    2013-05-01

    Full Text Available Within the furniture manufacturing industry a high proportion of occupational accidents are as a result of non-compliance to machining regulations and incorrect work practices. Safety training plays an important role in reducing accidents and promoting a safety culture within this sector. This article details an action research study undertaken during the first year of a new Degree in Timber Product Technology, which set out to evaluate the impact a blended learning environment and reusable learning objects (RLOs could have on promoting safe work practices and a safety culture amongst students. A constructivist approach was taken and the module design was underpinned by Kolb’s model of experiential learning, placing more responsibility on the learners for their own learning and encouraging them to reflect upon their experiences. The findings of this study suggest that students with prior industry machining experience required a change in their attitude to machining which was achieved within the practical labs, while students with no machining experiences were intimidated by the learning environment in the practical labs but whose learning experience was enhanced through the use of RLOs and other eLearning resources. In order to reduce occupational accidents in the furniture manufacturing industry the promotion of continuing professional development (CPD training courses is required in order to change workers’ behaviour to machine safety and encourage lifelong learning so as to promote a safety culture within the furniture manufacturing industry.

  5. Medical students' learning orientation regarding interracial interactions affects preparedness to care for minority patients: a report from Medical Student CHANGES.

    Science.gov (United States)

    Burgess, Diana J; Burke, Sara E; Cunningham, Brooke A; Dovidio, John F; Hardeman, Rachel R; Hou, Yuefeng; Nelson, David B; Perry, Sylvia P; Phelan, Sean M; Yeazel, Mark W; van Ryn, Michelle

    2016-09-29

    There is a paucity of evidence on how to train medical students to provide equitable, high quality care to racial and ethnic minority patients. We test the hypothesis that medical schools' ability to foster a learning orientation toward interracial interactions (i.e., that students can improve their ability to successfully interact with people of another race and learn from their mistakes), will contribute to white medical students' readiness to care for racial minority patients. We then test the hypothesis that white medical students who perceive their medical school environment as supporting a learning orientation will benefit more from disparities training. Prospective observational study involving web-based questionnaires administered during first (2010) and last (2014) semesters of medical school to 2394 white medical students from a stratified, random sample of 49 U.S. medical schools. Analysis used data from students' last semester to build mixed effects hierarchical models in order to assess the effects of medical school interracial learning orientation, calculated at both the school and individual (student) level, on key dependent measures. School differences in learning orientation explained part of the school difference in readiness to care for minority patients. However, individual differences in learning orientation accounted for individual differences in readiness, even after controlling for school-level learning orientation. Individual differences in learning orientation significantly moderated the effect of disparities training on white students' readiness to care for minority patients. Specifically, white medical students who perceived a high level of learning orientation in their medical schools regarding interracial interactions benefited more from training to address disparities. Coursework aimed at reducing healthcare disparities and improving the care of racial minority patients was only effective when white medical students perceived their

  6. Designing persuasive interactive environments : a hands-on workshop to explore interactivity and persuasion in design

    NARCIS (Netherlands)

    Rozendaal, Marco; Bekker, Tilde; Vermeeren, Arnold; Kanis, Marije; Aprile, Walter; van der Helm, Aadjan; Middendorf, Wouter

    2012-01-01

    Ambient Intelligent environments are interactive environments that sense human behaviour and can respond intelligently. This workshop explores how interactive environments can be designed with persuasive quality, influencing human experience and behaviour. The workshop follows a

  7. Pupils as GIS-Experts in the Context of Flood Risk - An Interactive Learning Environment for Secondary Schools

    Science.gov (United States)

