Virtual Learning Technologies Research Articles

The Affordable Virtual Learning Technology of Sea Salt Farming across Multigenerational Users through Improving Fitts’ Law

Sea salt farms are the source of salt, an indispensable essential ingredient in various foods and products. Further, they act as frontlines to protect marine disasters from entering domestic residential areas. However, sea salt farming has decreased in popularity among recent-generation farmers in Samut Songkhram Province, Thailand. This paper presents the development of an affordable virtual learning (AVL) application for Thailand’s sea salt farming. Fitts’ law was applied to optimize user-interactive objects’ size and placement to reduce selection time. The sample consisted of 127 multigenerational users, namely those in Generation X, Generation Y, and Generation Z. This study found that the developed AVL applied Fitts’ law to be used harmoniously with VR economical equipment. A total of 90.55% of multigenerational users were satisfied with the developed AVL. The “Looking” and “Executing by eye focus” activities were enjoyed by 100% of participants. The following activities were “Walking” and “Listening”, with 82.68% and 77.95% enjoying them, respectively. Generation Z users responded more to the “Walking” activity than Generation X and Y users. In addition, the hypothesis testing result of learning outcomes through AVL was consistent among multigenerational users. Therefore, the developed AVL should be used as a medium to conserve sea salt farming in Thailand.

Future Potentials for International Virtual Exchange in Higher Education Post COVID-19: A Scoping Review

(1) Background: International virtual exchanges (IVEs) are here to stay. The coronavirus pandemic of 2019 (COVID-19) necessitated global virtual interactions to solve wicked problems. Within industry during the pandemic, the use of online technologies expanded at a never-before-seen rate to form global partnerships At the same time, higher-education institutions lessened traditional international offerings, reimagining “campus” education using “just in time online education”. Still others leveraged international partnerships to fully embrace IVEs. Adopting virtual learning technologies to support global exchange in this way develops the knowledge and skills required in a post-pandemic world. To continue to shape knowledge that supports international collaboration toward addressing increasingly complex societal issues, higher education must learn to leverage IVEs, addressing issues of access, equity, and cost. (2) Methods: This research was conducted according to the “Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews” (PRISMA-Scr) guidelines. It systematically analyzed the literature published since the start of the COVID-19 pandemic, exploring methods, models, and the outcomes of IVE in higher education. (3) Results: The findings demonstrate the potential for IVE to be scaled across higher education to promote the knowledge and skills required by a global ecology.

Training in Basic Cardiopulmonary Resuscitation Using Virtual Technologies

A hybrid method using virtual learning technologies allows you to simulate various clinical situations, create new realistic scenarios and implement them in the educational process. Classes in the simulation center are associated with psychological discomfort for students, since each person perceives information differently. The method allows you to use all types of perception: sight, hearing, touch (“I hear, see, feel”), which reduces discomfort and significantly increases the level of training of students.

Pandemic Lessons Learned: Educators’ Experiences and Tool Checklist

The Coronavirus pandemic had a significant effect on teachers when traditional face-to-face classroom instruction abruptly shifted online in the spring of 2020. It also provided educators the unique opportunity for continued growth and development in incorporating technology into their instruction. The purpose of this study was to examine educators’ s learning experiences in utilizing virtual learning technologies to provide instruction during the COVID-19 pandemic. Researchers conducted two (2) online focus group interviews with participants (N = 9). The focus group transcriptions were qualitatively analyzed for themes. The findings from the focus groups are discussed in this article. The resulting implication is the 3E (Efficient, Effective and Engaging) application checklist to utilize when selecting instructional online tools and incorporating technology in the classroom.

Virtual Learning Experiences Among Postgraduate Students in Namibia

Significant transformations in conventional learning have occurred due to the COVID-19 pandemic, underscoring the imperative for novel approaches to education. Virtual learning technology (VLT) offers an immersive and engaging education that can revolutionize teaching and learning paradigms and modern experiences. Thus, mobile devices are becoming more prevalent among university students when accessing virtual learning platforms. Moreover, many students in Namibia utilised mobile technology-supported learning during the COVID-19 pandemic. The perceptions of students regarding mobile technology are a subject of ongoing research. This study investigated postgraduate students’ experiences and viewpoints regarding using virtual learning platforms to advance their studies. A total of 42 postgraduate students completed an online survey about their virtual learning experiences in Namibia. The findings show favourable and robust perceptions towards the importance of virtual learning technology in enhancing teaching and learning in Namibia. A consensus was reached among most postgraduate students that learning materials are easily accessible via VLT. Hence, virtual learning platforms offer postgraduate students novel learning opportunities. Isolated disparities were noted in relation to the postgraduate mode of study using VLT, where some postgraduate students still prefer a greater degree of integrated mode for face-to-face teaching approaches. This could be related to slow acceptance, with the possibility of a shift in preference and interest in pleasant VLT experiences over time.

