Impact of a Virtual Course of English in the Institutional English Courses for Undergraduate Students at Surcolombiana University

Research Objectives and Problems: The focus of this research is the virtual learning environment, which is a priority in developing new learning strategies. The aim is to analyze the process to describe policies related to changes in learning environments. The research objectives include examining theoretical approaches to modeling virtual learning environments and highlighting the signs of change in virtual teaching/learning environments from various perspectives. The research focuses on how virtual teaching and learning environment modeling is contextualized within the evolving Lithuanian education policy. This study explores questions regarding the perception of changes in learning environments and the key trends shaping virtual learning within the framework of new education policies. Research Methods: This study employs a combination of literature analysis and semi-structured focus group interviews to gather insights from teachers, education experts, and policymakers. The findings offer a deeper understanding of the virtual teaching and learning environment modeling process and its implications for educational policy and practice. Structure of the Article: The paper is structured into five main sections: an introduction, a literature review, a methodology description, an analysis of the main findings, and a discussion and conclusions section. A list of references is provided at the end. Research Findings and Their Impact on Educational Sciences: This research explores the modeling of virtual teaching and learning environments and its implementation within educational contexts. As schools navigate a rapidly evolving world, understanding and shaping virtual learning environments is crucial. The study aims to analyze the process of modeling virtual teaching and learning environments, particularly in terms of the inclusive and operationalizing context of open learning spaces, content elements, and learning styles. Through a reflexive approach, the paper investigates how modern schools are transitioning toward more organized teaching and learning services and identifies new directions in skill development, knowledge acquisition, learner networking, and value creation. The virtual teaching and learning environment is presented as a central vision for learner-centered education, promoting personalized learning, diverse learning styles, and trust-based learning cultures. Conclusions and Recommendations: Lifelong learning emerged as a central theme across all concept maps. This cluster was not only deemed pivotal for the future of learning but also served as a unifying element for other clusters. According to experts, the anticipated shifts in learning strategies and approaches are closely tied to the notion that skills and competencies will increasingly be acquired through lifelong learning.

The main purpose of this paper is to discover gender spaces in virtual learning environments at the tertiary level. A considerable study has been done in the global north and global south on gender spaces in virtual learning environments. This study has been conducted using qualitative and review-based studies. It portrays a widespread analysis of published research documents from various speculative contexts. This study blends findings from the past few decades to examine gender spaces and virtual learning environments in higher education. The review emphasizes that such activities serve as vital platforms for virtual learning in higher education. The analysis is based on 116 peer-reviewed research published documents retrieved from reputable digital databases such as Web of Science, Google Scholar, Taylor & Francis, SAGE, Emerald Insight, and Springer Nature. Data collection has been continued until thematic permeation has been reached. A thematic analysis approach has been employed to present and interpret the qualitative nature of data. The study findings indicated that gender spaces shape participation in virtual learning environments in higher education. The study findings have been based on the empirical review of the published research documents on gender spaces and virtual learning environments in higher education. The study reveals that gender plays a noteworthy role in determining students' experiences, participation, and outcomes within virtual learning environments in higher education.

With the development of computer and network technology, virtual reality technology had a huge role and impact in the fields of education. Three-dimensional(3D) virtual learning environment to achieve scenario experiential teaching modes is present. It places the students in a spatial dimension, provides enhanced interactivity and allows for synchronous communication. In order to achieve the new Second Life 3D virtual teaching and learning environment, a practical, English teaching, project-based virtual environment is implemented. Features, composition, and the realization method of this 3D virtual learning environment for language learning are introduced. This scenario experiential modes of teaching is applied not only to actual teaching, but also to the 3D virtual learning environment, thus provides a reference for the future of teaching exploration.

Task complexity and learning styles in situated virtual learning environments for construction higher education

The study evaluates the potentially relative effectiveness of Moodle as one of the virtual learning environments applied to develop English language skills, foster metacognitive awareness and promote learner autonomy in university settings. The respondents from Mykolas Romeris University and Lithuanian University of Educational Sciences were asked to express their attitude towards Moodle learning environment and assess their views on the improvement of language skills as well as fostering their metacognitive awareness and sense of autonomy in English language learning. The object of the research was students’ evaluation of Moodle as an online English language learning environment. The research revealed that students find Moodle platform motivating in the improvement of their language learning skills. It was also established that using Moodle platform helps to develop metacognitive awareness and fosters learner autonomy.

