Virtual Learning Resources Research Articles

The Impact of the Digital Economy on the Educational Landscape

The digital economy is a big change that comes from innovative technologies, especially the Internet, artificial intelligence, and large amounts of data. This shift has improved learning by making it easier for people to get and get educational supplies. Online platforms like Massive Open Online Courses ( MOOCs ) and learning management systems ( LMS ) provide more people with access to good educational materials. This helps break down the barriers caused by area and money that have made it difficult for some people to get training in the past. The digital divide creates major problems because not everyone has the same access to technology and excellent online. This may make previously existing inequalities worse, especially for disadvantaged communities. Moreover, more people need to be good at using modern technology because kids have to learn how to utilize online websites. Making sure everyone gets virtual learning resources is very important for using the digital economy to help improve education for all. By tackling the problems of uneven access to technology and including online skills in school programs, people involved can create a more loving training program that helps everyone get back and promotes fairness in the economy.

Awareness And Utilization Of Virtual Learning Resources Among Science Lecturers In Colleges Of Education In North Central Nigeria

Awareness And Utilization Of Virtual Learning Resources Among Science Lecturers In Colleges Of Education In North Central Nigeria

Expanding technological horizons from the implementation of an ecosystem of virtual learning resources for university students

Expanding technological horizons from the implementation of an ecosystem of virtual learning resources for university students

Prediction of students’ performance in online learning using supervised machine learning

PurposeThis study leverages social network analysis (SNA) to visualise the way students interacted with online resources and uses the data obtained from SNA as features for supervised machine learning algorithms to predict whether a student will successfully complete a course.Design/methodology/approachThe exploration and visualisation of the data were first carried out to gain a better understanding of the students, the course(s) each student was enrolled in and each course’s virtual learning resources. Following this, the construction of the social network graphs was performed to depict how each student behaved online before the degree centralities were computed for each of the nodes in a social network graph. Data pre-processing to assign labels based on the final result a student obtained in a course was then performed before we trained and tested models to predict which students did or did not graduate.FindingsThe study’s findings demonstrate that the constructed predictive model has good performance, as shown by the accuracy, precision, recall and f-measure metrics. The outcomes also showed that students’ use of online resources is a crucial element that influences how well they perform in their academics.Originality/valueThe similarity index is as low as 9%.

Benefits of Metaverse Application in Education: A Systematic Review

The COVID-19 pandemic has brought about significant changes in people’s lifestyles, with the educational sector being one of the most reliant on technology to facilitate the teaching and learning process. In this literature review, a search for articles related to the metaverse in education, published in 2022 and 2023, has been conducted across six databases: Scopus, EBSCO Host, ScienceDirect, Taylor & Francis Online, IEEE Xplore, and Springer. The PRISMA methodology was used to analyze and systematize the manuscripts found. The aim of this research was to examine how integrating the metaverse into education can enhance educational accessibility and equity by enabling students to utilize virtual learning resources and opportunities. In addition, they can engage in interactions with others to learn and create interactive content during the teaching and learning process. This requires a commitment from the student because a connection between the student and the machine will be established through the use of emerging technologies. These technologies offer unique opportunities to enhance teaching quality, broaden access to education, and prepare individuals for an increasingly digital and evolving world. The analysis identified 14 emerging technologies: artificial intelligence, cloud computing, big data, Internet of Things, blockchain, augmented reality, extended reality, virtual reality, 5G, EON-XR, digital twins, 3D virtual reality, and immersive virtual reality. These technologies offer immersion (simulation of a real world in a virtual world), interactivity (interaction with different people), improvement of the educational environment (innovative presentation of content), and motivation for learning (capturing attention). When it comes to the different types of learning, there are six categories: experiential (based on experience), collaborative (involving a guide to lead the process), cooperative (involving teamwork), significant (building on existing knowledge), explicit (self-directed learning), and emotional (involving the regulation of emotions).

Metaverse for Education: Technical Framework and Design Criteria

As a third-generation Internet form, the Metaverse has received widespread attention for its spatio-temporal expansion, high immersion, sensory extension, and human-computer integration. Considering the prospect of application in the field of education, a series of studies on the design of Education Metaverse frameworks and applications have sprung up. However, there is no consensus on the technical framework of the Education Metaverse, and how to design the key elements is still an outstanding challenge. In this paper, we propose a novel 5-layer framework for the Education Metaverse guaranteed by management and incentives mechanisms, including physical layer, data layer, computational layer, interaction layer, and application layer. Moreover, the design criteria of three key elements (virtual avatars, virtual learning resources, and virtual teaching scenarios) in the Education Metaverse are presented, as well as interaction modes. Based on this technical framework and design criteria, we develop a prototype system to verify its feasibility and ease of use. This article provides a practical reference for the development and design of Education Metaverse applications, facilitating a step forward in the standardization of Education Metaverse.

