Virtual Learning Platform Research Articles

An Analysis of Virtual Reality Usage through a Descriptive Research Analysis on School Students' Experiences: A Study from India

This study aims to enhance learning among school students through Virtual Reality. Virtual learning gives a guaranteed environment in the education field. Recently, many schools have started implementing the Virtual Reality Learning (VRL) platform. Virtual Reality learning creates a friendly human and machine interface. Nowadays, it has become an essential tool in both private and public schools. VRL focuses on interactive learning and reduces the gap between practical experience and learner's knowledge. V.R. connects the students worldwide and develops accessible learning. 330 school students from the southern part of India are surveyed after introducing V.R. enabled classes. Their view on Virtual reality-aided Learning is analyzed. A conceptual model for usage of VRL in school education is designed and developed to examine the students' view and satisfaction towards VRL. The model is estimated using Structural Equation Modelling (SEM) using AMOS Software. The study has revealed that the students are satisfied with Virtual Reality Learning as it is easy to understand and satisfies all their learning necessities.

Training the trainers: Finding new educational opportunities in the virtual world

AbstractThe COVID‐19 pandemic has disrupted scientific gatherings and conferences, opening up opportunities for virtual learning platforms. Realizing the potential of online academic exchanges, the World Psychiatric Association (WPA) also developed virtual avenues and information systems for capacity building of mental health professionals across the world. Among its first such initiatives, the WPA organized a virtual Train the Trainers workshop, where 123 psychiatrists, psychiatric trainees, and educators from 45 countries participated. The innovative and interactive workshop allowed participants to get to know each other, exchange educational and professional experiences, and ask questions or receive advice from experts. Keynote speakers, including WPA President Prof. Afzal Javed and Prof. Norman Sartorius, stressed upon the importance of finding innovative solutions in psychiatry training and the need to improve teaching and training in the field of psychiatry, especially in the provision of leadership and communication skills. Online training methods can provide easy access to academics and students while reducing the organizational and logistical costs. They have the potential to improve educational equality and allow the voice of the underprivileged scientists to be heard across the globe. The devastating impact on access to mental health services during COVID‐19 underscores the urgent need for online training, particularly in countries where the ratio of psychiatrists to patients is inadequate and doctors concentrate more on treatment than on research and education. Virtual educational interventions could prove incredibly useful in the future just as they are being successfully utilized in local and regional contexts during the pandemic.

Cooperative Work and Sponsoring between Teaching Courses with the Inclusion of Technologies: Strengthening of Transversal Components in two Subjects with the Inclusion Themes, using Virtual Learning Platforms

actualmente, la discapacidad se considera una condición humana inmersa en la sociedad,cuyo soporte legal es el Decreto 1421 de 2017, que dispone la atención educativa de las Personas Con Discapacidad (PCD). Este enfoque requiere concientización para su intervención oportuna, eficaz y pertinente, desde su aspecto formativo en los contextos en los que se desarrolla. A continuación, se presenta la socialización de un trabajo cooperativo entre docentes de la Escuela de Fisioterapia e Idiomas, resultado de la convocatoria TIC 2018 de la Universidad Industrial de Santander (UIS), cuyo resultado fue la creación de aulas virtuales de aprendizaje con contenidos inclusivos transversales, que posibilitaron la formación integral de los estudiantes mediante un trabajo interdisciplinar recíproco.

Virtual Learning for Persons with Visual Impairment: An Exploration of Learning Platform in a Home Environment from UTH Special School in Lusaka, Zambia


 
 
 
 The purpose of this study was to explore the accessibility of virtual learning platforms for person with visual impairment in the home environment. The study was qualitative in nature and took the form of a case study design. Purposive sampling was used to sample fifteen participants who took part in the study. Emergent from this study was a cluster of digital tools in use such as WhatsApp, Zoom, Google Meet/ Classroom, or Email applied to access virtual learning. In addition, computers with JAWS, smart phones with speech reader and readily available internet facility, some radios and TVs were required for virtual learning at home. The study found accessibility of virtual learning in a home environment depended on internet connectivity and having rightful gadgets which were user-friendly to individual with visual impairment as well as low socio-economic background as it determined the purchasing power. Further, challenges faced included children’s lack of computers and phones with bundles to go online, poor internet connectivity and unconducive home environment. The study also revealed that parents needed social support and financial support from well-wisher like donor community and government to support them with ICT gadgets specifically designed for children with visual impairment. Besides, they need internet services and with ITC gadgets instilled with speech readers or JAWS. Thus, the study suggested among others, that teacher should start using video and audio-conferencing teaching, open up virtual resources Centre for learners, strength the collaboration between teacher and parents and make pricing of ICT equipment affordable for the visually impaired.
 
