Use Of Virtual Learning Environments Research Articles

Analysis of Good Teaching Practices with the Integration of Virtual Environments at the Upper Secondary Level

This article analyzes the practices of integration with virtual learning environments, and focuses on knowing the teaching practices used with virtual environments in the Upper Middle Level (NMS) of the University of Guanajuato (UG). The purpose of this article is first to review the literature and obtain some teaching models on good teaching practices in virtual education that allow identifying characteristics of effective practices, and as a second purpose the results of a specific case study on the incorporation of practices with the use of virtual learning environments are analyzed. A bibliographic review of 3 proposals with 9 evaluation characteristics is analyzed, in which it was found that some of the teaching practices with the integration of virtual environments are: constant student-teacher communication, timely information feedback, flexibility in education and interactivity. Based on these proposals, a descriptive study was defined that was supported by the collection of data from an instrument applied to 20 teachers of the Upper Middle Level of the University of Guanajuato and the results allowed the identification of some effective teaching practices in the management of virtual environments.

ICT IN EDUCATION AND THE USE OF VIRTUAL LEARNING ENVIRONMENTS

In human societies, the desire to adapt the environment to their needs has resulted in technological inventions that have gradually changed the ways of living, social interaction and the ways of producing work, and more recently, Information and Communication Technologies (ICT). With ICT being used as a form of social and everyday interaction and replacing textbooks, a new way of connecting to knowledge and a new student profile has emerged. At the same time, the context of the digital society itself requires the development of skills that enable the critical and creative use of ICT, which is essential for entering the job market and for everyday life itself. Given the increased use of technologies, the idea has emerged that aligns the use of ICT with an educational environment that prepares students for this new reality. As a result, there has been not only the insertion of digital technologies into pedagogical practice, but also artificial intelligence and virtual learning environments, inserting technologies into an educational context called Education 4.0. In this context, the aim of this article is to investigate the possibilities and advantages of using digital technologies as a teaching resource in terms of developing skills and competencies inherent to creation, the critical and creative use of technologies and, more specifically, the use of virtual learning environments in the context of face-to-face teaching in basic education.

Use of virtual learning environments in blended modality of the martha bucaram de roldos higher institute, in Lago agrio, Ecuador.

Use of virtual learning environments in blended modality of the martha bucaram de roldos higher institute, in Lago agrio, Ecuador.

Investigating the Potential Use of Virtual Learning Environments in EFL Teaching : A Case Study of Second Life

Investigating the Potential Use of Virtual Learning Environments in EFL Teaching : A Case Study of Second Life

Engagement in a virtual learning environment predicts academic achievement in research methods modules: A longitudinal study combining behavioral and self-reported data.

The use of virtual learning environments (VLE) has grown exponentially in the past years. Research indicates that students’ online learning behavior predicts their academic performance and that students’ academic emotions can play a key role in this process. However, few studies have attempted to investigate the effectiveness of VLE activities in learning achievement within psychology education. In this longitudinal study, we analyzed the relationship between students’ activity in a VLE, their attendance, academic emotions, and module grades at a face-to-face-based university in the United Kingdom. Data were collected over 1 year across two research methods modules, each of which is compulsory for a psychology degree. VLE and attendance data from 210 students were gathered for the first-year module, with 152 students continuing to the second year. The data were cross-referenced with students’ module grades, alongside self-reported emotion data for a subset of students. The results showed that overall VLE activity and the use of specific online tools such as optional online tests and lecture recording were important predictors of academic achievement. While some significant relationships between emotions and student’s learning behavior and achievement were found, these correlations were relatively small and not consistent throughout the year. These findings have potential implications for curriculum design, particularly by making psychology educators aware of the usefulness of VLE activities and tools from the onset of students’ research methods learning journey.

Desarrollo de competencias digitales docentes mediante entornos virtuales: una revisión sistemática

The purpose of this research is to analyze the acquisition of teachers’ digital competencias through the use of virtual environments and information and communication technologies to improve the teaching-learning process. A systematic review was conducted through the search and compilation of empirical studies over five years (2019 to 2023), in the specialized databases: Scopus, Redalyc, SciELO, and the academic search engine Google Scholar. Based on the PRISMA statement, and through inclusion and exclusion criteria, a total of fourteen research papers were selected. After examining them, it was possible to identify how digital literacy through the use of virtual learning environments influences the development of teaching work and performance and consequently also contributes to student learning. Among the digital skills most used by teachers that have allowed innovation and improvement of the teaching process are mainly the management of information and mastery of digital tools for the creation and management of educational resources.

