Virtual Learning Model Research Articles

Efficacy of Mixed Model Instruction to Improve English Language Skills of Business Management Students: An Experimental Study

Aim. The current study explored and compared the efficacy of technology-based instructions, specifically web-mediated, blended, and online instructions, on the enhancement of English language skills among students pursuing Business management (BM) in Prince Sattam Bin Abdulaziz University, Saudi Arabia. Method. A total of two hundred and four participants were chosen randomly and divided into four groups. The control group, comprising 51 individuals, received general English instruction utilizing the communicative language teaching (CLT) approach, and engaged in exercises that focused on developing their general English skills. On the other hand, the web-mediated learning experimental group, also consisting of 51 participants, received general English instruction through the Duolingo educational model. Similarly, the blended experimental group, comprised of 51 individuals, received general English instruction through the Enriched Virtual Blended Learning Model. Lastly, the online learning group, consisting of 51 participants, received general English instruction through the LMS instructional model. Results. Prior to the intervention, all students underwent a pretest, and subsequently, a posttest and a delayed posttest were administered to evaluate their proficiency in standard general English, as measured by the TOEFL exam. The study's results indicated that all groups displayed progress in their English language skills. However, the Duolingo and Enriched Virtual learning models demonstrated superior performance in enhancing English language skills compared to the other groups. Conclusion. These findings hold significant pedagogical implications for curriculum designers, the development of training programs for future HR professionals, material producers, and all stakeholders involved in the field of BM education.

DEVELOPING VIRTUAL LEARNING MODELS TO ENHANCE CRITICAL THINKING AND MATERNAL NURSING PRACTICE COMPETENCY

The COVID-19 pandemic has significantly impacted nursing education, necessitating the development of virtual learning models and media to improve critical thinking and maternal nursing competencies. This study aimed to develop an interactive virtual learning model based on problem-based learning and to assess its effectiveness in enhancing nursing students' critical thinking skills in maternal nursing practice. The development model (Define, Design, Develop, and Disseminate) was applied to create a virtual learning model. Data was collected using questionnaires to assess the validity and practicality of the developed model. The results demonstrated that the virtual learning model developed using the problem-based learning approach was valid for application in the learning process. After testing, the virtual learning model was found to be practical and effective in optimizing the implementation of learning and in improving student learning outcomes. The study concluded that the developed virtual learning model is a valid and practical tool for enhancing critical thinking skills and maternal nursing practice competencies. These findings contribute to addressing the knowledge gap in the literature regarding the effectiveness of virtual learning models in improving maternal nursing practice competencies, particularly in the context of critical thinking. This study highlights the importance of integrating technology and innovative learning approaches to adapt to the challenges posed by the COVID-19 pandemic and prepare nursing students for the demands of the 21st century.

Virtual Reality-Assisted Historical Empathy-Based Multicultural Learning Model to Enhance High School Students' Empathy

Virtual Reality-Assisted Historical Empathy-Based Multicultural Learning Model to Enhance High School Students' Empathy

Virtual learning experimentation with student facilitator and explaining (SFAE) on mathematical representation abilities and understanding mathematics concepts

In the rapidly evolving world of education, particularly within STEM disciplines, innovation in teaching methods is crucial. This study explores the potential of a new learning approach designed to address the deficiencies of traditional methods, with a focus on mathematics at the secondary school level. The researchers aimed to test the effectiveness of a Virtual Learning model using the Student Facilitator and Explaining (SFAE) approach in enhancing mathematical representational skills and conceptual understanding among high school students. A total of 120 students participated in the study, divided into two groups: 60 students in the experimental group received SFAE-based learning, and 60 students in the control group were taught using standard expository methods. Utilizing a control group design and post-test, the research revealed significant improvements in the experimental group's mathematical representation abilities and conceptual understanding compared to the control group. These findings demonstrate that integrating the SFAE approach within virtual learning environments not only broadens the scope but also enhances the quality of mathematical understanding. This study underscores the substantial potential of innovative learning approaches in the digital era, providing effective solutions to challenges in mathematics education.