    Goetzke, Roland; Hodam, Henryk; Rienow, Andreas; Voß, Kerstin

    2013-04-01

    Floods and their destructive consequences for local residents are distributed in the media periodically and are, accordingly, noticed by students. Especially the discussion about the impacts of an anthropogenic climate change on the frequency of extreme events reinforces the importance of addressing the subject in school curricula. Remote sensing and GIS offer a wide range of methods for analyzing problems of vulnerability and risk, but are normally not recognized in school education. Reasons for this are: teachers have not been taught how to use and interpret remote sensing data, and there is only little material or software which can be integrated into school lessons without considerable effort. The main goal of the German FIS-project ("Fernerkundung in Schulen" - "Remote Sensing in Schools") is the development of easy-to-use e-learning material in order to apply remote sensing methods in schools and thereby enforcing learning mechanisms based on the moderate constructivist learning theory. The interactive learning unit "Floods - Dealing with a constant threat" is a learning module for a double lesson that enables young students from age 12 to 16 to use geo data for a site analysis especially focusing on the threat of floods. Following a guiding question from a real-world situation, the students are in demand as experts for site analyses and, in the process, need to identify problems arising with a location decision. Their investigation includes measurements in the three-dimensional space of a study area near the Rhine River. Therefore the students are provided with data from a Digital Elevation Model (DEM), a satellite image and several GIS-layers. The different data sets have to be combined in order to achieve valuable results. At certain points the pupils need to reflect their decisions after incorporating new information against the background of flood risk. The presented learning module is designed in Flash and, thus, is platform-independent. It is freely

  8. Informal Language Learning Setting: Technology or Social Interaction?

    Science.gov (United States)

    Bahrani, Taher; Sim, Tam Shu

    2012-01-01

    Based on the informal language learning theory, language learning can occur outside the classroom setting unconsciously and incidentally through interaction with the native speakers or exposure to authentic language input through technology. However, an EFL context lacks the social interaction which naturally occurs in an ESL context. To explore…

  9. Authoring a Web-enhanced interface for a new language-learning environment

    Directory of Open Access Journals (Sweden)

    Dominique Hémard

    2000-12-01

    Full Text Available Computer-based applications in second language teaching have now been used for a protracted period of time, evolving from a deductive approach relying on grammatical progression to inductive methods and, more recently, exploratory interaction better suited to the constructivist mode. However, despite the initial adoption of a traditional learning environment, the first, albeit influential, generation of software design was poorly recognized, or worse, even met with scepticism by academics inasmuch as it did not seem to represent or, indeed, symbolize good teaching practices (Laurillard, 1991. As a result, original CALL programmes, such as gap-filling or substituting exercises, were often only considered appropriate as supplementary teaching material and, as such, referred to or introduced within courses as convenient adjuncts providing students with greater practical experience. Equally, students as users were never consulted on the use of CALL or, indeed, implicated beyond the designed interaction. Indeed, it was generally assumed that, since computer-based learning was a new concept, it would be, by itself, attractive and generate increased enthusiasm within the language-learning context. This situation was made even worse by a developmental process, dominated by self-taught, in-house authoring, which was too often amateurish, task-based in approach and empirical. Unfortunately, despite recent development in multimedia and hypermedia, this CALL legacy has been affecting CALL in design, practice and projected use.

  10. Healthy outcomes for teens project: diabetes prevention through distributed interactive learning.

    Science.gov (United States)

    Castelli, Darla M; Goss, David; Scherer, Jane; Chapman-Novakofski, Karen

    2011-03-01

    This study assessed whether distributed interactive learning via web-based modules and grounded in schema and social cognitive theory (treatment group, n = 101) would increase knowledge about diabetes prevention in adolescents from three middle schools to a greater extent than the control group (n = 80) and examined whether the school environment used to convey the education had an effect. The treatment group showed substantially greater increases in overall and individual modular content knowledge, with 72 voluntarily choosing to retake evaluations that significantly improved their scores. The treatment (t[3.8], β ≥ 0.30, P school, pull out from physical education, or health education curriculum) (t[3.41], β ≥ 0.24, P learning was more effective than its passive counterpart, and a more structured delivery enhanced knowledge, as did opportunities to self-regulate learning. Attention to these process components will facilitate effective interventions by educators in schools.