Design and implementation of virtual laboratories for higher education sustainability: a case study of Nankai University

Laboratory learning has a vital role in science education. With the application of information technologies in educational domain, virtual experiment has become an effective supplement to traditional experimental teaching. Moreover, virtual experimentation can expand experimental field, enrich teaching content and reduce experimental risk, which provides strong support for the sustainable development of higher education. Using cutting-edge technologies such as virtual reality (VR), augmented reality (AR), computer simulation and interaction, we developed two public virtual laboratories and 41 virtual-simulation-experiment projects. They are integrated into an interactive learning environment, that is, virtual experiment learning management platform. The method is based on ADDIE (Analysis, Design, Development, Implementation, and Evaluation). In this paper, one virtual-simulation-experiment project is taken as a case study. The project includes 4 virtual practical activities mapped to the medical courses; and they were implemented in the third year of the bachelor’s degree. The proposed virtual learning environment has been evaluated by learners for 2 years. The results achieved and similar findings from other studies, show that the use of virtual learning environment has a positive impact on the learning process and outcomes.

Virtual Learning Environment in a Philippine Higher Education Institution: Acceptance and Practices

Acceptance and practices in the use of virtual learning environments in Philippine higher education institutions should be explored to provide insights for its long-term implementation and to sustain quality education. This study extends the technology acceptance model to include perceived pedagogical impact and personal innovativeness, and examines the prevalent practices in the utilization of the virtual learning environment in a higher education institution in Cebu City, Philippines, in accordance with the principles for Universal Design for Learning. Participants in the study included 567 students who completed an online survey questionnaire. This quantitative study utilized structural equation modeling that revealed how perceived pedagogical impact and personal innovativeness have a significant impact on perceived usefulness and perceived ease of use, respectively. Also, perceived usefulness and perceived ease of use are both related to behavioral intention to use, which influences the actual use of the virtual learning environment. The results demonstrated how various practices and strategies were perceived by the students as being frequently used in the virtual learning environment by using the average of the weighted means. The list was topped by student-teacher interactions and student-platform interactions, with timely feedback coming in last. The findings suggest that higher education institutions may assess students’ innovativeness and perceptions of the impact of virtual learning environments right from the start. Enhancement programs may subsequently be implemented. Furthermore, faculty members may be trained in the use of digital tools to hone the time management skills of students and implement cooperative learning activities and effective feedback mechanisms in the online mode.

Use of virtual learning environment in teaching Malay language in national secondary schools

Use of virtual learning environment in teaching Malay language in national secondary schools

Virtual Learning Environments as an Assessment Tool in Covid-19 Pandemic

Increasingly, the methods of measurement and evaluation in distance education applications have been discussed in light of the pandemic. In this study, the use of virtual learning environments in higher education as an assessment tool has been examined. The chosen platform for this purpose was the UKEY (Uludağ University Institutional, Educational, and Research Activities Governance System) virtual learning platform. During the 2019-2020 academic year, when the pandemic had a significant impact, online open-ended questions were posed to 46 academics who used the UKEY platform. The preparation of open-ended questions was based on the Unified Theory of Acceptance and Use of Technology-2 (UTAUT-2). Research was designed as a case study, and the collected data was subjected to descriptive analysis. Member checking method was utilized, and how the themes were interpreted was reviewed through semi-structured interviews with five participants. According to the results of the study, the behavioral intentions of the participants towards using the UKEY platform varied. It was found that the platform partially met performance expectations but required considerable effort. Facilitating conditions had a positive impact on users, and in the context of social influence, student behaviors significantly affected the academics. UKEY had not yet become a habit, and these variables were found to have a significant impact on usage intention. The results of the study were discussed within the framework of concepts such as online anonymity, the integration of technology with a pedagogical perspective, and the need for a paradigm change in education.

Impact of the online propaedeutic course of the students of the Faculty of Engineering of the Universidad Autónoma de Campeche, during the last 5 years

The use of virtual learning environments has been introduced to schools for a long time, however, in recent years due to the confinement due to the COVID19 pandemic in 2020, higher education (and at all levels educational) suffered a change too fast and therefore the use of these virtual platforms was accelerated to comply with the confinement regulations implemented by the governments of the world. For this reason, the implementation of the online preparatory course to enter engineering and level their knowledge, considering the previous situation, becomes significant as it impacts the training of the engineer. To apply the online propaedeutic course, a survey was carried out before and after it in Google Form with the aim of knowing the perception of the use of this modality of the course. What led to relate what was specified in other studies where it is expressed that today's youth are digital natives, but without a doubt we are also sociable by nature, so we need to interact to learn and relate, which requires the intervention and guidance of a teacher.