Формування комунікативної компетентності учнів початкових класів в умовах змішаного навчання

The article deals with a review of the peculiarities of the development of communicative competence of primary school children in the conditions of blended education. In particular, the methods and technologies of blended learning, non-standard forms of communication of the participants of the educational process, which contribute to the development of communicative competence of primary school children, are revealed. Features of the organization of blended learning, online classes, integration of educational platform tools into the process of distance learning are described. The models of blended learning are presented: the «Face-to-Face Driver» model, the rotational model, which can be used as a basis for the development of communicative competence of primary school children in the conditions of blended learning. Varieties of the rotation model are described in detail: classroom rotation, laboratory rotation, portioned learning, individual rotation (Flex model, Self-blend model, Enriched virtual learning model), as well as components of blended learning technologies in each model. It was found that one of the most important tasks of a teacher in the conditions of mixed education in primary school is to build the learning process in a new way, changing the role of the children in it. Prospective elements of the blended model of education in primary school are highlighted. Methods of organizing the work of primary school children in small groups for each class are presented (joint writing, paired reading, business conversations, group reading, group dictation, dramatization, collective reading). As a result of blended learning, pupils adapt to the communication process. Learning becomes individually oriented, each pupil is given the opportunity to do the task at his own pace, a choice of problem situations interesting to the pupil is offered, which significantly increases their motivation to study.

Combating school bullying through multi-role experience-based virtual scenario learning model: Assessing empathy, problem-solving, and self-efficacy from a multi-stakeholder perspective

This study explores the applications of virtual scenario learning in addressing the global issue of school bullying through digital educational tools. Previous research suggests that virtual role-playing experiences can reduce bullying incidents; however, experiencing the victim role can evoke negative emotions, while the bystander role may not fully convey the severity of bullying. This study aims to investigate the effects of a multi-role experience-based virtual scenario learning model on learners by integrating the advantages of both roles. This study employed a quasi-experimental research method, which involved grouping 56 fourth-grade elementary school students in Taipei City, Taiwan, into an experimental group and a control group. The experimental group utilized the multi-role experience-based virtual scenario learning model, while the control group utilized a single-role experience-based model. The study compared the differences in academic achievement, empathy, and problem-solving tendencies between the two groups. The findings indicate that the experimental group significantly excelled over the control group in academic achievement, empathy, and problem-solving tendencies. The multi-role experience-based virtual scenario learning model effectively nurtures students' empathy and considerably enhances learners' awareness of campus bullying.

Back to normal? ESL Instructors' Post-Pandemic Perceptions of Virtual Learning

Back to normal? ESL Instructors' Post-Pandemic Perceptions of Virtual Learning

Virtual Active Learning to Maximize Knowledge Acquisition in Nursing Students: A Comparative Study.

Nursing students need to acquire knowledge through active methods that promote critical thinking and decision making. The purpose of this study is to analyze whether there are differences in the acquisition of knowledge by nursing students between active face-to-face or virtual teaching methods. In this comparative study, nursing students enrolled in the psychology course were divided into two groups: a face-to-face group that received active teaching methods and a virtual group. The virtual group was exposed to the Effective Learning Strategy (ELS), which included seminars based on video content through the Virtual Campus and answering questions using the H5P tool. In addition, participants engaged in reflection tasks on the content. Covariate data were collected, and knowledge tests were administered to both groups before and after the course. After three months, subjects were re-evaluated with a final exam to assess content retention. A total of 280 students were randomized. No differences were found in students' scores at the end of the knowledge test or in their final grades in the subject. Having study habits (b = 0.12, p = 0.03) and social support from relevant people (b = 0.09; p = 0.03) were associated with better post-intervention scores, and inversely with social support from friends (b = -0.12, p < 0.01). Final grades were inversely associated with digital safety literacy (b = -0.101, p = 0.01). No factors were associated with the scores of each group separately. The ELS virtual active learning model is as effective as face-to-face active learning methods for teaching psychology to first-year nursing students. This study was not registered.

Providing a Model for Collaborative Learning in Virtual Environments (Case Study: Islamic Azad Universities in Tehran)

The aim of this study is to design a model for collaborative learning in virtual environments, specifically focusing on the Islamic Azad Universities in Tehran. The research is applied in terms of its goal, employs qualitative data, and is exploratory in nature, based on a grounded theory approach. The study population consists of experts, and 15 experts were selected for interviews through theoretical sampling of the snowball type, based on theoretical data saturation. A semi-structured interview was used as the research tool, organizing the dimensions, components, and indicators of the collaborative learning model in virtual environments. Initially, several models, findings, studies, and national and global theories were reviewed to create the interview form. Subsequently, open coding was used to identify indicators, and axial coding categorized them into dimensions, components, and indicators, which were then sent to the 15 experts. Through selective coding, interviews, the Delphi method, and brainstorming, the dimensions and components were identified. As a result, three dimensions, nine components, and 62 indicators for the virtual collaborative learning model were finalized. Following the experts' final validation and prioritization, the model's dimensions, components, and indicators were mapped, and the model was re-validated by experts.