Use of videos as a method of learning in social service projects

The impulse that accelerated the adoption of digital resources in education was the COVID-19, although many teachers and students were already using these resources effectively, they did not represent the majority and did not cover all educational levels, the transition was gradual, which required a great effort from both parties and everyone had to use new resources and digital tools to meet current educational demands, in addition to using teaching-learning strategies, which resulted in new skills and better opportunities for professional development. The support and collaboration between different areas and disciplines was fundamental for the success of education in this new modality. The use of video as a virtual learning resource is one of the challenges that add to this experience of digital transformation, in which the teacher must face the current challenges with the intention of innovating and adapting to changes quickly. The purpose of this project is to describe the process of creating a didactic video to reinforce the knowledge of a particular subject.

Using Hybrid Learning To Improve the Effectiveness of Teaching Reading Comprehension Skills for English Major Students at a University in Hanoi

Hybrid learning, often referred to as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is a teaching methodology that integrates virtual learning resources and online engagement with traditional classroom techniques. The term “blended learning,” or “hybrid learning,” has gained a lot of traction, particularly in contexts related to tertiary education. An increasing number of educators are employing information technology to deliver instruction or assess students in their courses, thanks to the advancements in computer technology and the ubiquitous use of the internet. This article aims to find out the current situation of teaching reading skill for students of English major at university in Hanoi and estimate the effectiveness of combining face-to-face and online teaching to teach reading comprehension skills for English major students.

UAE university students’ experiences of virtual classroom learning during Covid 19

Virtual Classroom (VC) learning approaches have recently drawn considerable attention because they have the potential to encourage student engagement to ensure active and collaborative learning. Although research on online learning has gained visibility in recent times, VC learning has not received notable attention, especially in Gulf countries like the United Arab Emirates (UAE). The study examines students’ perception and experience of VC in a university in UAE during the COVID-19 pandemic in terms of its necessity and helpfulness. This research also examines the situational pressure of VC and aims to explain the reasons for its desirability and inevitability. As a current learning space beyond the conventional face-to-face classroom learning, VC learning is available in various forms and quality depending on creating opportunities for the learners’ participation. However, there are issues with VC practice too. Our analysis of survey data (N = 334) leads to portraying autonomous learning freedom in different learning environments in VC. We argue that students may resort to VC not because of its proven effectiveness but because of the necessity to continue addressing their learning needs. This study contributes to the general understanding of the online and traditional in-person classroom learning and virtual learning resources in the teaching of English as a globally desired language.

Students’ Perception on the Use of Virtual Learning Services in Tertiary Institutions in Gombe State

This study ascertained the Students’ Perception of the Use of Virtual Learning Services in Education in Tertiary Institutions in Gombe State. Two research questions and two hypotheses guided the study. A descriptive survey design was adopted. The population comprised 350 final years and 515 penultimate students in five tertiary institutions in Gombe State. A sample size of 250 students was selected for the study using a simple random sampling technique. A structured and validated questionnaire on a four-point rating scale containing 48 items was used for data collection. Data collected were analyzed using mean and standard deviation to answer the research questions while a t-test was used to test the hypotheses at a 0.05 level of significance. The analysis was carried out using SPSS version 23.0. Findings revealed that students sometimes use virtual learning services in learning, but virtual learning services were not adequately available in tertiary institutions. Students’ competency in internet usage was fair and that virtual learning service delivery is constrained by a lot of factors. Therefore, it was recommended among others that, Administrators of tertiary institutions in collaboration with the private sector should provide more virtual learning resources to tertiary institutions so as to facilitate the training of students in skills needed to use virtual learning services in the process of learning.