Web-based Clustering Application for Determining and Understanding Student Engagement Levels in Virtual Learning Environments

The increasing use of virtual learning environments (VLEs) in recent years has transformed teaching and learning methods. Universities now combine VLEs with traditional classrooms to accommodate hybrid teaching and learning approaches. However, student engagement with VLEs varies, and universities lack the tools to effectively determine and analyse VLE engagement. Consequently, data-driven decision-making regarding VLE usage remains a challenge for universities. This study thus proposed a user-friendly web-based application, using a R shiny framework, to determine and understand student engagement levels in VLEs. In this study, two clustering methods, K-means and Gaussian Mixture Model (GMM) were compared, to identify the most effective method for the proposed application. The results indicated that GMM outperforms K-means by generating more accurate and comprehensive groupings of student engagement levels. One key advantage of the GMM method is its ability to capture uncertainty and provide probabilities of student membership in each level of engagement, which enhances its usefulness for decision-making. Furthermore, the GMM method achieves these outcomes efficiently, saving valuable learning time. This research holds significant implications for education by providing valuable guidance for the development of Educational Data Mining (EDM) applications. Universities can leverage these applications to gain deep insights into VLE usage and enhance their understanding of student engagement. By adopting this web-based application, educators and administrators can make informed decisions and tailor interventions to optimize student learning experiences within VLEs. Keywords: Virtual Learning Environments, Student Engagement, Clustering.

Usability of a Virtual Learning Environment in Down Syndrome Adult Learning

The use of virtual learning environments (VLEs) is becoming increasingly common in teaching. Nevertheless, analysis of how effective these prove to be for the learning of persons with disabilities remains scarce. In this study, we work with a sample of 34 people aged between 16 and 44 (14 women and 20 men) who have Down Syndrome. The aims of the study were to (1) explore whether there were any significant differences before and after teaching when using a VLE; (2) determine whether the frequency of use and time spent on the VLE impacted learning outcomes; (3) examine clusters vis à vis learning behaviour in the VLE; and (4) gauge perceived user satisfaction with the use of the VLE. Significant differences in learning outcomes before and after teaching using a VLE were found. The frequency and time spent using the VLE were seen to have no impact on learning outcomes. Three clusters were identified in terms of VLE behaviour, and perceived user satisfaction with the VLE was high. There is a need to increase the number of studies addressing the impact of VLEs on learning in persons with different disabilities.

Virtual learning environments as mediators in continuing education in the state of Amazonas

The text presents the results of the research that analyzed with the Actor-Network Theory (TAR) the connections and controversies of the use of Virtual Learning Environments (VLEs) within the Amazonas State Public Education Network. With predominantly qualitative characteristics, it had in the theoretical-methodological guidelines present in TAR and in the principles of the cartographic method in Deleuze and Guattari (1995; 2000) and clues to follow the actants understood the human and non-human actors in their networks of associations. With TAR, we followed the initial controversy and its unfoldings that elucidated the action of the AVA both as mediator and as intermediary in the collective that participated.

University-Wide Digital Skills Training: A Case Study Evaluation

Digital competencies and confidence are thought to be critical to success in higher education. However, despite learning frequently taking place online through the use of virtual learning environment and tools such as lecture capture, and evidence to counter the idea of digital nativity, these critical skills are often not explicitly taught at university. In the present study, we describe the development and evaluation of our Essential Digital Skills programme, which is a university-wide digital training programme designed and implemented at a large London university, aimed at new students but open to all students at the University. Using Kirkpatrick’s evaluation model, we demonstrate that the programme provided effective training in digital skills for all students but that individual differences exist in the training experience, notably around ethnicity and student status, with Black and Minority Ethnic (BAME) students and international students feeling that the training made a greater contribution to their skill levels and resulted in greater behaviour change and impact, as well as intention to undertake further training.

Role of social factors, self-efficacy and technological support on the use of virtual learning environment among teachers

<span lang="EN-US">Virtual learning environment (VLE) has been introduced in educational institutions such as schools, colleges, and universities to encourage a systematic online teaching and learning platform. This paper aims to examine the effect of social factors, self-efficacy, and technological support on the utilization of VLE in the educational process. A quantitative approach was employed and the data was collected through a set of questionnaires administered to selected respondents. A total of 356 accounting teachers from secondary schools in Peninsular Malaysia were chosen as the samples. A reflective measurement model in partial least square-structural equation modeling was utilized to measure the effect of the exogenous latent variable on the endogenous latent variable. Results indicated that social factors namely (colleagues, administrators, and school culture) significantly affect the use of VLE among teachers. Further, self-efficacy and technological support namely (facilities quality, internet access, and technical support) positively influence teachers to apply VLE during teaching. The quality of technological facilities in schools needs to be developed to promote effective educational processes and motivate teachers to use digital technology. Further, it is strongly suggested that teachers need to be given appropriate training and ongoing support to develop their skills in using digital technology.</span>

Virtual learning environment and its relationship with worker characteristics and occupational accident rates.