  11. Big Data X-Learning Resources Integration and Processing in Cloud Environments

    Directory of Open Access Journals (Sweden)

    Kong Xiangsheng

    2014-09-01

    Full Text Available The cloud computing platform has good flexibility characteristics, more and more learning systems are migrated to the cloud platform. Firstly, this paper describes different types of educational environments and the data they provide. Then, it proposes a kind of heterogeneous learning resources mining, integration and processing architecture. In order to integrate and process the different types of learning resources in different educational environments, this paper specifically proposes a novel solution and massive storage integration algorithm and conversion algorithm to the heterogeneous learning resources storage and management cloud environments.

  12. Nursing students' assessment of the learning environment in different clinical settings.

    Science.gov (United States)

    Bisholt, Birgitta; Ohlsson, Ulla; Engström, Agneta Kullén; Johansson, Annelie Sundler; Gustafsson, Margareta

    2014-05-01

    Nursing students perform their clinical practice in different types of clinical settings. The clinical learning environment is important for students to be able to achieve desired learning outcomes. Knowledge is lacking about the learning environment in different clinical settings. The aim was to compare the learning environment in different clinical settings from the perspective of the nursing students. A cross-sectional study with comparative design was conducted. Data was collected from 185 nursing students at three universities by means of a questionnaire involving the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) evaluation scale. An open-ended question was added in order to ascertain reasons for dissatisfaction with the clinical placement. The nursing students' satisfaction with the placement did not differ between clinical settings. However, those with clinical placement in hospital departments agreed more strongly that sufficient meaningful learning situations occurred and that learning situations were multi-dimensional. Some students reported that the character of the clinical setting made it difficult to achieve the learning objectives. In the planning of the clinical placement, attention must be paid to whether the setting offers the student a meaningful learning situation where the appropriate learning outcome may be achieved. Copyright © 2013 Elsevier Ltd. All rights reserved.

  13. Pupils' Views on an ICT-Based Learning Environment in Health Learning

    Science.gov (United States)

    Räihä, Teija; Tossavainen, Kerttu; Enkenberg, Jorma; Turunen, Hannele

    2014-01-01

    This paper presents a study that examined pupils' views on an ICT-based learning environment in health learning. The study was a part of the wider European Network of Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe, SHE) in Finland, and particularly its sub-project, From Puijo to the World with Health Lunch,…

  14. Teaching strategies in web technologies for virtual learning environments

    Directory of Open Access Journals (Sweden)

    Ilber Dario Saza-Garzón

    2016-12-01

    Full Text Available The virtual learning environments (AVAs have been a subject of discussion and questions mainly on finding the best teaching practices, which tools you can use them and how to achieve optimum utilization have better results in virtual education, for Therefore in this paper some elements about the characteristics, history, teaching, studies have virtual environments and web applications as tools to support teaching and learning, are set for a virtual tutor note the when planning, designing, creating and implementing online courses. Thus the reader will find concepts, explanations and different evolutionary processes that wins ICT and how are you have been involved in the educational context, spotting potential applications from mediation of teaching, plus some suggestions of how to carry out exposed use thereof in virtual learning environments to strengthen the different processes of teaching and learning.

  15. Resident burnout: evaluating the role of the learning environment.

    Science.gov (United States)

    van Vendeloo, Stefan N; Godderis, Lode; Brand, Paul L P; Verheyen, Kees C P M; Rowell, Suria A; Hoekstra, Harm

    2018-03-27

    Although burnout is viewed as a syndrome rooted in the working environment and organizational culture, the role of the learning environment in the development of resident burnout remains unclear. We aimed to evaluate the association between burnout and the learning environment in a cohort of Belgian residents. We conducted a cross-sectional online survey among residents in a large university hospital in Belgium. We used the Dutch version of the Maslach Burnout Inventory (UBOS-C) to assess burnout and the Dutch Residency Educational Climate Test (D-RECT) to assess the learning environment. A total of 236 residents (29 specialties) completed the survey (response rate 34.6%), of which 98 (41.5%) met standard criteria for burnout. After multivariate regression analysis adjusting for hours worked per week, quality of life and satisfaction with work-life balance, we found an inverse association between D-RECT scores and the risk of burnout (adjusted odds ratio; 0.47 for each point increase in D-RECT score; 95% CI, 0.23 - 0.95; p = 0.01). Resident burnout is highly prevalent in our cohort of Belgian residents. Our results suggest that the learning environment plays an important role in reducing the risk of burnout among residents.