The use of technologies by university professors

The need to change from the traditional teaching model to the virtual one due to the social isolation leads to discussions about maximizing the use of Information and Communication Technologies (ICT) in education. This study aimed to evaluate the profile of the use of technologies in education and the acceptance and resistance to the use of ICT by faculty members in higher education in health during the COVID-19 pandemic. This study is a quantitative observational cross-sectional study, carried out from March to December 2020, with the universe of investigation being all the teachers linked to the undergraduate level courses in the health area of a higher education institution. The results show that of all the professionals surveyed (n = 248), 46.4% (n = 115) had already had access to knowledge or some training in ICT. When comparing data from before and during the pandemic, we observed a significant increase in the indicators of teachers' experience in remote classes (from 5.2% to 72.2%), knowledge about virtual learning resources (from 8,1% to 60.9%), consideration of the importance of knowledge about ICT (from 46.4% to 98.4%) and training in the area (from 19.4% to 55.7%), besides the reduction in the level of difficulty of teachers regarding the change from the traditional model to the technological one (from 26.6% to 3.6%). We conclude that most teachers improved their acceptance of ICT use during the pandemic. The transition from the traditional to the virtual model positively impacted this process.

Future Directions for Global Clinical Neurosurgical Training: Challenges and Opportunities

Expanded access to training opportunities is necessary to address 5 million essential neurosurgical cases not performed annually, nearly all in low- and middle-income countries. To target this critical neurosurgical workforce issue and advance positive collaborations, a summit (Global Neurosurgery 2019: A Practical Symposium) was designed to assemble stakeholders in global neurosurgical clinical education to discuss innovative platforms for clinical neurosurgery fellowships. The Global Neurosurgery Education Summit was held in November 2021, with 30 presentations from directors and trainees in existing global neurosurgical clinical fellowships. Presenters were selected based on chain referral sampling from suggestions made primarily from young neurosurgeons in low- and middle-income countries. Presentations focused on the perspectives of hosts, local champions, and trainees on clinical global neurosurgery fellowships and virtual learning resources. This conference sought to identify factors for success in overcoming barriers to improving access, equity, throughput, and quality of clinical global neurosurgery fellowships. A preconference survey was disseminated to attendees. Presentations included in-country training courses, twinning programs, provision of surgical laboratories and resources, existing virtual educational resources, and virtual teaching technologies, with reference to their applicability to hybrid training fellowships. Virtual learning resources developed during the coronavirus disease 2019 pandemic and high-fidelity surgical simulators were presented, some for the first time to this audience. The summit provided a forum for discussion of challenges and opportunities for developing a collaborative consortium capable of designing a pilot program for efficient, sustainable, accessible, and affordable clinical neurosurgery fellowship models for the future.

Impacts of COVID-19 on primary, secondary and tertiary education: a comprehensive review and recommendations for educational practices.

COVID-19 lockdown has caused disruption to education of all levels with far-reaching implications and unveiled the shortfalls of the current education model. Cycles of tightening and relaxation of COVID-19 lockdown confer uncertainty to the continuity of education. This article aims to comprehensively present the impacts of COVID-19 on primary, secondary and tertiary education and propose sound educational practices in the COVID-19 era. Papers related to educational impacts and implications of COVID-19 were selected for this review through a PRISMA model. The review shows that a shift of learning remotely or online has affected educators and learners, especially in relation to learning loss among learners, limitations in instructions, assessment and experiential learning in virtual environment, technology-related constraints, connectivity, learning resources and materials, besides psychosocial well-being. These impacts are exacerbated by inequalities in the distribution of resources as well as inequities attributed to socioeconomic status, gender, ethnicity, learning ability and physical conditions. The recommendations for future educational practices comprise adaptability of curricula to embed independent and online learning options, concurrence of diverse learning modalities for seamless learning transitions and flexibility, flexible staffing and learning model, enhanced support, technological and curricular innovation with simplification and standardization, as well as interactive, responsive and authentic virtual environment. This review contributes significantly to enhance preparedness of education to crisis while ensuring continuity and quality of education in the era of COVID-19 uncertainty.

Thinglink and the Laboratory: Interactive Simulations of Analytical Instrumentation for HE Science Curricula