The Method Of Logical Networks For Modeling Adaptive Knowledge Testing Systems

The subject of the research is the development of mathematical and algorithmic support of the intellectual toolkit for the analysis of sets of test tasks and the modeling of the process of interpreting the quality of sets of test tasks, which allows for objective and comprehensive continuous control of the knowledge of subjects of training, subject to the implementation of the concept of virtual distributed training (retraining).&#x0D; The purpose of the research is to improve the effectiveness of monitoring the knowledge of subjects of education in the distance form of education through the use of adaptive computer testing methods based on models of logical networks and the algebra of finite predicates.&#x0D; The following tasks are solved in the article: the formation of a testing model in a distributed virtual learning environment and a model of validity assessment based on the content of sets of test tasks.&#x0D; The following methods are used: methods of logical networks and algebraic programming based on the algebra of finite predicates and predicate operations, intellectual analysis of information.&#x0D; The following results were obtained: the principles of intellectual analysis were formulated in the development of a model of a universal logical network and its application to actual tasks of artificial intelligence in the field of informal information processing, namely, in the construction of knowledge testing systems for distributed virtual learning&#x0D; Conclusions. Algorithms for optimal multi-stage adaptive testing of knowledge as part of distributed virtual learning models and methods for analyzing the success of training subjects have been improved. The use of conjunctive decomposition with binary predicates achieves the goal of the research, because in this way any multi-place predicate can be represented by a logical network simulating the process of knowledge testing, the model of the subject of learning is described.

A Novel Approach for Train Tracking in Virtual Coupling Based on Soft Actor-Critic

The development of virtual coupling technology provides solutions to the challenges faced by urban rail transit systems. Train tracking control is a crucial component in the operation of virtual coupling, which plays a pivotal role in ensuring the safe and efficient movement of trains within the train and along the rail network. In order to ensure the high efficiency and safety of train tracking control in virtual coupling, this paper proposes an optimization algorithm based on Soft Actor-Critic for train tracking control in virtual coupling. Firstly, we construct the train tracking model under the reinforcement learning architecture using the operation states of the train, Proportional Integral Derivative (PID) controller output, and train tracking spacing and speed difference as elements of reinforcement learning. The train tracking control reward function is designed. Then, the Soft Actor-Critic (SAC) algorithm is used to train the virtual coupling train tracking reinforcement learning model. Finally, we took the Deep Deterministic Policy Gradient as the comparison algorithm to verify the superiority of the algorithm proposed in this paper.

A comparative study on full-energy peak efficiency calibration methods for HPGe detector: Virtual point detector, curve fitting, and machine learning models

This paper presents a comparative study of three models including virtual point detector (VPD), curve fitting (CF), and machine learning (ML) in determining the full-energy peak efficiency (FEPE) of HPGe (High Purity Germanium) detector with different energy point sources located on the symmetric axis of the detector at different source-to-detector distances. Firstly, the FEPEs were determined for energies spanning from 40 keV to 2500 keV and distances ranging from 1.88 cm to 25.68 cm, utilizing the MCNP6 code. These simulated data were then used to construct the VPD, CF, and ML models. The accuracy of each model was assessed by comparing its efficiency calibration results against experimental data. In the VPD and CF models, the obtained results are fairly accurate for energies above 240 keV, with relative deviations between calculated and experimental FEPEs (RDExp/Cal) of less than 4 %. However, for energies below 240 keV and at small source-to-detector distances, the RDExp/Cal is quite large, reaching up to 10 % with the VPD model and 5 % with the CF model. In the ML model, the maximum difference between the predicted and experimental FEPEs is 2.4 % for the whole investigated energy range and distances. Our study shows that the ML model outperforms VPD and CF models in terms of accuracy, particularly in situations with low energies (below 240 keV) and at positions close to the detector surface, where the VPD and CF models often give results with low accuracy. Therefore, the ML model can be considered a useful and highly reliable computational solution for calculating the FEPE of the HPGe detector.