  16. Managing the Collaborative Learning Environment.

    Science.gov (United States)

    Wagner, June G.

    2002-01-01

    The feature story in this issue, "Managing the Collaborative Learning Environment," focuses on the growing emphasis on teamwork in the workplace. It discusses how the concept of empowering employees in the workplace is evolving and the benefits--faster decision making, lower costs and absenteeism, higher productivity and quality, and…

  17. Inside Out: Detecting Learners' Confusion to Improve Interactive Digital Learning Environments

    Science.gov (United States)

    Arguel, Amaël; Lockyer, Lori; Lipp, Ottmar V.; Lodge, Jason M.; Kennedy, Gregor

    2017-01-01

    Confusion is an emotion that is likely to occur while learning complex information. This emotion can be beneficial to learners in that it can foster engagement, leading to deeper understanding. However, if learners fail to resolve confusion, its effect can be detrimental to learning. Such detrimental learning experiences are particularly…

  18. Health science students and their learning environment: a comparison of perceptions of on-site, remote-site, and traditional classroom students.

    Science.gov (United States)

    Elison-Bowers, P; Snelson, Chareen; Casa de Calvo, Mario; Thompson, Heather

    2008-02-05

    This study compared the responses of on-site, remote-site, and traditional classroom students on measures of student/teacher interaction, course structure, physical learning environment, and overall course enjoyment/satisfaction. The sample population consisted of students taking undergraduate courses in medical terminology at two western colleges. The survey instrument was derived from Thomerson's questionnaire, which included closed- and open-ended questions assessing perceptions of students toward their courses. Controlling for grade expectations, results revealed no significant differences among the on-site, remote-site, and traditional classroom students in any of the four cluster domains. However, a nonsignificant (and continuing) trend suggested that students preferred the traditional classroom environment. When results were controlled for age, significant differences emerged between traditional and nontraditional students on measures of student/teacher interaction, physical learning environment, and overall enjoyment/satisfaction, as nontraditional students exhibited higher scores. Students' responses to open-ended questions indicated they enjoyed the convenience of online instruction, but reported finding frustration with technology itself.

  19. iCBLS: An interactive case-based learning system for medical education.

    Science.gov (United States)

    Ali, Maqbool; Han, Soyeon Caren; Bilal, Hafiz Syed Muhammad; Lee, Sungyoung; Kang, Matthew Jee Yun; Kang, Byeong Ho; Razzaq, Muhammad Asif; Amin, Muhammad Bilal

    2018-01-01

    Medical students should be able to actively apply clinical reasoning skills to further their interpretative, diagnostic, and treatment skills in a non-obtrusive and scalable way. Case-Based Learning (CBL) approach has been receiving attention in medical education as it is a student-centered teaching methodology that exposes students to real-world scenarios that need to be solved using their reasoning skills and existing theoretical knowledge. In this paper, we propose an interactive CBL System, called iCBLS, which supports the development of collaborative clinical reasoning skills for medical students in an online environment. The iCBLS consists of three modules: (i) system administration (SA), (ii) clinical case creation (CCC) with an innovative semi-automatic approach, and (iii) case formulation (CF) through intervention of medical students' and teachers' knowledge. Two evaluations under the umbrella of the context/input/process/product (CIPP) model have been performed with a Glycemia study. The first focused on the system satisfaction, evaluated by 54 students. The latter aimed to evaluate the system effectiveness, simulated by 155 students. The results show a high success rate of 70% for students' interaction, 76.4% for group learning, 72.8% for solo learning, and 74.6% for improved clinical skills. Copyright © 2017 Elsevier B.V. All rights reserved.