Purpose: The burden of cancer continues to grow in Africa, yet there are too few trained pathologists to manage the rising number of cancer cases. The shortage of resources in African countries, as well as the travel restrictions resulting from the COVID-19 pandemic, necessitate innovative means of training and supporting pathologists across the continent. In response to requests for training in cancer pathology, two virtual training courses were organized: one conducted in English for participants in Nigeria and another conducted in French for participants across several countries in Francophone Africa. Each course had weekly 90-minute sessions covering essential topics in cancer pathology led by global experts. Methods: Two research questions were investigated for both courses: 1) did the participants improve their knowledge of the topics covered during the course? and 2) did the course participants appreciate the virtual training format? Results: The Nigeria course enrolled 85 participants from 26 Nigerian states, while the Francophone Africa course enrolled 425 participants from 18 African countries. On the post course survey, 95.8% of Nigeria course respondents and 96.1% of Francophone Africa respondents reported being satisfied or very satisfied with the course's virtual format. In the pre-post technical assessment, participants increased their scores on average by 3.4% (p>0.05) in the Nigeria course and by 13.1% (p<0.001) in the Francophone Africa course. Conclusion: Virtual training is a promising tool to improve cancer diagnosis in Africa, as the experience of the two courses illustrates participants appreciate the virtual format. However, continued training and mentorship are required to reinforce new skills and enable the participants to appropriately apply their new knowledge to their daily practice. Citation Format: Daniel Seymour, MPA, Katy Graef, PhD, Yawale Iliyasu, MD, Mohenou Isidore Jean-Marie Diomande, MD, Samuel Jaquet, MD, Melissa Kelly, PhD, Ryan Soles, Dan Milner, MD, MSc, MBA. Pathology Training for Cancer Diagnosis in Africa: Perspectives from Two Virtual Courses [abstract]. In: Proceedings of the 9th Annual Symposium on Global Cancer Research; Global Cancer Research and Control: Looking Back and Charting a Path Forward; 2021 Mar 10-11. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2021;30(7 Suppl):Abstract nr 40.

The article considers the issue of using mind maps in the Practical English course. It is emphasised that they help to structure, analyse, understand and memorise the necessary material. With their help, teachers can explain a new topic, systematise information, exercise control, summarise what they have learned, encourage communication, and create supports. This study aimed to consider the concept of “mind maps” and to highlight the possibility of their application in the study of the educational component “Practical English Language Course”. Research methods includes analysis, systematization, and generalization of scientific research, as well as abstraction, idealization, and logical-structural analysis of the use of mind maps in the educational process. It is noted that this tool is also effective for a student, in particular, for systematizing knowledge, for preparing for classes, for test control, etc. The student can actively participate in the educational process, participating together with the teacher in the development of mind maps. The article states that one of the main uses of mind maps is to create visual schemes or diagrams to represent and organize ideas, vocabulary, grammatical structures, or thematic concepts. In the “Practical English Language” classes, students of higher education can use mind maps to create a schematic representation of the studied material, to activate speaking skills, to work with lexical material, with grammatical material, with text material, to present the results of project activities, to conduct brainstorming storming, discussion, debate, etc. Teachers adapt the use of mind maps according to the specific needs and preferences of their students, which promotes active learning, development of critical thinking and effective communication in the classes. The article emphasizes that in classes you can use ready-made mind maps presented in textbooks or on posters, prepare your own samples for class in the form of presentations or reference notes, in the process of presenting the material, build them in class, organize various types of individual and group activities of students with using ready-made mind maps. Their advantages in use by both teachers and students of higher education are indicated. The practical significance of the research is that its results can be used in the process of professional training of future philologists and English language teachers in higher education institutions, as well as for the preparation of scientific and methodological support using mind maps and in the self-educational activities of students

Creative industries including education industry seek to utilize knowledge and information for generating a new approach. Literature provides for current potential of virtual worlds as an effective learning environment through connectivity, interactivity, and access to user-generated content. However, up to date, limited effort has been made on the use of virtual environment for international creative education (art and design), which is this paper focused on. In order to explore the possibility of exploiting the virtual environment to achieve meaningful learning of creativity, and provide insights of the current practice and the possibility of adopting the Virtual Learning Environment (VLE) in creative education (art & design), with a particular focus in art and design education, for the future investigation in this topic. A number of experiment cases have been conducted in VLE. 3D replica virtual art and design Studio/Gallery/Exhibition can facilitate students to explore the VLE as they would in reality accomplishing what is hard to achieve in a real-life studio while feeling engaged regardless different real-life geographic locations. In addition, intensive interactive features were implemented in the VLE for creative education, such as Portfolio Voting Box, Portfolio Presentation Board, Artwork Questionnaire, Interactive Architecture, and Time Event. The interactive features enable the learner-centered education and problem-solving process to be conducted, which can assist students to actively lead learning process for entertaining, experience sharing, and obtaining better understanding of the art and design concepts and skills associated with their learning experience. Further, by participating the project-oriented and problem-based collaborative design workshop in VLE, students can collaboratively design and cocreate artwork to attain better learning outcomes by collaborating, being, building, and expressing in the way that may not be possible in reality.