Methods of automation and interpretation of the quality educational tests in distributed virtual learning systems

The subject matter of the article is the development of mathematical and algorithmic support for intellectual tools, which allows you to conduct continuous control of the knowledge of students (subjects of study) objectively and comprehensively. The goal of the work is to create methods for assessing the quality of educational tests and automating such processes. The following tasks were solved in the article: formation of a testing model in a distributed virtual learning environment and a validity assessment model based on the content of sets of test tasks. The following methods used are – algebra of finite predicates and operations, methods of mathematical statistics and methods of intellectual data analysis. The following results were obtained – the principles of intellectual analysis of the value of reliability coefficients, validity coefficients, discriminability coefficient, the difficulty index of the task of assessing the knowledge of subjects of training are formulated. Conclusions: the application of methods of formalization of test evaluation, analysis of software requirements, software development confirm the need to introduce quantitative methods of assessing students' knowledge into educational practice. The introduction of quantitative methods involves the correct setting of control goals, the selection of the measurement object and the selection of measurement tools. The use of pedagogical tests contributes to the effective implementation of all control functions and corresponds to its main principles for solving the problem of assessing the quality of tests, based on distributed virtual learning models and analysis methods. A test example of calculations was developed, with the help of which the efficiency of the proposed methods was researched.

Determinants of outpatient substance use disorder treatment length-of-stay and completion: the case of a treatment program in the southeast U.S

Successful outcomes of outpatient substance use disorder treatment result from many factors for clients—including intersections between individual characteristics, choices made, and social determinants. However, prioritizing which of these and in what combination, to address and provide support for remains an open and complex question. Therefore, we ask: What factors are associated with outpatient substance use disorder clients remaining in treatment for > 90 days and successfully completing treatment? To answer this question, we apply a virtual twins machine learning (ML) model to de-identified data for a census of clients who received outpatient substance use disorder treatment services from 2018 to 2021 from one treatment program in the Southeast U.S. We find that primary predictors of outcome success are: (1) attending self-help groups while in treatment, and (2) setting goals for treatment. Secondary predictors are: (1) being linked to a primary care provider (PCP) during treatment, (2) being linked to supplemental nutrition assistance program (SNAP), and (3) attending 6 or more self-help group sessions during treatment. These findings can help treatment programs guide client choice making and help set priorities for social determinant support. Further, the ML method applied can explain intersections between individual and social predictors, as well as outcome heterogeneity associated with subgroup differences.

Impact of Online Education on the Pupils of Rural Areas due to COVID-19 Pandemic Lockdown : An Analytical Study

The Coronavirus illness (COVID-19) is a highly contagious viral infection that appeared in Wuhan City, China and spread worldwide within a very short span of time. The covid-19 pandemic brought a nationwide lockdown due to which online classes and e-learning have come to limelight in India along with other countries. Under this tough situation; it has become quite inevitable for all educational institutions from elementary schools to colleges and colleges to universities to adopt a virtual teaching and learning model. It was a new challenge for students’ fraternity and teachers to access online Education through the internet using smartphones, laptops, and other social media. But in the case of the background of poor family students, the picture was different and quite pathetic as compared to the students of urban areas because of the lack of knowledge of internet access and other electronic gadgets. However, administrations from a higher level to grassroots level tried their best to enhance technologies through online mode of teaching-learning for both teachers and the students’ community. Although online teaching has offered teachers and students more time for preparing assignments, research works and other professional and developmental activities and still, there are some drawbacks clearly observed in it. Here, an attempt has been made to understand the impact of the corona crisis on the teaching-learning process through online mode during the Covid-19 pandemic lockdown, especially on the students of rural areas.

Pediatric Orthopaedic Observerships in North America for International Surgeons: A Qualitative Study Exploring Motivations, Relevance, and Alternate Learning Platforms.

Given the growing interest among international surgeons to participate in North American clinical observerships, it is essential to incorporate international surgeons' views to further enhance the program's applicability, value, and accessibility. In this qualitative follow-up study, we explored the motivations, relevance, and opinions about alternate learning platforms among the international surgeons who had participated in a pediatric orthopaedic clinical observership in North America. Using a semistructured interview guide, international surgeons who had participated in a North American pediatric orthopaedic observership during 2009 to 2019 were interviewed until data saturation and inductive thematic saturation were reached. Twenty-one international surgeons representing 15 different countries (1 from a low-income country, 10 from a lower middle-income country, 8 from an upper middle-income country, and 2 from a high-income country) were interviewed. The most commonly cited motivations for doing a clinical observership were to advance clinical training and learn specific skills. The clinical and nonclinical skills gained during the observership, such as utilizing an integrated team approach and open communication style, were helpful to most interviewees; however, several respondents highlighted the critical need to adapt and modify surgical indications, techniques, and skills to suit their local environment and limited resource availability. Although respondents were interested in exploring virtual learning models to save time and expense, several preferred a hybrid model, including access to remote learning opportunities and sharing their own clinical experiences with the North American hosts. Identifying the visiting surgeon's motivation for participation can allow North American hosts to align their clinical exposure more closely with the unique needs and aspirations of the international surgeons and enable a more relevant exchange of clinical and nonclinical skills. Use of a blended learning model, including in-person and virtual learning platforms, and the missed opportunity of having the international surgeons share their clinical experiences and skills with their North American counterparts should be explored further.