  20. Interactivity, Game Creation, Design, Learning, and Innovation

    DEFF Research Database (Denmark)

    This book constitutes the proceedings of two conferences: The 5th International Conference on ArtsIT, Interactivity and Game Creation (ArtsIT 2016) and the First International Conference on Design, Learning and Innovation (DLI 2016). ArtsIT is reflecting trends in the expanding field of digital art......, interactive art, and how game creation is considered an art form. The decision was made to augment the title of ArtsIT to be in future known as “The International Conference on Interactivity, Game Creation, Design, Learning, and Innovation”. The event was hosted in Esbjerg, Denmark in May 2016 and attracted...

  1. Playing SNES in the Retro Learning Environment

    OpenAIRE

    Bhonker, Nadav; Rozenberg, Shai; Hubara, Itay

    2016-01-01

    Mastering a video game requires skill, tactics and strategy. While these attributes may be acquired naturally by human players, teaching them to a computer program is a far more challenging task. In recent years, extensive research was carried out in the field of reinforcement learning and numerous algorithms were introduced, aiming to learn how to perform human tasks such as playing video games. As a result, the Arcade Learning Environment (ALE) (Bellemare et al., 2013) has become a commonly...

  2. Applying Economics Using Interactive Learning Modules

    Science.gov (United States)

    Goma, Ophelia D.

    2010-01-01

    This article describes the use of web-based, interactive learning modules in the principles of economics course. The learning modules introduce students to important, historical economic events while providing real-world application of the economic theory presented in class. Each module is designed to supplement and complement the economic theory…

  3. Participant Interaction in Asynchronous Learning Environments: Evaluating Interaction Analysis Methods

    Science.gov (United States)

    Blanchette, Judith

    2012-01-01

    The purpose of this empirical study was to determine the extent to which three different objective analytical methods--sequence analysis, surface cohesion analysis, and lexical cohesion analysis--can most accurately identify specific characteristics of online interaction. Statistically significant differences were found in all points of…

  4. Students’ goal orientations and learning strategies in a powerful learning environment : a case study

    NARCIS (Netherlands)

    Koopman, M.; Bakx, A.W.E.A.; Beijaard, D.

    2014-01-01

    In Dutch secondary education, experiments with powerful social constructivist learning environments are conducted that aim to appeal to students’ intrinsic goal orientations, use of deep cognitive learning strategies, and self-direction of meta-cognitive learning strategies. The aim of this study is

  5. An interactive E-Learning Portal in Pediatric Endocrinology: Practical Experience

    Directory of Open Access Journals (Sweden)

    Stenvert L. S. Drop

    2013-10-01

    Full Text Available Based on educational considerations, the European Society for Paediatric Endocrinology (ESPE e-learning portal has been developed, providing an interactive learning environment for up-to-date information in pediatric endocrinology. From March 2011 to January 2012, five small-scale pilot studies were completed to assess the usefulness of the structure and content by senior experts, fellows, residents and medical students. Altogether, 8 cases and 4 chapters were studied by a total of 71 individuals: 18 senior experts, 21 fellows, 10 medical students, 9 regional pediatricians and 13 residents, resulting in a total of 127 evaluations. Participants considered the portal content interesting and appreciated the way of learning compared to traditional learning from literature and textbooks. Special attention was paid to assess the personalized feedback given by experts to fellows and residents who completed the portal. Feedback from experts included both medical understanding and communication skills demonstrated by fellows and residents. Users highly appreciated the feedback of the medical experts, who brought perspectives from another clinic. This portal also offers educational opportunities for medical students and regional pediatricians and can be used to develop various CanMEDS competencies, e.g., medical expert, health advocate, and scholar.

  6. Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities.