Information and Communication Technologies (ICT) have been employed widely in Occupational Health and Safety Management Systems training programs. However, it is necessary to investigate the influence and workers characteristics to ensure effectiveness. The study presents the relationship between demographic characterization and learning styles with the satisfaction and approval of a training course for teachers through virtual modality and the incidence in accident indicators of an educational institution. Analytical and longitudinal study. In 2019, 385 teachers participated in a virtual course on falls prevention. Learning styles were surveyed and records of teachers' entrance and approval of the course were consolidated. The evaluation of the course by teachers was reviewed and the behavior of accident frequency and severity indicators were analyzed comparing 2018 and 2019. To determine significant relationships, Cramer's V was applied for learning styles and demographic characteristics with access and course approval. ANOVA was applied for the demographic variables and the evaluation given by teachers to the course. T-test was used to compare the average values of the indicators for the period 2018-2019. Statistical relationships were found between the predominant learning style and access (P < 0.01) and approval (P < 0.01). Educational level of the population with access (P < 0.05) and course approval (P < 0.01). In addition to the age range and the rating given to the methodology applied in the course (P < 0.05). No differences were found between the values of the indicators. By identifying significant relationships between learning styles and demographic characteristics of the working population and the use of virtual learning environments, it is important to continue researching the influence of workers' characteristics and didactic methodologies for the design of virtual learning environments that encourage workers to follow safe procedures during their work.

Measuring the sociability of virtual learning environments for interdisciplinary student teams – a validation study

ABSTRACT The reliance on the use of virtual learning environments, particularly computer-supported collaborative learning environments, is increasing in higher education institutions. This paper explores the perceived sociability of a virtual learning environment after it was implemented in an interdisciplinary project-based course in a higher education institute in Norway due to the COVID-19 pandemic. It describes the validation of a sociability scale in a sample of 1,611 students. The paper also reports on differences in perceived sociability according to gender, field of study and personality and the extent to which perceptions of sociability relate to the experience of a sudden change from a real-life learning environment to a virtual one. The results of this large-scale study suggest that the Norwegian version of the sociability scale can be used as a valid and reliable instrument to measure the perceived sociability of a virtual learning environment in the context of self-organized student project teams.

Exploring the Use of Cognitive Assistants for Online Classrooms

The Covid-19 pandemic has placed an unprecedented demand on the use of virtual learning environments. However, the rapid adoption of tools to transition from in-person to virtual instruction has left many questions unanswered as to how learning may be optimized when in-person interactions are no longer available. Additionally, there exists a gap in supporting both instructors and trainees, synchronously, during learning experiences. In this paper, we explore how this gap may be bridged by leveraging the lessons learned, practices, and technologies created in the operational world in the form of Cognitive Assistants (CA). CAs have emerged as a novel means to support both individuals and teammates as they accomplish their work in domains as varied as maintenance or healthcare. This early work identifies a series of affordances which a CA may leverage to support both instructors and trainees, for the purpose of optimizing learning in an online classroom.

The use of Virtual Learning Environment for students effective engagement in the Higher Education Institutions through knowledge management and blended learning'

The purpose of this paper is to examine the continuously growing use of Virtual Learning Environment (VLE) for students’ effective engagement in Higher Education Institutions (HEIs) through knowledge management (KM) and blended learning (BL). Digital technology has transformed teaching and learning in such a way that VLE became indispensable part of HEIs to effectively engage students through blended learning. COVID-19 pandemic has severely affected organisations worldwide including the HEIs as institutions were compelled to close their campuses in response to lockdowns. The HEIs have responded with greater agility to transform campus teaching into virtual learning. VLE is relentlessly evolving in terms of scope and application while HEIs are renovating themselves in parallel ensuring a practical online platform for digital revolution. In this study, the identified research gap is determined to assess the level of students’ engagement in their higher education through KM and blended learning specifically using virtual learning activities. A cross-sectional quantitative methodological approach is employed to assess the use of VLE on students’ engagement through KM and blended learning. The students’ effective engagement is assessed by employing the research arithmetical analysis method based on five demographic factors including their “age, gender, field of study, ethnicity, and mode of study programme”. The collected data is systematically analysed to validate students’ cognitive, emotional, and behavioural engagement through KM and blended learning practices. The effective students’ engagement through KM and blended learning questionnaire ‘KMSEBL’© is industrialized, comprising of five essential demographic factors “age, gender, ethnicity, field of study, and mode of study”, containing 12 close-ended substances under three main dimensions to assess students’ effective engagement including ‘students’ cognitive, emotional, and behavioural factors. The data outcome is later evaluated applying the Differential Item Functioning (DIF) analysis, which indicates that students’ various groups and sub-groups responding in a different manner in context of elevated substances. The research result approves the role of technology innovation for enhanced students’ engagement in higher education through KM and blended learning practices. However, the future research will investigate what specific KM and blended learning activities are essential in engaging students from diverse demographic, geographic, psychographic groups.