El impacto de la pandemia del COVID-19 en la educación médica: adaptabilidad y experiencia con enseñanza a distancia de la Sociedad Médica Peruano Americana

The COVID-19 pandemic had a significant impact on medical care and medical education in Peru. In response, the Peruvian American Medical Society (PAMS), a charitable medical organization based in the USA, pursued its medical and educational missions in Peru by adopting virtual learning technology. We developed closer collaborative relationships with several medical schools and the Peruvian Association of Medical Schools (ASPEFAM) while offering a faculty panel of twenty-four members to provide lectures and multidisciplinary webinars in Spanish. We conducted 19 webinars including COVID -19 and non-COVID-19 related topics that over the last two years attracted 14,489 participants from 23 countries. They were the foundation for twenty publications in Peruvian medical journals. Our clinical investigations competition was positively received as was our pilot project on research mentorship. The COVID -19 pandemic had a positive effect on the educational mission of PAMS in Peru.

The Development of a Learning Activity Model for Promoting Digital Technology and Digital Content Development Skills

The objective of this research was to develop an instructional model to enhance digital technology and digital content development skills. The model consisted of four components: lectures, hands-on exercises, group projects, and online learning resources. To identify the underlying components of the model, factor analysis was conducted. The factor analysis results showed that the four components explained a cumulative 90.2% of the variance in the learning model. The learning model was delivered over 16 weeks and covered topics such as digital technology basics, graphics and animation design, virtual learning technology, digital content marketing, collaboration and communication tools, social media and digital marketing, and ethics and privacy in the digital world. The model’s effectiveness was assessed using quantitative and qualitative methods, including t-tests and Pearson correlations. The results of the t-tests indicated a significant improvement in both digital technology skills and digital content development skills after participation in the learning model (p < 0.05). The Pearson correlations further showed a strong relationship between digital technology and digital content development skills (r = 0.78, p < 0.01).

Canada’s Education System: Policies And Challenges During The COVID-19 Pandemic. An Interview With Dr. Charles Ungerleider

This work is a scholarly interview conducted with Dr. Charles Ungerleider on the effects of COVID-19 in Canada. The discussion explores the various aspects of the pandemic’s impact on Canadian education, such as: the effects of school closures; Canada’s lack of a federal ministry of education; the burnout faced by educators resulting from the sudden shift to online education; the obstacles in educating international students; the reduction of experiential learning in post-secondary schools; the media’s portrayal and politicization of pandemic school closures; the forced integration of virtual learning technology; the disproportionately deleterious repercussions of the pandemic education on the marginalized; and the need for schools in creating social cohesion. 
 Keywords: Canadian education policy, COVID-19 impact, Charles Ungerleider

DEVELOPMENT AND PROSPECTS OF VIRTUAL EDUCATION TECHNOLOGIES

This article describes virtual learning technologies, multimedia concepts and tools, multimedia applications, the use of simulators in the learning process. The problems of using systems and services that control the process of virtual learning are also described

Virtual Communities of Practice to Promote Digital Agriculturists’ Learning Competencies and Learning Engagement: Conceptual Framework

Virtual Communities of Practice (VCoPs) are networks of people who share a common interest and a desire to learn together in the same domain via ICT. The limitations of the existing concepts for developing VCoPs in general contexts are not explained in terms of the integration between virtual learning technologies and digital learning strategies used to promote expected learning outcomes in the agricultural sector. This research aims to propose the conceptual framework for developing the Virtual Communities of Practice through Digital Inquiry (VCoPs-DI Model) to promote digital agriculturists’ learning competencies and engagement. The research methodology was divided into three stages: the first stage involves a literature review for document analysis and synthesis, the second stage involves constructing the conceptual framework, and the third stage involves evaluating the content validity index. The key results showed that the developed conceptual framework has three parts: (1) The fundamentals of concept formation were divided into four concept bases: (1.1) Communities of Practice (CoPs), (1.2) Virtual Learning Environments (VLEs), (1.3) Digital Learning Resources (DLRs), and (1.4) Critical Inquiry Method; (2) The identification of the manipulated variable was divided into two compositions: (2.1) VCoPs and (2.2) Digital Inquiry (DI); (3) The identification of the dependent variable was divided into two compositions: (3.1) Digital agriculturists' learning competencies, and (3.2) learning engagement. Findings from an expert’s review show that the scale levels of the content validity index (SCVI) were 0.958. We anticipate that our conceptual framework could be used for reference as part of the design and development of the VCoPs model to promote learning in the agricultural sector.