    Science.gov (United States)

    Pitchford, Nicola J; Kamchedzera, Elizabeth; Hubber, Paula J; Chigeda, Antonie L

    2018-01-01

    Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few studies have measured extent of learning for SEND pupils when using interactive apps, so it has yet to be determined if this technology is effective at raising attainment for these pupils. We report the first observational study of a group of 33 pupils with SEND from two primary schools in Malawi that are implementing a new digital technology intervention which uses touch-screen tablets to deliver interactive apps designed to teach basic mathematical skills. The apps contain topics that align to the national curriculum. To assess learning gains, rate of progress (minutes per topic) for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression revealed extent of disability significantly predicted progress rate. Further exploratory correlations revealed pupils with moderate to severe difficulties with hearing and/or language made slower progress through the apps than those with greater functionality in these two domains because the use of verbal instructions within the apps limited their capacity to learn. This original quantitative analysis demonstrates that interactive apps can raise learning standards in pupils with SEND but may have limited utility for pupils with severe difficulties. Software modifications are needed to address specific

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

    Science.gov (United States)

    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.

  8. Implementing an Active Learning Environment to Influence Students' Motivation in Biochemistry

    Science.gov (United States)

    Cicuto, Camila Aparecida Tolentino; Torres, Bayardo Baptista

    2016-01-01

    The Biochemistry: Biomolecules Structure and Metabolism course's goal is to promote meaningful learning through an active learning environment. Thus, study periods (SP) and discussion groups (DG) are used as a substitute for lecture classes. The goal of this study was to evaluate how this learning environment influences students' motivation (n =…

  9. Seamless Learning Environments in Higher Education with Mobile Devices and Examples

    Science.gov (United States)

    Marín, Victoria I.; Jääskelä, Päivikki; Häkkinen, Päivi; Juntunen, Merja; Rasku-Puttonen, Helena; Vesisenaho, Mikko

    2016-01-01

    The use of seamless learning environments that have the potential to support lifelong learning anytime and anywhere has become a reality. In this sense, many educational institutions have started to consider introducing seamless learning environments into their programs. The aim of this study is to analyze how various educational university…

  10. Mixed Reality Environment for Web-Based Laboratory Interactive Learning

    Directory of Open Access Journals (Sweden)

    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.

  11. SUPPORTTING REGULAR AND ON-LINE BIOCHEMISTRY CLASSES USING INTERACTIVE LEARNING

    Directory of Open Access Journals (Sweden)

    F.C. Dórea

    2004-05-01

    Full Text Available Interactive learning on the Web may be a way to partially supplement the classroom learning ex-perience by providing an interactive environment similar to the classroom but with more attentionto individual student needs. New computational resources are available every day, and these newtechnologies that help the understanding process can be popularized by free full access web sites, asBiochemical View. This site, available at http://www.unb.br/cbsp/bioq, was developed at Universityof Braslia (UnB to support Biochemistry classes of this and any other Universities, since its alsoavailable in an English version. The contents - that include the usual metabolic pathways referentto the metabolism of carbohydrates, amino acids, lipids and nucleic acids - are presented in bi andthree-dimensional formats, easily accessible and assimilable, complemented with objective texts anddescription of regulation points. Protocols for experimental classes, reference materials, and specicinformation about each molecule of all pathways are also available, including metabolic participationschemes of them. An evaluation form of the site is available on-line, developed using PHP. Besidesthe positives results, the suggestions collected in these evaluations since 2001 have been guiding theactualizations. So, the site is the result of students opinions and needs.

  12. An Efficient Semi-supervised Learning Approach to Predict SH2 Domain Mediated Interactions.

    Science.gov (United States)

    Kundu, Kousik; Backofen, Rolf

    2017-01-01

    Src homology 2 (SH2) domain is an important subclass of modular protein domains that plays an indispensable role in several biological processes in eukaryotes. SH2 domains specifically bind to the phosphotyrosine residue of their binding peptides to facilitate various molecular functions. For determining the subtle binding specificities of SH2 domains, it is very important to understand the intriguing mechanisms by which these domains recognize their target peptides in a complex cellular environment. There are several attempts have been made to predict SH2-peptide interactions using high-throughput data. However, these high-throughput data are often affected by a low signal to noise ratio. Furthermore, the prediction methods have several additional shortcomings, such as linearity problem, high computational complexity, etc. Thus, computational identification of SH2-peptide interactions using high-throughput data remains challenging. Here, we propose a machine learning approach based on an efficient semi-supervised learning technique for the prediction of 51 SH2 domain mediated interactions in the human proteome. In our study, we have successfully employed several strategies to tackle the major problems in computational identification of SH2-peptide interactions.

