Virtual Learning Environment System Research Articles

The Status of the Online Learning Model and Determinants of Learning Efficiency: A Case Study at Ho Chi Minh City University of Education

This study provides an exhaustive overview of the Virtual Learning Environment (VLE) system adopted by Ho Chi Minh City University of Education (HCMUE). The system, which caters to multiple forms of training and education, is detailed with descriptions of its interface, functionalities, and a selection of offered courses. While the VLE system has proven its mettle by enhancing the teacher-student interaction and overall learning experience, certain challenges persist, such as limited real-time interaction. The second part of the study delves into an empirical investigation conducted among Chinese language students. Using a structured questionnaire, the research examines five pivotal dimensions affecting online learning efficiency: student, teacher, curriculum, environment, and equipment factors. Data collected from 196 valid responses was processed to provide insights. The analysis aims to bridge the identified gaps and further bolster the effectiveness of online learning at the university.

SOA for Dynamically Integrated Virtual Learning Environment Systems with Cloud Based Services

SOA is structural approach for creating services to be reused and shared, so it provides agility and cost saving in software development by dividing the application into multiple software components to be reused in other systems. Cloud computing is truly scalable and provide virtualized resources which users can subscribe. Using a cloud and SOA in virtual learning systems provide a great chance for learners to enhance gained learning outcomes. The adoption of cloud services also assists in reducing the cost of software, hardware, human resources and infrastructure. This paper will use SOA and cloud computing to transfer virtual learning systems in the cloud to be more integrated and interoperable through showing a conceptual model of distributed virtual learning system and using cloud computing combined with services oriented architecture, to contribute in interoperability and integration of e-learning systems in general

How Does Student Access to a Virtual Learning Environment (VLE) Change During Periods of Disruption?

Higher Education often faces disruptions to teaching due to wider events, such as industrial action by staff or the recent COVID-19 pandemic (Li et al., 2022). Digital learning tools (such as Virtual Learning Environments, VLEs) can be used to support teaching and learning processes reducing the impact of disruptive events. This case study, compares student VLE behaviour across three consecutive cohorts featuring two “typical” university semesters (2016 and 2017), and one semester (2018) which featured industrial action. Learning analytics from students’ activity on the VLE system analyzed. Findings show that high- and middle-performing students tend to increase their use to compensate for the lack of teaching, whilst lower-performing students reduce their access possibly due to lower levels of self-efficacy and self￾regulation. These findings suggest that educators need to consider how VLEs could be designed to support students when learning should be delivered through an asynchronous online learning environment. For example, educators should consider designing VLE spaces that promote flexibility, and supporting self-regulation, whilst also providing clear guidance on structuring learning activities.

The relationship between self-regulated student use of a virtual learning environment for algebra and student achievement: An examination of the role of teacher orchestration

The current study examines both student self-regulated learning (SRL) and teacher orchestration in a virtual learning environment (VLE), with respect to student achievement. The study used SRL indicators derived from the log data on how students used the VLE system, survey data on how teachers made use of the VLE for Algebra instruction, as well as formative and summative Algebra assessment scores. The sample included 6,174 students being taught by 93 teachers in 49 schools in the 2018–2019 academic year. Multilevel structural equation modeling (SEM) analysis revealed the relationship between SRL indicators and student achievement. We found a positive relationship between student SRL and student achievements. Specifically, three SRL indicators, “Watched Recommended Videos”, “Watched Videos” and “Answered Quizzes after Watching a Video”, were significantly associated with student achievement. We did not observe direct associations between teacher orchestration and student achievement, but we found an indirect association between teacher orchestration and student achievement via one SRL indicator, “Watched Recommended Videos”. The results show that a positive relationship between EOC scores and student reviewing incorrect questions increased as the use of instructional videos by the teacher increased. This study supports the critical role of SRL and indicates that teachers should have flexibility in adapting learning activities for online learning.

Technology Foresight In The Virtual Learning Environment in Malaysia

The government has adopted the Virtual Learning Environment (VLE) into the primary and secondary education system via the 1BestariNet project. Since this project is expected to consume more than RM 4 billion, it is vital to do technology foresight to identify the emerging technologies which can be integrated to the VLE system. Besides, the emerging technologies must also be ranked accordingly so that the government can be made aware from the most practical technologies to the least for future study or procurement processes. This will indirectly help to identify technologies which are becoming obsolete or not relevant in the digital education field. This will certainly help the government to budget wisely and avoid any wastage or ill-spending.

Student Engagement Predictions in an e-Learning System and Their Impact on Student Course Assessment Scores.