Beginning in March 2020, the COVID-19 pandemic disrupted1 in-person medical education programming and required a rapid change in program delivery formats to ensure resident and faculty access to education programs.2 In this article we describe the experience and lessons learned by one institution, the Michigan State University College of Osteopathic Medicine (COM) Statewide Campus System (SCS) or MSUCOM SCS, as it transitioned from traditional in-person educational course offerings to a virtual format.Since 1989, MSUCOM SCS has delivered educational lectures, skills labs, and simulation training for community-based hospital graduate medical education (GME) residency programs.3–5 Within 72 hours of the pandemic shutdown of university, hospitality, and simulation facilities, like many other teaching institutions across the nation, MSUCOM SCS was able to transition resident and faculty education programs to the virtual learning environment, with little disruption to the content delivered. This article will review specific case examples that provide guidance for the transition to a virtual platform.With the onset of the pandemic, educational programming has been largely either postponed or converted to online formats to ensure compliance with COVID-19 safety requirements. Our experience with this transition has suggested that the pandemic is driving a paradigm shift in GME for both future education programming and required staffing needs, and that these changes will likely persist, even when restrictions to in-person learning are lifted. Although challenges remain, it is important to evaluate the efficacy of newly transitioned programming and the impact of these changes on learner engagement and perceptions of outcomes.This article aims to: (1) identify strategies to mitigate the loss of face-to-face instruction and to create the robust learning communities generated through such interactions, and (2) outline lessons learned in successful conversion of programming to online formats. In this article, the term “virtual learner environment” refers to the environment in which the learner is connected to the instructor virtually. The learner could be alone at a computer station or in a COVID-19-safe, appropriately distanced, classroom environment. “Virtual” will refer to synchronous learning and online will refer to asynchronous accessibility to learning tools, videos, or snippets.The rapid global spread of COVID-19 in late 2019 and early 2020 within the United States resulted in a profound disruption of MSUCOM SCS's traditional in-person GME programming to our community-based hospital partners. These educational programs are integral parts of many residency programs and, without the lab and didactic components of these offerings, many risk not meeting Accreditation Council for Graduate Medical Education (ACGME) residency, faculty development, and assessment requirements. Further, many MSUCOM SCS programs help meet licensing, maintenance of certification, and continuing medical education requirements. Special dispensations6–9 offered through accrediting bodies mitigated risks to accreditation through the close of the 2019–2020 academic year. However, the 2020–2021 academic year comes with expectations of continued programming and enhanced faculty development to ensure that graduating residents and fellows are validly and reliably assessed in all general competencies. Therefore, it was crucial that the Statewide Campus System, as the GME arm of the College of Osteopathic Medicine, adapt to this “new normal” by developing robust, engaging, virtual educational programming.In mid-academic year 2020, the MSUCOM SCS was required to rethink the delivery of at least 2 GME-based educational offerings: ACGME Regional Hub Faculty Development Course, “Developing Faculty Competency in Assessment,” and Chief Resident Leadership Skills Conference. The process of transitioning these offerings to a virtual format is discussed below.MSU is currently one of 17 international ACGME regional faculty development sites. The ACGME Regional Hub Faculty Development Initiative, launched in 2014,10 was designed to increase access for the GME community to faculty development in the basics of assessment. By Winter 2020, 17 international regional hubs had delivered live, highly interactive, faculty development courses to approximately 600 GME program directors, administrators, and faculty. The standard Regional Hub program consisted of an in-person 3-day workshop that included hands-on simulation experiences and frequent large and small group discussions designed to engage participants in the application of course content. When the live programs were halted due to the pandemic, the MSUCOM SCS Director of Faculty Development initiated a transition of the in-person regional hub format to a fully virtual environment.In late July 2020, course faculty who had agreed to deliver live regional hub course content scheduled for August participated in a 2-hour session to prepare for the transition to a virtual course format. This session involved reviewing technology requirements and a simulated walk-through of all components of the virtual course. Topics of discussion included instruction in balancing workshop content with small group breakout activities, virtual facilitation of both large and small groups of learners, and the use of the virtual platform for content delivery (Zoom). Individual faculty were encouraged to participate in one-on-one training sessions. Approximately half of the teaching faculty