Access to laboratory facilities and associated instrumentation represents a major barrier to learning in physical science education, due to constraints introduced by limited time and financial resources, cost of acquisition, and health and safety requirements. Virtualized laboratories offer some mitigation of these problems but may also introduce further problems such as limiting discussion and collaboration, inhibiting development of physical skills, and reducing engagement. This study aims to evaluate the effectiveness of virtual simulations of analytical instruments for applied science student learning and teaching. Two virtual instruments (X-ray fluorescence spectrometer (XRF) and an ion chromatography system (IC)) were assembled on the Thinglink online virtual platform, with background theory, detailed animated instructions, and simulated data collection capabilities. The two simulations were disseminated to teachers and learners, with subsequent feedback gathered via questionnaires and four one-to-one interviews. Results showed that feedback was extremely positive from all users, with many expressing excitement for the accessibility and inclusivity implications and the freedom to engage asynchronously. Users found them to be high quality, highly accessible, and inclusive resources but generally felt that their application as supporting information would have greater benefit than using them in a standalone fashion. The most prominent concern was the time required to create materials. Study implications suggest that the style of online virtual learning resource presented here is viewed as beneficial by learners and teachers alike, if planned to be as efficient as possible and delivered as a supplement to physical equipment learning. The application of additional online resources to broader groups should be the subject of further investigation, with the potential benefits for academic performance being of utmost importance.

Outcome of Utilising Virtual Learning Environment in Anatomy Learning: A Perspective of Preclinical Medicine Students in Edo State University

Background: In developing countries, utilising virtual technologies for learning purposes is no longer a novelty in revolutionising anatomy education. Whereas, the outcome in a Nigerian population is vaguely defined. This study is aimed at evaluating the preferred virtual devices and resources used for anatomy learning by preclinical students. Also, to assess the benefits and possible challenges faced with using virtual technology in medical education. Methods: A cross-sectional survey was conducted which deployed a quantitative and qualitative method in data collection. This study population comprises preclinical medicine students studying at Edo State University, Uzairue, Nigeria during the 2020/2021 academic session. A hard copy questionnaire was designed, reviewed by experts and tested for reliability using Cronbach’s α-coefficient test (= 0.775). Data were analysed using IBM SPSS, version 21. The Chi-square test was used to test for association. Qualitative analysis was done using conventional content analysis. Result: 118 students (90%) completed the questionnaire with sex size proportion as female students (55.1%), male students (44.9%). The mean age of respondents was 19.72 years. More students used android phones (43.2%) for virtual study. The virtual learning environment (VLE) which students preferred was anatomy application (46.6%), of which 29.6% choose the TeachMe anatomy application. Others preferred online platforms (27.1%), Anatomage (16.1%) and multimedia technology (10.2%). VLE played a significant role in learning anatomy (χ2 (36, N=118) = 188.712, p <0.01) and of the eight challenges highlighted by students, ‘virtual learning consumes data’ had the highest frequency (30.5%). Some examples of what students suggested should be improved in their VLE are; “increase deployment and usage of Anatomage to different areas of anatomy” (17.8%), “Wi-Fi supporting connectivity should be steady” (10.2%), “More virtual technologies should be made available” (10, 8.5%). Conclusion: Virtual technology was observed to be very beneficial in anatomy education. Virtual learning resources that could be easily installed on android and iPhone were preferred and effectively utilised in learning anatomy.

Extended reality (XR) virtual practical and educational eGaming to provide effective immersive environments for learning and teaching in forensic science

Online virtual learning resources have been available for learning and teaching in forensic science for some years now, but the recent global COVID-19 related periods of irregular lockdown have necessitated the rapid development of these for teaching, learning and CPD activities. However, these resources do need to be carefully constructed and grounded in pedagogic theory to be effective. This article details eXtended Reality (XR) learning and teaching environments to facilitate effective online teaching and learning for forensic geoscientists. The first two case studies discussed in this article make use of Thinglink software to produce virtual learning and teaching XR resources through an internet system, which was delivered to undergraduate students in 2021. Case one details a range of XR virtual laboratory-based equipment resources, providing a consistent, reliable and asynchronous learning and teaching experience, whilst the second case study presents an XR virtual learning applied geophysics resource developed for a 12-week CPD training programme. This programme involves recorded equipment video resources, accompanying datasets and worksheets for users to work through. Both case studies were positively received by learners, but there were issues encountered by learners with poor internet connections or computer skills, or who do not engage well with online learning. A third case study showcases an XR educational forensic geoscience eGame that was developed to take the user through a cold case search investigation, from desktop study through to field reconnaissance and multi-staged site investigations. Pedagogic research was undertaken with user questionnaires and interviews, providing evidence that the eGame was an effective learning and teaching tool. eGame users highly rated the eGame and reported that they raised awareness and understanding of the use of geophysics equipment and best practice of forensic geoscience search phased investigations. These types of XR virtual learning digital resources, whilst costly to produce in terms of development time and staff resource, provide a complementary virtual learning experience to in-situ practical sessions, and allow learners to asynchronously familiarise themselves with equipment, environments and techniques resulting in more efficient use of in situ time. The XR resources also allow learners to reinforce learning post in-situ sessions. Finally, XR resources can provide a more inclusive and authentic experience for learners who cannot attend or complete work synchronously.

