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Virtual Learning Environment (virtual + learning_environment)
Selected AbstractsSupporting student learning: the use of computer,based formative assessment modulesBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2002Mary Peat This paper describes the development of a variety of computer,based assessment opportunities, both formative and summative, that are available to a large first year biology class at The University of Sydney. These materials include: weekly quizzes; a mock exam; quiz sections in tutorials; and special self,assessment modules (SAMs). The weekly quiz is password protected and secure but the remaining materials are available on,line from a Virtual Learning Environment (http://FYBio.bio.usyd.edu.au/VLE/L1/). Evaluations over a number of years of the use and usefulness of the formative assessment materials indicate that the student population is making significant use of materials and that these materials are helping students in their learning [source] Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs)MODERN LANGUAGE JOURNAL, Issue 2 2001Silke Von Der Emde Though MOOs (multiple user domains object-oriented) have found a limited use in some language courses, their potential for transforming the language learning classroom has not been fully recognized or valued. In Fall 1998 and 1999, the authors teamed up to teach the first language course conducted almost entirely using a MOO and involving a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Drawing on their experiences, the authors systematically map out the tremendous pedagogical benefits to using a MOO for language learning: a student-centered learning environment structured by such objectives as peer teaching, autonomous learning principles, intellectually rich content-based instruction, individualized learning, and play. In addition to offering a model for the successful integration of technology into the classroom, this article suggests how MOOs can help achieve the long-sought goal of securely anchoring intermediate or even elementary language learning back into the liberal arts curriculum. [source] How students and instructors using a virtual learning environment perceive the fit between technology and taskJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2008T.J. McGill Abstract Virtual learning environments (VLEs) are widespread in higher education today, typically used to deliver instructional materials and facilitate communication within a course. This study aimed to investigate the task,technology fit of VLEs for their two main groups of users: instructors and students, using the VLE WebCT. Task,technology fit, user satisfaction, attitude towards use and anticipated consequences of use were found to be significantly higher for students than for instructors. Instructors were found to have higher perceptions of social norms and higher perceptions of facilitating conditions than students. However, there was no difference between the instructors and students in level of utilization of the VLE. Students perceived that the VLE had higher impacts on their learning compared with instructors' perceptions regarding their teaching. These results suggest that despite high levels of support acknowledged by instructors, they may still be unsure about the contribution of VLEs to their teaching. [source] Simulation of patient encounters using a virtual patient in periodontology instruction of dental students: design, usability, and learning effect in history-taking skillsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2004M. Schittek Janda Simulations are important educational tools in the development of health care competence. This study describes a virtual learning environment (VLE) for diagnosis and treatment planning in oral health care. The VLE is a web-based, database application where the learner uses free text communication on the screen to interact with patient data. The VLE contains forms for history taking, clinical images, clinical data and X-rays. After reviewing the patient information, the student proposes therapy and makes prognostic evaluations of the case in free text. A usability test of the application was performed with seven dental students. The usability test showed that the software responded with correct answers to the majority of the free text questions. The application is generic in its basic functions and can be adapted to other dental or medical subject areas. A randomised controlled trial was carried out with 39 students who attended instruction in history taking with problem-based learning cases, lectures and seminars. In addition, 16 of the 39 students were randomly chosen to practise history taking using the virtual patient prior to their first patient encounter. The performance of each student was recorded on video during the patient sessions. The type and order of the questions asked by the student and the degree of empathy displayed towards the patient were analysed systematically on the videos. The data indicate that students who also undertook history taking with a virtual patient asked more relevant questions, spent more time on patient issues, and performed a more complete history interview compared with students who had only undergone standard teaching. The students who had worked with the virtual patient also seemed to have more empathy for the patients than the students who had not. The practising of history taking with a virtual patient appears to improve the capability of dental students to take a relevant oral health history. [source] How students and instructors using a virtual learning environment perceive the fit between technology and taskJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2008T.J. McGill Abstract Virtual learning environments (VLEs) are widespread in higher education today, typically used to deliver instructional materials and facilitate communication within a course. This study aimed to investigate the task,technology fit of VLEs for their two main groups of users: instructors and students, using the VLE WebCT. Task,technology fit, user satisfaction, attitude towards use and anticipated consequences of use were found to be significantly higher for students than for instructors. Instructors were found to have higher perceptions of social norms and higher perceptions of facilitating conditions than students. However, there was no difference between the instructors and students in level of utilization of the VLE. Students perceived that the VLE had higher impacts on their learning compared with instructors' perceptions regarding their teaching. These results suggest that despite high levels of support acknowledged by instructors, they may still be unsure about the contribution of VLEs to their teaching. [source] WebCT in