Several challenges are associated with e-learning systems, the most significant of which is the lack of student motivation in various course activities and for various course materials. In this study, we used machine learning (ML) algorithms to identify low-engagement students in a social science course at the Open University (OU) to assess the effect of engagement on student performance. The input variables of the study included highest education level, final results, score on the assessment, and the number of clicks on virtual learning environment (VLE) activities, which included dataplus, forumng, glossary, oucollaborate, oucontent, resources, subpages, homepage, and URL during the first course assessment. The output variable was the student level of engagement in the various activities. To predict low-engagement students, we applied several ML algorithms to the dataset. Using these algorithms, trained models were first obtained; then, the accuracy and kappa values of the models were compared. The results demonstrated that the J48, decision tree, JRIP, and gradient-boosted classifiers exhibited better performance in terms of the accuracy, kappa value, and recall compared to the other tested models. Based on these findings, we developed a dashboard to facilitate instructor at the OU. These models can easily be incorporated into VLE systems to help instructors evaluate student engagement during VLE courses with regard to different activities and materials and to provide additional interventions for students in advance of their final exam. Furthermore, this study examined the relationship between student engagement and the course assessment score.

Designing a Virtual Learning Environment System for Teaching Twenty-First Century Skills to Higher Education Students in ASEAN

The proliferation of digital media now allows for learning to take place anywhere and anytime. The use of mobile devices and 3D virtual classrooms provides an integrated environment for effective learning. This study aims to examine the necessary factors for developing an effective virtual learning environment (VLE) system and to examine the effectiveness of the VLE system developed to enhance the range of twenty-first century skills of higher education students in the Association of Southeast Asian Nations (ASEAN) community. As a part of this study, four hundred higher education instructors completed questionnaires which were analyzed statistically using Exploratory Factor Analysis to determine the core factors which were then incorporated into the development of a VLE system. The system was tested on a sample of 90 volunteer undergraduate students from 5 ASEAN member countries. Data analysis using dependent t test indicated that there was a statistical difference between pre and post self-assessment scores of the twenty-first century skills in learning and innovation at the 0.05 level of significance. The finding and result were consistent with and could be supported by the results of behavior and trace observations and project assignments. In this paper, the 7 elements of the VLE system and 7 steps involved in its development are discussed, in addition to proposals for further implementation.

The Influence of Virtual Learning Environments in Students' Performance

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 during the academic year of 2014-15. The main aim of this research work is to obtain indicators which may help understand relations between the use of VLEs and students' performance. Finding the frequency of access to the VLE and assessing the consequences of such use represent challenges to which teachers and researchers try to respond in order to know students better and consequently, develop strategies which meet their interests and needs. This study is mainly quantitative with descriptive features, involving data obtained from literature research and from experimental research using a sample of approximately 6300 undergraduates. The data was extracted from the VLE and student registration system databases using learning analytics procedures. The results show that there are relatively positive indicators regarding students' access to a virtual learning environment and the relation between such access and their performance.

Predicting instructional effectiveness of cloud-based virtual learning environment

PurposeCloud computing technology is advancing and expanding at an explosive rate. These advancements have further extended the capabilities of the virtual learning environment (VLE) to provide accessibility anywhere, anytime where educational resources can be saved, modified, retrieved and shared on the cloud. The purpose of this paper is to examine the predictors of instructional effectiveness of cloud computing VLE by extending the Self Determination and Channel Expansion Theory with external constructs of VLE interactivity, content design, school support, trust in website, knowledge sharing attitude and demographic variables.Design/methodology/approachRandom sampling data were collected in two waves of nation-wide survey and analyzed with artificial neural network approach.FindingsSDT, CET, content design, interactivity, trust in website, school support and demographics significantly predict instructional effectiveness.Research limitations/implicationsThe study has provided a new paradigm shift from investigating the behavioral intention and continuance intention to the effectiveness of an information system. It advocates that quality of research may be improved by adhering to the basic research methodology starting from rigorous instrument development and validation to future research direction.Practical implicationsThe research provides implications to Ministry of Education, the VLE content and service providers, scholars and practitioners.Social implicationsThe findings of the study may further improve the quality of living of the society when the instructional effectiveness of the cloud-based VLE is further enhanced.Originality/valueExisting grid computing VLE studies have focussed on the acceptance of students and teachers and not its instructional effectiveness. Unlike existing studies that examined extrinsic motivational factors (e.g. TAM, UTAUT), this study uses intrinsic motivational factors (e.g. relatedness, competence and autonomy) as well as perceived media richness. Malaysia is the first nation to implement the VLE at a national scale and the findings from this study will provide a new insight on the determinants of instructional effectiveness of the VLE system.