The Virtual Learning Resource Center for the Digital Manpower

This research aims to develop the models of Virtual Learning Resource Center (VLRC) for the digital manpower. The results of the research are that: 1) The VLRC development process consists of 5 steps: requirements analysis, planning and designing, prototyping and testing, implementing and monitoring, and evaluation and reporting. 2) The VLRC for the digital manpower consists of two models: 2.1) the physical learning resource, which is a physical space that the learner can actually touch. It can be divided into 5 categories: location-based learning resources, human-based learning resources, material-based learning resources, equipment-based learning resources, and event-based learning resources; and 2.2) the digital learning resource, which is a virtual space that learners can access through information and communication technology tools. It can be divided into 5 categories: search engine and translator’s tools, management and storage tools, distance learning tools, content creation, presentation and dissemination tools, social networking and online learning communities’ tools. 3) The goals of VLRC development are learning to know, learning to do, learning to live together, and learning to be.

Virtual learning resources in the development of competencies of engineers in Business Management of the Instituto Tecnológico de Campeche

The aim of this paper is to present an experience of using various applications for classroom education at the Technological Institute of Campeche; in this way, as teachers respond to the training needs favorably, involving the use of ICT, linking systemically with knowledge, skills and attitudes of students, linking the pillars of education. Technologies of information and communication technologies (ICT) have become an important tool, especially in education. The use of the internet and different platforms to support teaching activities have been widely accepted in young people, facilitating the process of teaching and learning. It is therefore important that teachers know and use these platforms to implement strategies to promote the construction of learning. The results invite reflection of how ICT help teachers work,

A Holistic Approach to Pathology Education During the Coronavirus Disease 2019 (COVID-19) Pandemic

A Holistic Approach to Pathology Education During the Coronavirus Disease 2019 (COVID-19) Pandemic

The Anatomy Training Program: Mentoring the trainee through engagement in virtual curriculum and resource review

Introduction The Anatomy Training Program (ATP), co-sponsored by the Anatomical Society and American Association of Anatomy, is a program designed to train faculty and postdoctoral students in a structured, mentored experience with the goal of reaching proficiency to teach Gross Anatomy. The ATP has outlined specific training objectives; however, there is minimal guidance on the specific implementation of the objectives presumably to allow for differences in training environments. Mentorship requires a significant time investment, therefore designing an experience that is mutually beneficial for the mentor and trainee is critical to ensuring engagement and success. Additionally, in consideration of the unanticipated shift in education to a virtual format due to COVID-19, a critical review of virtual didactic content is essential to ensuring student learners are given the same, high-quality curricular content. Therefore, we suggest three areas of anatomy curriculum review, 1) appraisal of course design, 2) resource optimization, and 3) assessment development, that if appropriately aligned with ATP learning objectives, can enhance the experience of the trainee, align with quality improvement of anatomy pedagogy for the mentor, and result in an improved student engagement within a hybrid course model. Methods In consideration of the ATP objectives, we engaged in structured learning events performing an appraisal of course materials, critically assessing student learning resources and developing learning assessments, in a mentor-guided approach, that included the integration of Bloom's Taxonomy. Results Prior to starting the ATP, we created an intentional plan for curriculum review informed by the trainee's perspective and needs of the mentor in the following three areas: Appraisal of course design The trainee engaged in a critical review of pre-recorded didactic lectures and assessed for the saliency of information and resources. Resource optimization There has been an exponential increase in the availability of resources for learning and teaching anatomy, however, all resources are not equally suited for teaching anatomy for medical professionals. The mentor and trainee worked together to optimize the dissection guide for a 10-week Doctor of Physical Therapy program. This allowed for better alignment of dissection content and addition of virtual learning resources to improve the clinical context of dissection for students. Assessment The trainee created assessment questions, using Bloom's taxonomy, in order to ensure that the exam questions aligned with the rigor of the curriculum and expected outcomes. Conclusion & Significance The ATP does not state course design, resource optimization, and assessment development as the explicit goals of the program. However, in the context of the objectives, it does appear that a “hidden curriculum” within the program can be mutually beneficial if the Mentor-Trainee partnership makes an intentional effort to align the goals of the ATP with mentor needs for course quality improvement.