 
 
 

A Qualitative Study Examining Macao’s Parents’ Attitude towards Native and Non-native English-speaking Teachers for Private Online Synchronous One-on-one English Lessons

In terms of English learning, whether native English-speaking teachers (NESTs) surpass non-native English-speaking teachers (NNESTs) or vice versa has been a heated topic. These two types of teachers have their own respective benefits and drawbacks with respect to English teaching. Most of the current related studies are on the traditional educational classroom setting in both secondary school and higher education. However, the study of the virtual learning platform as a method of teaching English is rare. This research displays valuable significance in identifying whether parents in Macao have a preference towards NESTs and NNESTs before they purchase the online synchronous one-on-one English lessons for their children. This qualitative study, after two participants were interviewed, concludes that they both prefer NESTs due to their authentic accent and pronunciation and believe it is more suitable in such a speaking-andlistening oriented online lesson. Price is not the prioritized factor to consider. They are generally satisfied with the teaching style of the online NESTs but it is also important to take note of the teaching approach conducted in the online lessons towards children, to ensure that it holds their interest appropriately.

Is the Virtual Classroom a Window Into the Future During COVID-19?

Education in today’s epidemic time is possible only through virtual learning platforms. COVID-19 has changed the mode of learning and shown the power of learning in virtual mode. In this paper a self-designed questionnaire on virtual learning was developed to analyse the impact of virtual learning on undergraduate and postgraduate university students. The self-developed questionnaire containing 25 items is tested for validity and reliability. 25 items are further segregated into 5 factors using exploratory factor analysis. These five factors are: Virtual Learning Environment; Virtual Learning and Health Related Issues; Virtual Learning and Interpersonal Issues; Virtual Learning and Technological Issues; Virtual Learning Deliverables. To have the comparative study of undergraduate and postgraduate students for the use of virtual learning platforms, one-way ANOVA is implemented. One-way ANOVA is implemented for each factor and it was found that virtual learning effectiveness increases when students move from Under graduation (UG) to Post Graduation (PG) in India.

Inequality in accessing learning during pandemic crises in developing countries: Reflections from COVID-19-induced online learning at a Kenyan pharmacy school

Background: Virtual learning platforms gained unprecedented prominence after the coronavirus disease 2019 (COVID-19) outbreak. Assuring the quality of education and student satisfaction are critical, especially in developing countries often plagued with infrastructural limitations, including information technology. Objectives: This study was conducted to assess the perceptions of students at a Kenyan Pharmacy School of online learning with regards to affordability and overall effectiveness. Methods: A cross-sectional study was conducted using an online survey containing pre-determined questions aligned to achieve the research objectives. Results: Students in senior classes (Fifth year) viewed online learning more favourably and had fewer challenges with accessibility than students in the lower classes (First year to third year). Conclusion: The study identified areas of strength, such as convenience, time-efficiency, and self-initiative, as well as weaknesses, including inequitable access, internet connectivity challenges, and unsatisfactory lecturer digital competency, with relation to online learning.

Plans and Interventions of South African Grade 1 Educators During the 2020 Lockdown Period

The extended lockdown in 2020 found South African educators employing innovative strategies to teach and assess Foundation Phase learners. Educators had to make do with reduced hours in the classroom and experienced new challenges in delivering curriculum content to learners that had barely grown accustomed to the formal classroom setup. Empirical research attempted to identify the plans and approaches used by grade 1 educators. The findings may indicate best practices as experienced in this time and help to inform the approach taken during future repetitions of extraordinary circumstances. A theoretical and conceptual framework based on the current constructivist approach adopted by the Curriculum Assessment and Policy Statement (CAPS) guided the empirical research and informed the construction of the questionnaire. The key findings were themed into strategies for presenting teaching and learning, communication, and the impact on schooling. Findings were compared to the premises of the theoretical framework and conclusions drawn. It was noted that educators were hesitant to move their schooling entirely to the virtual learning platform and eager to return to the school environment. Various obstacles posed by the digital divide were flagged as threats to future situations and the involvement of parents was emphasized. The resilience of educators to continue to ply their trade, and their belief in the indomitable spirit of children, may offer conducive circumstances for future innovations in education.