  13. Flexible Learning Environments: Leveraging the Affordances of Flexible Delivery and Flexible Learning

    Science.gov (United States)

    Hill, Janette R.

    2006-01-01

    The purpose of this article is to explore the key features of "flexible learning environments" (FLEs). Key principles associated with FLEs are explained. Underlying tenets and support mechanisms necessary for the implementation of FLEs are described. Similarities and differences in traditional learning and FLEs are explored. Finally, strategies…

  14. Gene-Environment Interactions in Severe Mental Illness

    Directory of Open Access Journals (Sweden)

    Rudolf eUher

    2014-05-01

    Full Text Available Severe mental illness is a broad category that includes schizophrenia, bipolar disorder and severe depression. Both genetic disposition and environmental exposures play important roles in the development of severe mental illness. Multiple lines of evidence suggest that the roles of genetic and environmental depend on each other. Gene-environment interactions may underlie the paradox of strong environmental factors for highly heritable disorders, the low estimates of shared environmental influences in twin studies of severe mental illness and the heritability gap between twin and molecular heritability estimates. Sons and daughters of parents with severe mental illness are more vulnerable to the effects of prenatal and postnatal environmental exposures, suggesting that the expression of genetic liability depends on environment. In the last decade, gene-environment interactions involving specific molecular variants in candidate genes have been identified. Replicated findings include an interaction between a polymorphism in the AKT1 gene and cannabis use in the development of psychosis and an interaction between the length polymorphism of the serotonin transporter gene and childhood maltreatment in the development of persistent depressive disorder. Bipolar disorder has been underinvestigated, with only a single study showing an interaction between a functional polymorphism in BDNF and stressful life events triggering bipolar depressive episodes. The first systematic search for gene-environment interactions has found that a polymorphism in CTNNA3 may sensitise the developing brain to the pathogenic effect of cytomegalovirus in utero, leading to schizophrenia in adulthood. Strategies for genome-wide investigations will likely include coordination between epidemiological and genetic research efforts, systematic assessment of multiple environmental factors in large samples, and prioritization of genetic variants.

  15. The Importance of Human-Computer Interaction in Radiology E-learning.

    Science.gov (United States)

    den Harder, Annemarie M; Frijlingh, Marissa; Ravesloot, Cécile J; Oosterbaan, Anne E; van der Gijp, Anouk

    2016-04-01

    With the development of cross-sectional imaging techniques and transformation to digital reading of radiological imaging, e-learning might be a promising tool in undergraduate radiology education. In this systematic review of the literature, we evaluate the emergence of image interaction possibilities in radiology e-learning programs and evidence for effects of radiology e-learning on learning outcomes and perspectives of medical students and teachers. A systematic search in PubMed, EMBASE, Cochrane, ERIC, and PsycInfo was performed. Articles were screened by two authors and included when they concerned the evaluation of radiological e-learning tools for undergraduate medical students. Nineteen articles were included. Seven studies evaluated e-learning programs with image interaction possibilities. Students perceived e-learning with image interaction possibilities to be a useful addition to learning with hard copy images and to be effective for learning 3D anatomy. Both e-learning programs with and without image interaction possibilities were found to improve radiological knowledge and skills. In general, students found e-learning programs easy to use, rated image quality high, and found the difficulty level of the courses appropriate. Furthermore, they felt that their knowledge and understanding of radiology improved by using e-learning. In conclusion, the addition of radiology e-learning in undergraduate medical education can improve radiological knowledge and image interpretation skills. Differences between the effect of e-learning with and without image interpretation possibilities on learning outcomes are unknown and should be subject to future research.

  16. [Analytic methods for seed models with genotype x environment interactions].