Engaging Virtual Learning Environment System to Enhance Communication and Collaboration Skills among ASEAN Higher Education Learners

The study aims to design and develop a Virtual Learning Environment (VLE) system to enhance the communication and collaboration skills of higher education learners in the ASEAN cultural community. The system was developed based on a literature review of ASEAN to identity its educational goals for 2015, as well as the subjects of open learning, VLE, active learning, activity based learning, ASEAN cultural community, and collaboration and communication skills in 21st century. The results of the literature review were developed into a questionnaire for 400 higher education instructors. The survey results were then tabulated using G* Power and were analyzed using Exploratory Factor Analysis (EFA) to find the core elements to be developed to be an appropriate VLE system. The resulting system was tested using a sample group of 30 volunteer undergraduate students from 5 ASEAN member countries. Data analysis using t-test dependent indicated that there was statistical difference between pre and post self-assessment scores of the 21st century skills in communication and collaboration at a 0.05 level of significance. The result was consistent with the results of behavior and trace observations and the quality of project assignments produced using the system. The system developed consisted of four elements was approved by experts in the education field.

Content-Based VLE Designs Improve Learning Efficiency in Constructivist Statistics Education

BackgroundWe introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific–purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology.ObjectivesThe main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience.MethodsBoth VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively.ResultsThe effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under investigation. The findings demonstrate that a content–based design outperforms the traditional VLE–based design.

C-SAP scoping survey on the use of e-Learning: Perspectives from social science practitioners

This paper summarises the findings from an e-learning scoping survey carried out between October 2007 and spring 2008. The survey was funded as part of the Higher Education Academy/JISC Distributed e-Learning Programme and was co-ordinated by C-SAP. This paper describes in brief the methodology used and principal findings from the research. Notably, use of e-learning was predicated on the VLE (virtual learning environment) or other institutional system, and in most cases this was supported locally within institutions. There was an awareness of other web tools that could be employed for pedagogical use, but only modest interest in using such tools. Factors influencing the creation and sharing of digital learning materials were centred on copyright, incentive and reward. In general, academic staff were keen to make resources available for re-use; however, concerns were expressed about the level of quality needed in order to offer materials openly, and the difficulties of repurposing bespoke work. Attitudes to curriculum development and pedagogy suggested that the use of e-learning could offer significant advantages when working with groups of students. The survey also elicited views on the nature of personalisation and assumptions about the expectations of students as learners.

Measuring performance of virtual learning environment system in higher education

PurposeThe purpose of this paper is to measure the performance of commercial virtual learning environment (VLE) systems, which helps the decision makers to select the appropriate system for their institutions.Design/methodology/approachThis paper develops an integrated multiple criteria decision making approach, which combines the analytic hierarchy process (AHP) and quality function deployment (QFD), to evaluate and select the best system. The evaluating criteria are derived from the requirements of those who use the system. A case study is provided to demonstrate how the integrated approach works.FindingsThe major advantage of the integrated approach is that the evaluating criteria are of interest to the stakeholders. This ensures that the selected system will achieve the requirements and satisfy the stakeholders most. Another advantage is that the approach can guarantee the benchmarking to be consistent and reliable. From the case study, it is proved that the performance of a VLE system being used at the university is the best. Therefore, the university should continue to run the system in order to support and facilitate both teaching and learning.Originality/valueIt is believed that there is no study that measures the performance of VLE systems, and thus decision makers may have difficulties in system evaluation and selection for their institutions.

E-Learning as a Tool for Knowledge Transfer through Traditional and Independent Study at Two United Kingdom Higher Educational Institutions: A Case Study

Much has been made of the advances in computer-aided learning activities. Websites, virtual campus, the increased use of WebCT (an online proprietary virtual learning environment system) and chat rooms and further advances in the use of WebCT are becoming more commonplace in United Kingdom universities. However, the effectiveness of these learning methods from the student point of view needs to be questioned. This article looks for ways of changing higher education students' perception of the usefulness of recommended Internet websites for learning purposes, with the intention of increasing the usage rate of recommended module websites. The change could represent an adaptation of the existing, well-known technology to change students' perception regarding its potentially formative role. Subsequently, the outcomes from this preliminary research could be used in order to enhance the quality of Internet use for teaching and learning purposes. The article further draws on secondary sources, including the 2005 Oxford Internet survey that gives constructive perspectives into future policy direction. The article examines some of the learning technologies and introduces the discussion on the evaluation of web-based learning. The research problem that emerges from the discussion is defined and followed by the illustration of the investigative method deployed. The analysis of findings and recommendations conclude the article.

Developing Tacit and Codified Knowledge and Subject Culture within a Virtual Learning Environment

Creation of study environments (COSE) is a virtual learning environment system designed to facilitate active and collaborative learning. Designed to support distributed learning rather than as an instructional system, it provides a variety of learner support including specific tutor guidance and use of e-mail for peer and tutor discussions. This paper explores how the COSE system takes into account the relationship between the development of tacit and codified knowledge and the need for context in which learning takes place.