Development and Remodeling of Point-of-Care Ultrasound Education for Emergency Medicine Residents in Resource Limited Countries during the COVID-19 Pandemic.

The administration of an accurate and effective POCUS course is a crucial tool in improving health education and thus the health care system in low- to middle-income countries. The development of the ultrasound curriculum in these countries during the pandemic era is a major challenge for medical educators. Therefore, this study aims to survey the learner experience after implementing the POCUS curriculum for first-year emergency medicine residents. All learners responded to the survey. Our results demonstrated that the ultrasound rotation and our ultra-sound learning materials were useful tools which showed a positive impact on POCUS knowledge for our learners. However, some obstacles of POCUS learning were identified to assist in closing faculty development gaps, including the availability of handheld devices, as well as the re-modeling of the ultrasound rotation course, which should be managed according to the feedback we received. This study demonstrated a clear need for constant updates in higher education, medical program development, accuracy of local learning materials, and the explosion of virtual and online learning platforms during this decade.

The Effect of the Coronavirus-2019 Pandemic on Pediatric Critical Care Fellowship Training.

Objective: To assess the impact of the coronavirus-2019 (COVID-19) pandemic on pediatric critical care medicine (PCCM) fellowship training through a cross-sectional survey of both program directors (PDs) and fellows. Design: Cross-sectional internet-based survey. Setting: Accreditation Council for Graduate Medical Education (ACGME)-accredited PCCM fellowship programs in the United States. Subjects: PCCM PDs and fellows. Results: A total of 34 PDs and 92 fellows responded to the national survey (rate of 47% and 17%, respectively). The majority (69%) of respondents agreed that medical education has been negatively impacted by the COVID-19 pandemic. When PDs were surveyed, 91% noted a significant decrease in the patient census since March 2020, with 59% citing a >15% decrease. Further, 65% reported trainees had less procedural experience. All respondents reported that education was at least in part provided through virtual learning platforms, with nearly half having exclusive remote learning without in-person sessions. Fifty percent of PDs and 62% of fellows reported decreased learner engagement during virtual didactics when compared to in-person education. The majority of PDs reported specific decreases in simulation, procedural skills training, and ultrasound training. Few PDs (15%) and fellows (13-16%) reported redeployment to adult patient care, with northeastern programs having the highest rates. In univariate analyses, decreased PDs confidence in trainee procedural skills was associated with reported decreases in number of procedures performed (P = .0006) and number of procedural skills didactic sessions (P = .0245). Change in the unit census was associated with less PDs confidence in fellows' medical knowledge (P = .0004), fellows' management skills (P = .0232), and fellows' procedural skills (P = .0003), with larger decreases in patient census correlating with larger decreases in confidence. Conclusions: The COVID-19 pandemic has significantly impacted the education and clinical training of PCCM fellows. More knowledge on this topic can assist PDs in curriculum changes for the future to address any gaps in learning that have occurred.

Using Padlets as E-Portfolios to Enhance Undergraduate Students’ Writing Skills and Motivation

Despite the increasing support for the use of e-portfolios, research on its utility is just beginning to emerge. In terms of the current study, 200 students were asked to create digital portfolios with Padlet, share their e-portfolios via their Virtual Learning Platform (VLE), and ask for peer and lecturer feedback every time they completed a written task. Using a diagnostic test and their final assignment, students had to write a reflective report at the beginning and the end of an academic term. They also interacted every week using a forum created by their lecturer to enhance collaboration and peer support. At the end of each interactive feedback session, they had to reflect on their work and the feedback they received and post their self-reflections on the forum. Findings indicated that students managed to improve their writing performance significantly and enhance their motivation towards writing and learning in general due to this innovative alternative assessment method. This was evident from their final reflective reports, their focus group discussions, and the anonymous feedback they provided through Mentimeter. Students reported that they enjoyed this interactive experience which was both engaging and rewarding. However, students expressed their wish for more support when using IT tools and e-portfolios and asked to be guided to develop their writing and reflective skills and engage even more with their e-portfolios.