occupational therapy clinical education: implementing and evaluating a tool for peer learning and interactionOCCUPATIONAL THERAPY INTERNATIONAL, Issue 3 2005Aliki Thomas Abstract As occupational therapy expands into new practice arenas such as wellness, driver rehabilitation and ergonomics, educators are challenged to revise the curriculum as well as change educational technology. One of the changes in occupational therapy educational programmes is the utilization of on-line teaching. The purpose of this study was to evaluate the learning experiences of 42 occupational therapy students who were involved in a virtual learning environment during their six-week fieldwork placement. The results indicated that the majority of students enjoyed participating in this web-based learning environment (WebCT). A vast array of themes emerged from the on-line discussion and these themes reflected different levels of learning. Participation in WebCT during fieldwork appears to have a beneficial effect on student learning and achievement of stage 1 learning objectives by supporting students in peer learning. Other benefits include improving student autonomy during fieldwork, supporting self-directed learning and stimulating higher order thinking. Although the results of this study were positive there is still a need to further evaluate the effectiveness of web-based learning as an alternative to traditional educational methods during fieldwork education. Copyright © 2005 John Wiley & Sons, Ltd. [source] Teaching energy metabolism using scientific articlesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 2 2010Implementation of a virtual learning environment for medical students Abstract This work describes the use of a virtual learning environment (VLE) applied to the biochemistry class for undergraduate, first-year medical students at the Federal University of Rio de Janeiro. The course focused on the integration of energy metabolism, exploring metabolic adaptations in different physiological or pathological states such as starvation, diabetes, and exercise. The VLE was designed to combine online activities with traditional course content and presented guided inquiry-based activities to assist in the use of original scientific articles as educational resources. Based on the analysis of a semi-open questionnaire, the results provided evidence that the VLE encouraged students' engagement in activities and improved feedback. The results also suggested that guided inquiry-based activities were an effective way to stimulate students to critically read relevant scientific articles and to acquire skills to build and contextualize their knowledge through content association. In addition, most of the students involved in this experience considered the use of these resources important to become familiar with scientific language and to learn how to obtain up-to-date scientific information during their professional life. [source] Computer Self-Efficacy and Motivation to Learn in a Self-Directed Online CourseDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2009Marcia J. Simmering ABSTRACT Despite the increased use of new learning technologies, there is still much to be learned about the role of learner characteristics in online learning. The purpose of this study was to examine how subjects' characteristics normally associated with effective training (i.e., initial motivation to learn and self-efficacy) related to learning in a self-directed online course. From an analysis of 190 respondents, computer and Internet usage prior to the start of class were positively related to individuals' computer self-efficacy and computer self-efficacy was positively related to learning. However, contrary to expectations, computer self-efficacy was not related to initial motivation to learn and motivation to learn was not related to learning in the class. Post hoc analysis of qualitative data enabled a rich explanation of the findings, including an evaluation of the unexpected relationships among the variables of interest and the nature of self-directed courses in virtual learning environments. [source] Students' experience of component versus integrated virtual learning environmentsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2005M. Weller Abstract The use of virtual learning environments (VLEs) has become increasingly common in most higher education (HE) institutions. Recent developments have proposed the interoperability of software systems and content, to create component VLEs in contrast with the integrated, monolithic ones that are currently prevalent. This paper examines the student experience of two VLEs, one integrated approach and the other component. In general, students preferred the component system, although this may have been influenced by other factors such as performance. Although the study is limited to one cohort of student it makes a number of suggestions relevant to anyone deploying a VLE. These are that the component approach is a viable one from a student perspective, the broader context in which the VLE operates is important in student perception and that poor system performance may have unpredictable consequences for the learning experience. [source] What are the learning affordances of 3-D virtual environments?BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2010Barney Dalgarno This article explores the potential learning benefits of three-dimensional (3-D) virtual learning environments (VLEs). Drawing on published research spanning two decades, it identifies a set of unique characteristics of 3-D VLEs, which includes aspects of their representational fidelity and aspects of the learner,computer interactivity they facilitate. A review of applications of 3-D VLEs is presented, leading to the identification of a series of learning affordances of such environments. These affordances include the facilitation of tasks that lead to enhanced spatial knowledge representation, greater opportunities for experiential learning, increased motivation/engagement, improved contextualisation of learning and richer/more effective collaborative learning as compared to tasks made possible by 2-D alternatives. The authors contend that the continued development of and investment in 3-D games, simulations and virtual worlds for educational purposes should be considered contingent on further investigation into the precise relationships between the unique characteristics of 3-D VLEs and their potential learning benefits. To this end, they conclude by proposing an agenda or ,roadmap' for future research that encompasses empirical studies aimed at exploring these relationships, as well as those aimed at deriving principles and guidelines to inform the design, development and use of 3-D virtual environments for learning. [source] | |||||||||||||