participated in these sessions, based on their comfort and familiarity with presenting virtually. The Zoom audio and web conferencing platform supported large group discussions using both chat and verbal communication, created multiple virtual breakout rooms populated with preidentified individuals, and allowed the faculty learner to participate in real-time scripted role-playing of clinical encounters. The participants provided feedback immediately following the encounters.This training was critical to the success of the course as all questions, technology issues, and troubleshooting of logistical concerns of the course faculty were addressed prior to going live. In early August 2020, the first virtual regional hub course was delivered by MSUCOM SCS. The course enrolled 30 GME educators and provided essential training in assessment that included the interactive small group and simulation activities essential to the success of the previously offered live regional hub programs.Course attendees reported that the virtual format for delivery (Zoom) was highly effective. Of participants completing the post-course survey (18 of 30, 60%), all reported the course completely or mostly met all course learning objectives. Relevant open-ended course evaluation comments are provided in Box 1. This commentary verifies that transitioning to the virtual learning platform continued to meet the intended outcome of the course.Another program that was immediately transitioned to synchronous online delivery was the Chief Resident Training program. Different from the ACGME Regional Hub Faculty Development program, this session was a single day program designed to outline the expectations and responsibilities of a chief resident. This program included, reviewed, and allowed methods for giving effective feedback, the 5 dysfunctions of a team,11 and discussion of leadership styles appropriate to the role.Transitioning this program to a virtual delivery platform required the same preparation described for the ACGME Regional Hub Program. As with the ACGME course, program attendees reported that the virtual environment and Zoom delivery platform was highly effective. The course evaluation form was completed by 60% (69 of 116) of participants. All 69 reported the course was both evidence-based and balanced. Although instructors from the 2019 program differed from the 2020 program, the reported “per-topic” scores were comparable from one year to the next and did not indicate a deficit in learning as a result of the transition to the virtual environment.Initial concerns discussed in the referenced planning meetings for both the ACGME course and the Chief Resident Training program highlighted the fear that transitioning to virtual education would be less effective than face-to-face programming because learners would not be as engaged and that negotiating the virtual platform would be technically challenging. Prior to the COVID-19 pandemic and the need for social distancing, the percentage of live vs virtual educational programs reflected a general hesitancy to adopt virtual course delivery. A major reason for this hesitancy appears to be the challenges associated with the implementation of virtually delivered course content and the perception that the robust learning communities created through in-person interaction would be diminished in the virtual environment. To address these concerns, we established required orientation sessions for all course faculty that identified specific roles and responsibilities for key stakeholders (Table 1) associated with the virtual course format designed to enhance engagement of course participants.Based on participant and faculty feedback and our lessons learned in transitioning to a virtual environment, developing an interactive, single, or multi-day educational program can be successful. However, such transitions require focused attention on several essential activities, including:It was also apparent that the virtual platform can be designed to bridge the gap between just viewing a program on a screen to actively interacting with other participants and instructors. Forming engaged learning communities in the virtual environment was a critical component of the success of these programs.Throughout this journey, transitioning from live to virtual learning, numerous pros and cons for each presentation format were identified (Table 2). Careful planning with attention to program design and delivery mitigated many of the cons to delivering a virtual course. The experience was reported to be relevant, well-received, engaging, and interactive.Educators involved in the transition to virtual learning, in turn, learned lessons through the process (Box 2). Programs that were once local, or at most, regional, provided the means to reach out-of-state participants who were less encumbered by the expense and time traditionally associated with travel. Additionally, invited speakers, course directors, and administrative support personnel also benefited from the elimination of travel. Finally, the adoption of the virtual format allowed the local development team to meet and plan course content and delivery safely.While virtual learning may not have been a preferred delivery platform for GME educational programing prior to the COVID-19 pandemic, necessity mandated the transition. Our experience has demonstrated that the transition to virtual faculty and resident development is an excellent option for future educational programming, regardless of the status of the pandemic.