Decline in Pediatric Shelf Examination Performance During COVID-19.

BackgroundMedical student education has been impacted by the ongoing coronavirus 2019 (COVID-19) pandemic. Medical students were removed from clinical settings, and the censuses in pediatric hospitals decreased. While there have been studies starting to evaluate these effects on medical students training in surgical subspecialties, the literature in pediatrics is limited.ObjectiveThis study analyzed third-year medical students’ National Board of Medical Examiners (NBME) Clinical Science Pediatrics Shelf Exam scores at the conclusion of their core pediatric clerkship. We compared the exam scores before COVID-19 pandemic to those during the pandemic. We hypothesized that the ongoing COVID-19 pandemic would have a negative impact on NBME shelf exam scores and that shelf exam failure rates would increase.MethodsInstitutional Review Board approval was obtained prior to initiation of this study. We conducted a retrospective review of medical student pediatric shelf exam scores from June 2017 to December 2020 from one large, single institution. We adjusted scores for block schedule timing and standardized them based on national norms published for the year prior. We compared two groups: those who completed their pediatric clerkship experiences before pandemic (predominantly in-person learning) vs. those who completed it during the pandemic (predominantly virtual learning). Groups were compared using chi-square and analysis-of-variance testing.ResultsWe included 991 medical students, 772 before COVID-19 and 219 during COVID-19. Of these, 19 of 772 (2.5%) students failed the exam prior to COVID-19 compared to 19 of 219 (8.7%) during COVID-19 (p < 0.001). Students who completed their pediatric clerkship during COVID-19 were 3.77 times more likely to fail their end-of-clerkship NBME shelf exam (p < 0.001).ConclusionsStudents who completed their core pediatric clerkship in a predominantly virtual platform during the COVID-19 pandemic were significantly more likely to fail their end-of-clerkship NBME shelf exam. Increased failure rates may suggest issues with acquisition and retainment of pediatric medical knowledge throughout the clerkship, creating knowledge gaps in the foundation of their pediatric experience. Long-term effects of virtual learning platforms will need to be studied further.

МЕТОДИКИ ТА СТРАТЕГІЇ ВИВЧЕННЯ УКРАЇНСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ НА ТЛІ СУЧАСНИХ ПРОБЛЕМ У СВІТІ

The current situation in the world involves changes and corrections to the existing rules for studying. The transition to online lessons has formed a complex configuration: on the one hand – the technical side with many opportunities, on the other hand – tactics and learning strategies that need to be adjusted and synchronized according to the requirements and capabilities of online learning systems, platforms and programs. The objectives of the article do not include the description and comparison of such virtual learning platforms as, for example, Zoom and Microsoft Teams, but it is impossible not to mention them, because such platforms are modern tools for online learning and need to be used. The article highlights various nuances of teaching methods. In the real audience, the learning process is somewhat different, other systems are involved in communication, in the understanding between students and teachers, in control. I would like to emphasize that we are talking about teaching Ukrainian to foreign students of the preparatory department, about groups where there are students of different nationalities, religions, ages, basic training, as well as different temperaments, interests, life circumstances, and often such groups have no common intermediary languages. Therefore, it is necessary to rely on psychological, psycholinguistic, neurophysiological factors and taking its into account, it is possible to improve the speech, communicative, cognitive competence of students, increase the quality of learning. As for online learning, competencies develop very heterogeneously, depending on the physiological characteristics of the mind and memory, as well as on how honestly and responsibly students perform an independent part of the work. Understanding, working out and mastering different blocks of material takes more time, so it is important to rely on the conclusions of psychologists. Here the teacher's observation of the peculiarities of students' perception and timely influence on various factors, for example, on the motivation to study the material, curiosity, plays an important role. To improve the results in the development of the educational complex, the use of mnemonic techniques and technologies is suggested.