Alternative approach techniques to support home islamic boarding schools using virtual learning technology

Digital technology-based learning or virtual learning is a method of learning in schools and an alternative learning method for Islamic boarding schools, including Islamic education boarding schools from house to house. Previous findings have proven the effectiveness of using a virtual learning approach for university and boarding schools. However, few people know that this virtual approach can also be used for alternative home-to-house learning for the younger generation who want to study religion. For this reason, we have carried out data collection and in-depth analysis involving a coding system and high data interpretation under a phenomenological approach that we have resulted out with very valid and reliable findings. The data we use comes from a database of technology and learning journal publications, books, and educational technology development websites, all of which have become the primary data for this study. It is hoped that this finding is a valuable input in efforts to solve the problem of learning Islamic religion from house to house apart from pesantren and Islamic schools.

Virtual Pathology Education in Pandemic Times: Challenges, Solutions and Future Implications

In view of the highly contagious nature of SARS-CoV-2, slide reviews with multi-headed microscopes can no longer be a safe approach in pathology instruction. The outbreak has disrupted the routines of pathology education and interactive didactic conferences. The emerging challenge here is to develop practical laboratory sessions in virtual environments. This has given rise to multiple other challenges in the development of virtual pathology education, some of which are highlighted in this commentary. The main difficulties center around the integration of virtual learning technologies into a pathology curriculum and incorporation of digital pathology infrastructure into an educational platform. Maintaining the competency standards in virtual pathology education (VPE) during a pandemic may prove to be another significant challenge. The quality of virtual learning depends on several factors including infrastructure provisions, deployment of modern equipment, faculty knowledge and learner engagement. In response to the educational challenges in pandemic times, VPE has utilized some invaluable digital platforms that provide access to various virtual pathology cases and slide reviews. This commentary examined the impact of COVID-19 on pathology education at undergraduate and postgraduate levels. It also explored the potential solutions to overcome the present challenges and future implications for virtual pathology education and practice.

Methodology of Using Virtual Education Technologies in Teaching Biological Sciences in Higher Educational Institutions

This article presents a methodology for using virtual learning technologies to increase the effectiveness of teaching biology in higher education institutions.

The technology of augmented reality based on 3D modeling to improve special skills for vocational students in the era of industrial revolution 4.0

Currently, the development of virtual learning technology continues to increase. Virtual technology such as augmented reality is becoming a sophisticated learning innovation. On the other hand, the special abilities of vocational education graduates have decreased relatively. This study aims to: 1) map the components of the need to improve special skills in vocational education graduate students; 2) develop 3D-modeling based augmented reality learning technology; and 3) testing the attractiveness of the 3D-modeling based augmented reality learning technology. The method used is the research and development (R&D) method. Requirement component map data was taken using qualitative methods through questionnaires and observations. Informants at this stage were students in the field of vocational education at State Universities in East Java. Furthermore, expert tests were conducted by material experts in the field of vocational education and online learning media experts. The results of this study include 1) map of the components of the need to improve special skills in vocational education student graduates consisting of idea development (78%), utilization of infrastructure (82%), deepening knowledge (90%), professional organization (88%), and mental stimulation (90 %); 2) the developed 3D-modeling based augmented reality learning technology has an excellent level of attractiveness and feasibility based on online learning media experts and material experts; and 3) learning technology products based on 3D-modeling augmented reality which is developed can increase the special skills of graduate vocational education students.

Virtual learning: a disruptive service in academic libraries

PurposeThe purpose of this paper is to present the alignment of disruptive technologies into library and information science (LIS) and libraries as virtual learning spaces during the COVID-19 pandemic lockdown as alternative trajectories to end the disruption caused by the COVID-19; however, the educational systems are still facing challenges in achieving these lofty objectives.Design/methodology/approachA living-lab methodology was adopted for this paper as an innovative approach, in which technologies that are in the development stages or full deployments are integrated with social research design to test the viability of such technologies for the intended purposes.FindingsThe LIS alignment of virtual learning technologies showed that disruptive technology could benefit academic libraries, with minimum training of staff. However, internet bandwidth, digital divide and lack of built-in functionality on the Zoom, compared with Moodle, for assessment and grading are huge setbacks. Nevertheless, library platforms must be mobile-response and agile software algorithm to include voice-over and voice recognition search functionality to access all the databases.Research limitations/implicationsFor this paper, use of disruptive technology was limited to virtual online learning, Zoom and Moodle; however, the alignment of blockchain and big data and the libraries services was not covered.Practical implicationsThis paper showed that the LIS could mitigate the COVID-19 global pandemic with disruptive IT alignment with learning management systems (LMS) and for the libraries to remain open during the coronavirus lockdown.Social implicationsAcademic libraries can deploy disruptive technologies as virtual library spaces.Originality/valueDisruptive technology alignment with LMS as virtual library space was posited for the academic librarians to mitigate the effect of COVID-19 pandemic.