    Science.gov (United States)

    Zhu, J

    1996-01-01

    Genetic models with genotype effect (G) and genotype x environment interaction effect (GE) are proposed for analyzing generation means of seed quantitative traits in crops. The total genetic effect (G) is partitioned into seed direct genetic effect (G0), cytoplasm genetic of effect (C), and maternal plant genetic effect (Gm). Seed direct genetic effect (G0) can be further partitioned into direct additive (A) and direct dominance (D) genetic components. Maternal genetic effect (Gm) can also be partitioned into maternal additive (Am) and maternal dominance (Dm) genetic components. The total genotype x environment interaction effect (GE) can also be partitioned into direct genetic by environment interaction effect (G0E), cytoplasm genetic by environment interaction effect (CE), and maternal genetic by environment interaction effect (GmE). G0E can be partitioned into direct additive by environment interaction (AE) and direct dominance by environment interaction (DE) genetic components. GmE can also be partitioned into maternal additive by environment interaction (AmE) and maternal dominance by environment interaction (DmE) genetic components. Partitions of genetic components are listed for parent, F1, F2 and backcrosses. A set of parents, their reciprocal F1 and F2 seeds is applicable for efficient analysis of seed quantitative traits. MINQUE(0/1) method can be used for estimating variance and covariance components. Unbiased estimation for covariance components between two traits can also be obtained by the MINQUE(0/1) method. Random genetic effects in seed models are predictable by the Adjusted Unbiased Prediction (AUP) approach with MINQUE(0/1) method. The jackknife procedure is suggested for estimation of sampling variances of estimated variance and covariance components and of predicted genetic effects, which can be further used in a t-test for parameter. Unbiasedness and efficiency for estimating variance components and predicting genetic effects are tested by

  17. Social Interaction Development through Immersive Virtual Environments

    Science.gov (United States)

    Beach, Jason; Wendt, Jeremy

    2014-01-01

    The purpose of this pilot study was to determine if participants could improve their social interaction skills by participating in a virtual immersive environment. The participants used a developing virtual reality head-mounted display to engage themselves in a fully-immersive environment. While in the environment, participants had an opportunity…

  18. Influence of Learning Styles on Social Structures in Online Learning Environments

    Science.gov (United States)

    Cela, Karina; Sicilia, Miguel-Ángel; Sánchez-Alonso, Salvador

    2016-01-01

    In e-learning settings, the interactions of students with one another, with the course content and with the instructors generate a considerable amount of information that may be useful for understanding how people learn online. The objective of the present research was to use social network analysis to explore the social structure of an e-learning…

  19. Situated learning and interacting with/through technologies

    DEFF Research Database (Denmark)

    Raudaskoski, Pirkko Liisa

    2006-01-01

    There is a growing interest within social and humanistic sciences towards understanding practice theoretically and analytically. Lave and Wenger’s concept “situated learning” describes the process of newcomers moving toward full participation in a community. Wenger later refined his approach in h...... practices. The interdisciplinary interaction analysis (IA) is suggested as the best way to study the various aspects of situated learning in technology-intensive interactions.......There is a growing interest within social and humanistic sciences towards understanding practice theoretically and analytically. Lave and Wenger’s concept “situated learning” describes the process of newcomers moving toward full participation in a community. Wenger later refined his approach in his...... book ‘Communities of practice: Learning, meaning and identity’. Situated learning is equalled with social order: instead of understanding learning as a separate practice from everyday life, learning is seen as a more mundane phenomenon. It is sometimes difficult to operationalize Lave and Wenger...

  20. Learning activities in a political context - development of the working environment

    DEFF Research Database (Denmark)

    Ledskov, Annette

    2002-01-01

    are identified – ‘the politically actors’ and ‘the translator’. When facilitating learning activities in the management of work environment it is necessary to be aware of this political nature of the actions .In understanding learning in the management of work environment it is beneficial to look at the concept......This paper addresses a learning approach as a method for developing new strategies for managing work environment. On the basis of interviews in two companies an analysis of how actors involved in the management of work environment act concerning their task and role is conducted. Two roles...