Evaluation of Students’ Perception of Virtual Learning in Fiji during COVID-19

In the unprecedented times of COVID-19, majority of the world went and still undergoing nationwide lockdown /curfew to take precautions against the deadly disease. Following the footsteps of the advanced countries like Italy, France, Germany, UK, USA etc. Fiji also decided to go under complete lockdown in March 2020 which was extended till April 2020 last week. During this lockdown, one of the major concerns of the country was providing education to the college and school students. The universities in Fiji then shifted to virtual learning platforms and the students were taught, as well as assessed online using Moodle. This research tries to evaluate the perception of the students regarding virtual learning mode that universities adopted. The results suggest that while the students did embrace the interactivity, synchronicity, and usefulness of the virtual classes, they felt that sense of community was not as expected.

Lost in transition: Student journeys and becoming—Deliberations for a post‐COVID era

AbstractThis paper offers an empathetic perspective of the cultural dynamic of migrant students' first experiences of university, told through the student voice. It focuses on the transition of students into higher education (HE); not always considered as part of the formal curriculum, providing a deeper understanding of students' transition via the cultural context of their HE experience. While this research took place prior to the COVID pandemic, it is clear that the pandemic has led to an increased use of virtual learning platforms across the sector, and this is set to continue as institutions emerge from the pandemic, suggesting that transition will not necessarily take place within university buildings. If belonging was a challenge for some students prior to the pandemic, how will institutions support transition for the new pedagogy? The cultural experiences of first‐, second‐ and third‐generation migrant students have been scantily written about in this context. This paper contributes to current understanding by providing insights gleaned through the narrative accounts of students. Development of agency, belonging and community is framed through an approach that empowers and offers a co‐learner frame, achieved through the students' voices, offering narratives of the cultural experience of university.

The Next Step: The California Cybersecurity Institute’s Anti-Trafficking Virtual Reality Immersion Training

Digital gaming and virtual learning platforms have expanded the boundaries of experiential based anti-trafficking training. Virtual reality provides a technological mechanism for immersive storytelling through the simulation of a physical presence within an artefact using software and specialised hardware. The success of virtual-based immersive training is directly dependent on a series of factors, including realism, re-playability, and supplemental in-person training. This article describes the California Cybersecurity Institute’s anti-trafficking immersion training programme, which advances beyond awareness education to test law enforcement and first responder-specific skills and biases. This multi-layered programme looks to incorporate all concepts of ‘serious gaming’ within law enforcement and humanitarian communication.

Relationship Between Computer-Mediated Communication Competence and Attitude Toward Using Frog VLE Among Secondary School Teachers

This study aims at examining the relationship between teacher computer-mediated communication (CMC) competence and teacher attitude toward using Frog VLE a virtual learning platform. This is a non-experimental research using a cross-sectional survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher CMC competence and teacher attitude toward using Frog VLE. The participants in this study are 351 secondary school teachers from Klang district, Selangor. The results indicated that teachers showed medium level of attitude and medium level of CMC competence toward using Frog VLE. Results showed that there is statistically significant direct causal relationship between teacher CMC competence and teacher attitude toward using Frog VLE. CMC motivation and CMC knowledge are the two direct factors of teachers’ affective and behavioural attitude toward using Frog VLE and CMC motivation predict teachers’ cognitive attitudes toward using Frog VLE.

Cardiovascular fellow-in-training feedback on virtual and simulator-based learning experience during Covid-19 pandemic in a low to middle income country – A cross-sectional study