Simulations and Virtual Learning Supporting Clinical Education During the COVID 19 Pandemic.

Currently, the COVID-19 pandemic has a critical impact on clinical education, and it has resulted in the widespread disruption of clinical assessment. Clinical mentors and students in all the health professions are working within the most troublesome of circumstances in the hospital-based educational settings. Medical educationists ought to concentrate on the health and the safety of the students and communities. The safety issues have prompted the Ministry of Health to suggest that schools develop action plans for the adoption of available technologies to keep medical education moving forward with high quality, active, and interactive learning for more demanding tomorrow. A key challenge for medical educators is to simulate the clinical encounters at this unprecedented time, and this emphasized the necessity of applying virtual simulation-based educational tools in clinical education. This commentary explores how COVID-19 has challenged medical education. It also has discussed the future implications and potencial challenges of incorporating simulation-based virtual learning technologies into the medical curriculum, for the future of clinical education, and students' or residents' competency evaluation.

Avatars “HHH” Technology Education Cloud Platform on Sliding Mode Based Plug-Ontology as a Gateway to Improvement of Feedback Control Online Society

This article aims to show the possibilities of the use avatars “hhh” technology education cloud platform on Sliding Mode based plug-ontology. In the article the virtual learning technology, which is being developed at several universities is description. The technology is based on the understanding that e-education is becoming more common. Virtual educational environment, which is the core technology, is based on the concept of knowledge, which is closely associated with ontology considered in the course of disciplines. Communication in such a virtual educational environment is planned to organize on the basis of an avatar. Distinctive feature of our technology exists in the presence of feedback between the virtual educational environment and the student. In the paper are highlights of technology and results is use in virtual research collaboration works at the Astrakhan State University, Tomsk State University of Control System and Radio Electronics (Russian Federation), at All Armenian Internet University (Australian Federation and the Republic of Armenia), at Rohilkhand University (India) and at National Central University (Taiwan)

Virtual Learning Technology and Materials in Malaysian Higher Education

This study has been developed to explore the usage of virtual learning materials and its system on students experience in higher education (HE). Most virtual learning literatures were well documented in the developed country context but little in the Malaysia HE. In this study, 15 students and a prominent professor from public university were interviewed to seek their views on virtual learning between May to June, 2013. This qualitative approach identifies better knowledge sharing, cost reduction and productivity as the main benefits of using virtual learning technologies. However, the findings can only be deduced by quantitative research, comprising of larger sample size of students from local and private HE Institutions (HEIs), and seeking their views of virtual learning on usefulness and acceptance towards education satisfaction and loyalty. Hence, a conceptual model was derived for this preliminary study.

TheCN.com: An Academic-cum-Social Networking Online Platform

This article is a review of theCN, an online virtual learning environment. CN is more than a learning management system, as it not only focuses on course content delivery and management, but takes it a step further by introducing the networking of courses and their content. I n comparison with existing LMS’s, which are housed in closed walls with limited access to learners and instructors within institutions, used to merely manage courses online, CN is an open, free, academic and social networking framework scalable to massive numbers of learners from any place in the world within a single environment. CN is free for all to use across the globe. With some minor improvements, CN, as an LMS is surely one of very useful and helpful virtual learning technology tool available to distance learners and institutions to make learning entertaining and fruitful in achieving its learning objectives.

Experience of Virtual Educational Technologies Developement in Samara State Medical Unversity

Researchers of the Samara State Medical University, one of the first in Russia began to make active efforts to develop and implement simulation and virtual technologies in medical education . The first successful project was «3D- virtual surgeon » The main idea of the project is to create a common technical platform based on which three 3D-simulators were deveploped later: endosurgery, endovascular surgery and open approach surgery. Clinical trials were held in Samara State Medical University and are successfully completed now. The complex has proved successful and effective educational tool. It has a number of significant advantages over foreign competitors. Another important task of medical education in Samara State Medical University was the creation of highly reliable three-dimensional human anatomy atlas. The 3D-atlas has unique anatomical, topographic and clinical content and includes models of 12 layers and systems of the human body (more than 2,000 3D objects), models of ligaments, intraorgan object structures, including blood vessels, nerves, lymphatic system, ductus and segmental structures of the internal organs. Another successful development of Samara State Medical University team has become a training program «2D-Virtual Surgeon», allowing to learn surgical procedures step-by-step in the form of a computer game with the monitoring system. Virtual learning technologies developed in Russian Higher School can bring real benefits and become a new platform for further developments and researches.