The Impact of The Virtual-Based Disaster Learning Model on Elementary Students' Understanding of COVID-19 Disaster-Learning

&lt;p style="text-align:justify"&gt;A virtual-based disaster learning model was created to enhance understanding of COVID-19 disaster mitigation following the characteristics of elementary school students because the high number of child deaths brought on by the COVID-19 pandemic served as the driving force behind this research. The virtual-based disaster learning model had been deemed valid, but more study is required to ascertain its impact on primary school pupils' comprehension of COVID-19 disaster mitigation. This study sought to determine how the virtual disaster learning model affected elementary school pupils' understanding of COVID-19 disaster mitigation. This study was a quasi-experimental investigation. Non-equivalent control group design was the type of experimental design employed. The t-test showed that students who studied using virtual-based disaster learning models and those who used conventional learning had different average levels of understanding of COVID-19 disaster mitigation. According to the findings, primary school children who learned using virtual disaster learning models had higher scores than students who used conventional methods. This finding revealed that virtual disaster learning models could improve understanding of COVID-19 disaster mitigation. The results of this study's implications can be applied as a different approach to enhancing elementary school kids' comprehension of emergency planning for COVID-19.&lt;/p&gt;

Effect of Virtual Blended Learning Models with PhET Assistance on Students' Mastery of Concepts in Fluid Material

This study aims to determine the effect of blended learning virtual learning models on PhET-assisted fluid material on students' conceptual comprehension. The design model used in this research is an experiment with a pretest-posttest type. The sample used in this study was Class XI IPA C as the experimental object consisting of 35 students in one class. The test given was in the form of a concept comprehension ability test consisting of 10 multiple choice questions with a maximum score of 100. The results showed that the average posttest score was higher than the average pretest score in the experimental class. In addition, an N-gain value of 0.62 was obtained, which means that the value of increasing student learning outcomes using the phet-assisted virtual blended learning model is in the medium category. This shows that the use of PhET-assisted blended learning virtual models has an effect on students' mastery of concepts.

Assessing Virtual Collaborative Learning (VCL) as an Innovative Teaching and Learning Approach.: A Case Application in Albania

Purpose: The purpose of this research is to assess the implementation of a Virtual Collaborative Learning model (VCL) applied at a university level course/module with students of the bachelor cycle in a HEI in Albania. Study design/methodology/approach: A single descriptive case study design has been used. At the end of the pilot VCL-based course activity deployment, an open-ended survey was conducted, and the response transcripts were analysed and elaborated. Course instructor and E-tutor first-hand observation has been also utilized. Findings: Data obtained from the survey shows that the implementation of the VCL model alongside its challenges, is generally well-acknowledged and considered a positive experience. The majority of respondents, 93% of the students who participated in the survey highly recommend VCL as a new approach in learning. Communication issues are noticed particularly at first when students are trying to get accustomed to this model. Originality/value: The expected novelty of this pilot project was the development of the teaching and learning processes through alternative innovative approaches such as through virtual collaborative learning.

Management of English Courses in Virtual Learning During the COVID-19 Pandemic

The existence of the COVID-19 pandemic has succeeded in transforming the implementation of offline learning activities into online. This does not only occur in formal educational institutions, but also in non-formal educational institutions such as the Mahesa Institute Course and Training Institute (LKP) as an English language course institution. The purpose of this study is to examine management as a strategy for LKP Mahesa Institue in maximizing learning methods applied during the COVID-19 pandemic as well as to examine the enthusiasm of learning residents during distance learning. The research method used in this research is qualitative with a descriptive approach. The data analysis technique applied is Miles and Huberman's analysis theory which consists of the stages of reduction, presentation, and drawing conclusions. The results obtained from this study are that in the management process, LKP Mahesa Institute is by improving the skills of educators and learning residents through virtual learning activities so that they can improve the learning outcomes carried out. Novelty from research conducted in the application of the virtual learning model at the LKP Mahesa Institute non-formal education institution is able to increase the learning speed of learning citizens anytime and anywhere, increase collaboration while increasing mastery of learning resources, and being able to create different learning experiences. So, with this research it is hoped that it can become a source of information in developing the management of English courses.