Despite steady investment in English language education made by developing countries over the past few decades, results continue to be constrained by lack of high‐quality instructors and language learning resources. Thus, using technology in language instruction has increasingly been recognized as a potential approach for addressing these constraints. This study uses administrative data from a large public university in Mexico to examine the impact of a technology‐enhanced blended program on students' English course grades and course completion rates. Specifically, we focus on a campus‐wide policy change in all compulsory English language courses that replaces half of the traditional face‐to‐face class time with an interactive online learning environment developed by a leading technology‐mediated English language learning and assessment provider. Our results suggest that, compared to traditional face‐to‐face instruction, blended learning had a significant, positive impact on students' course grades and course completion rates. In addition, the enrollment‐teacher ratio increased after replacing half of the face‐to‐face instructional time with online learning, suggesting that blended learning environments hold promise for providing high‐quality and cost‐effective language instruction.

Virtual learning environments in education describe a wide array of technological platforms whose main purpose is to extend learning beyond physical space. These environments allow learning to take place outside of the classroom, even if the student is physically located in the classroom. Through virtual learning environments, students can access mentoring, experience other cultures, and explore different environments. Some facilitate teaching through learning management systems. Historically, virtual learning environments encompassed radio and television. Now, virtual learning environments are digital, accessed through web- or app-based platforms and thus, in the last twenty years, they have become as ubiquitous and diverse as computers. Examples vary from distance learning platforms to computer-based serious games to app-based augmented reality simulations. In general, virtual learning environments provide interactivity between teacher and student or between student and content. Given the breadth of the topic, this article will primarily focus on immersive virtual learning environments, games, and simulations.

Artificial intelligence in virtual learning environments in higher education for Ecuador continues to be a problem because there is no adequate analysis. The objective of this research is to carry out the analysis of artificial intelligence applied in virtual learning environments for higher education. The deductive method and exploratory research were used to analyze the problems that arise from properly applying artificial intelligence in virtual environments. Turned out a Prototype of Virtual Environments based on AI, considering all the necessary processes for an adequate virtual environment. It was concluded that for an adequate solution of virtual environments based on artificial intelligence, the characteristics, capabilities, virtual community and IT infrastructure must be defined, where it will be applied, knowledge and digital material information, AI components, among others.

Virtual Learning Environments (VLEs) in teacher education have a short history which is little longer than that of this journal. Twenty years ago they were the province of early adopters only and limited to email and, more unusually, asynchronous conferencing. Today, VLEs are widespread and mainstream, sophisticated and officially sanctioned components of many courses. Research in this field has borne some of the hallmarks of Underwood’s seminal critique of research in education technology more generally, namely, failure to construct and build upon the history of the field; failure to use the language and theoretical perspectives of the field; a focus on technology rather than on its impact on practice; and an over-reliance on qualitative methods. The three snapshots which are used as a basis of the study show, to an extent, that the technology has moved from unreliable and primitive, to reliable, ambient and versatile. Less obvious in these snapshots are any substantial changes in pedagogy over time although social learning theories seem to have increasing prevalence in support of collaborative learning praxis. Throughout the sample, it is notable that the impact of teachers’ online learning on teaching and learning in schools is still relatively rarely investigated.

English language teaching is one of the requirements for many Bachelor of Education programmes in Taiwanese education colleges and universities. In Taiwan, English language is considered one of the general education requirements (usually eight credits) for all undergraduate students. Although additional English language courses are not required for graduation, many universities require final-year students to achieve satisfactory grades on the TOEIC (The Test of English for International Communication) exam for graduation. The purpose of this study is to understand the motivations and reasons for the decision of a group of Bachelor of Education (Primary) students to study additional English courses beyond their curriculum. An online-based semi-structured interview tool was employed to recruit and collect data from 20 participants in the School of Education at a Taiwanese university. In line with the Social Cognitive Career and Motivation Theory, two themes were captured: 1) preparation for the TOEIC exam and 2) career promotions and opportunities. This study provides ideas for programme managers, department heads, and government departments for English language training beyond university requirements. Also, the outcomes indicate that exams played important roles in learners’ motivations, particularly in English language learning.

A study of the impact that technological tools have on the activities of teaching the English language to deaf students is shown. The difficulties that this segment of the student population has in relation to the resources or materials available for the teaching-learning process of the English language, in addition to the difficulties they have in the development of these language skills. In this sense, the research adopted a mixed qualitative-quantitative approach. The objective was to diagnose the technological tools used in learning the English language in the EGB student of the Liceo "El Oasis", and analyze the results obtained through the application of data collection instruments designed based on the declared variables. The result was that the causes that make learning the English language difficult for students with hearing disabilities is demotivation, according to 50%, indicating that they cannot establish fluid communication. The main conclusion revolves around that the EducaPlay Educational Software can contribute to the development of the English language skills of students with hearing disabilities; but now, teachers do not know about this type of application. It must be considered that the case studied does not learn at the same pace as his peers.