BackgroundCOVID-19 pandemic has introduced us to a greater need of virtual learning platforms and has resulted in less clinical exposure for fellows-in-training. Virtual and simulator-based learning is not widely available in LMIC. It is imperative to analyze feedback of CV fellow-in-training regarding this mode of learning before large scale implementation. MethodologyThis was an observational study conducted between July–August 2020. A multicentered survey was conducted. Survey questionnaire was disseminated to FIT (fellow-in-training) via Google Forms. The questionnaire contained a total of 24 questions about virtual and simulator-based learning during the pandemic. ResultsA total of 68 FIT responded to the survey. The mean age was 29.9 years. There were 37% females and 63% males. Majority (75%) agreed that it was easier for them to reach for online sessions than physical sessions. 60% FIT were confident in asking questions or giving comments during the online sessions. 57.4% FIT felt it easier to go through cardiovascular imaging/illustrations via online platforms. 50% (34) were confident that if online sessions had to continue, they would have enough academic learning before they graduated from the program and 54.4% (37) wanted online sessions to continue even beyond the pandemic days. 37.5% (18 out of 48) agreed that the simulator-based teaching was helping them practice skills in times of less clinical exposure. ConclusionCOVID-19 pandemic has significantly impacted cardiovascular FIT learning curve because of less hands-on and lack of physical teaching sessions. LMIC have lack of robust e-learning platforms. Virtual learning is convenient for academic learning with growing acceptance amongst fellows. FIT from LMIC are less acquaint to simulator-based teaching and there is a need to invest in simulator-based cardiovascular teaching in LMIC.

COVID- 19 and its Effects on Refugee, Asylum Seeker and Migrant Children Aged 12-17 Years at Tongogara Refugee Camp in Zimbabwe

Refugee, asylum seekers, and migrant (displaced) children are at protracted vulnerability levels, and COVID-19 has exacerbated the situation. Zimbabwe accepts refugees but enforces an encampment policy, and displaced populations are encamped at Tongogara Refugee Camp (TRC). The research gap is that there is very little literature on refugees in Zimbabwe. The research objectives for the study were to explore the challenges that refugees, asylum seekers, and displaced children at TRC face, ascertain how COVID-19 has affected children at TRC, and propose solutions to these challenges. This research relied upon a mixed method of quantitative and qualitative approach considering the immediacy of the COVID-19 pandemic. Secondary data is referred from published articles and organizational reports. The population size of 2,304 children aged 12 to 17 was obtained through the United Nations refugee agency (UNHCR)’s January 2021 population statistics for TRC. A 10% sample of 230 respondents was selected. Non-probability sampling techniques were used in administering a questionnaire through individual and focus group interviews, which were fed into KoBo Toolbox. Data cleaning and analysis were conducted, with SPSS and NViVo for quantitative and qualitative data analysis, respectively. Ethical considerations of consent, confidentiality, do no harm, and statements to withdraw from the study were employed. The process involved strict observance of World Health Organization (WHO) guidelines on COVID-19. The research was conducted between April 2020 and February 2021. Results showed that displaced children suffered a spectrum of challenges before COVID-19. During the COVID-19 period, respondents had limited access to child protection services, experienced increased conflicts at home, and limited access to formal learning and entertainment: their already dire situation was exacerbated by COVID-19. The study recommends the upgrade of the local secondary school to advanced level status, adoption of educational innovations in lieu of the COVID-19 pandemic, including radio, television, and virtual learning platforms; improved child protection mechanisms; accommodation; dietary diversity; access to water and sanitation hygiene; provision of electricity; adequate street lighting; activities for entertainment; and increasing awareness against child abuse and gender-based violence (GBV).

Effectively Adapting and Implementing In-Person Teacher Professional Development to a Virtual Format.

A year of COVID-19 quarantine required educators to switch from in-person to virtual learning platforms, causing a dramatic reimagining of their daily praxis. Their experiences are likely to influence new norms for K-12 education. While virtual learning can be effective, student engagement, student retention, and student attention can be challenging. This paper discusses how we adapted a materials-heavy, hands-on, annual summer teacher professional development (PD) program from an in-person to a virtual platform in the initial months of the pandemic. We successfully maintained effective and hands-on components, giving authentic learning experiences to the participants. The 2020 virtual version of the program effectively engaged in-service teachers with high daily participation and retention rates. Nearly all participants rated the workshops as very good or excellent, and an assessment of participants' learning outcomes was comparable to that of the highly-rated in-person 2018 version of the program. Following the PD session, teachers reported feeling more prepared to facilitate their students' learning, increased inquiry-based science teaching knowledge and skills, and their enthusiasm for utilizing workshop strategies. While there are challenges to implementing virtual learning, virtual teacher PD can be widely adaptable and replicable for many institutions, especially in situations in which distance or finances deter in-person participation.