Virtual University Research Articles

The Virtual University as a Frontier for Navigating New Learning Spaces, Pedagogies, and Technologies

We explore the practical and strategic considerations essential for establishing and maintaining a successful virtual university. Building on core concepts from the book, Technology Enhanced Learning and the Virtual University (Sankey et.al., 2023) we highlight the need for strategic approaches to online and digital education. This panel discussion will cover governance, the virtual environment, stakeholder support, the alignment of learning theory and practice, and the preparation of educators for online teaching. It will explore the necessity of collaboration to leverage digital opportunities and mitigate risks. Additionally, the panel will address the transformative impact of artificial intelligence and gamification on online learning and consider academic integrity and student engagement along the way. Our discussion will emphasise the importance of adaptive leadership and robust quality processes. While our focus is on the development of a virtual university, the topics we present are relevant across all aspects of digital education and e-learning, especially as universities adapt to an evolving educational landscape.

Evaluating the Effectiveness of an Online Course on Pediatric Malnutrition for Syrian Health Professionals: Qualitative Delphi Study

Abstract Background There is a shortage of competent health professionals in managing malnutrition. Online education may be a practical and flexible approach to address this gap. Objective This study aimed to identify essential competencies and assess the effectiveness of an online course on pediatric malnutrition in improving the knowledge of pediatricians and health professionals. Methods A focus group (n=5) and Delphi technique (n=21 health professionals) were used to identify 68 essential competencies. An online course consisting of 4 educational modules in Microsoft PowerPoint (Microsoft Corp) slide form with visual aids (photos and videos) was designed and published on the Syrian Virtual University platform website using an asynchronous e-learning system. The course covered definition, classification, epidemiology, anthropometrics, treatment, and consequences. Participants (n=10) completed a pretest of 40 multiple-choice questions, accessed the course, completed a posttest after a specified period, and filled out a questionnaire to measure their attitude and assess their satisfaction. Results A total of 68 essential competencies were identified, categorized into 3 domains: knowledge (24 competencies), skills (29 competencies), and attitudes (15 competencies). These competencies were further classified based on their focus area: etiology (10 competencies), assessment and diagnosis (21 competencies), and management (37 competencies). Further, 10 volunteers, consisting of 5 pediatricians and 5 health professionals, participated in this study over a 2-week period. A statistically significant increase in knowledge was observed among participants following completion of the online course (pretest mean 24.2, SD 6.1, and posttest mean 35.2, SD 3.3; P<.001). Pediatricians demonstrated higher pre- and posttest scores compared to other health care professionals (all P values were <.05). Prior malnutrition training within the past year positively impacted pretest scores (P=.03). Participants highly rated the course (mean satisfaction score >3.0 on a 5-point Likert scale), with 60% (6/10) favoring a blended learning approach. Conclusions In total, 68 essential competencies are required for pediatricians to manage children who are malnourished. The online course effectively improved knowledge acquisition among health care professionals, with high participant satisfaction and approval of the e-learning environment.

Examining the Impact of Satisfaction on Academic Performance and Retention Rates among B. Ed Learners at a Virtual University in Pakistan

Examining the Impact of Satisfaction on Academic Performance and Retention Rates among B. Ed Learners at a Virtual University in Pakistan

Enhancing medical training in conflict zones and remote areas through innovation: introducing the Canadian Virtual Medical University Initiative

The WHO projects a global shortage of 4.3 million physicians by 2030, with the largest deficits in developing and conflict-affected regions. Our aim is to train competent physicians rapidly and affordably through remote education programs. We developed an online medical training curriculum with four levels, focusing on different aspects of human body systems using a competency-based, student-centered approach. This study evaluates the first three levels; level four (internship) is outside this scope. The 105 medical students from eight Afghan universities were randomly assigned to nine groups. The curriculum includes Entrustable Professional Activities (EPA) for the cardiovascular system: level 1 covers basic medical sciences, level 2 pathology and basic clinical skills, and level 3 full clinical competencies. EPAs were delivered asynchronously online via Lecturio, CyberPatient, and Zoom. The 30-day intervention included 4h of weekly online classes for formative assessment, collaborative learning, and evaluation, supervised by medical faculty members. Virtual pre- and post-intervention evaluations used multiple-choice questions and objective structured clinical examination (OSCE). We also conducted a satisfaction survey and open interview forum. Data triangulation from observations, surveys, and interviews validated curriculum effectiveness. The benchmarking method assessed cost-effectiveness. Pre- and post-intervention analysis showed a significant increase in clinical competencies and knowledge acquisition (P<0.0001). The CyberPatient intervention improved clinical competency quality (P<0.0001) and shortened decision-making time (P<0.001). Cost analysis revealed that a virtual medical university would be 95% more cost-effective than traditional medical education. Integrating virtual technology with modern curriculum concepts in pre-internship years can effectively address healthcare training gaps and enhance education quality for healthcare workers at a low cost. Provided by CanHealth International. A UBC spin-off not-for-profit organization.

How AI Literacy Affects Students’ Educational Attainment in Online Learning: Testing a Structural Equation Model in Higher Education Context

Artificial intelligence (AI) has contributed to various facets of human lives for decades. Teachers and students must have competency in AI and AI-empowered applications, particularly when using online electronic platforms such as learning management systems (LMS). This study investigates the structural relationship between AI literacy, academic well-being, and educational attainment of Iranian undergraduate students. Using a convenience sampling approach, we selected 400 undergraduate students from virtual universities equipped with LMS platforms and facilities. We collected data using three instruments—an AI literacy scale, an academic well-being scale, and educational attainment scale—and analyzed the data using Smart-PLS3 software. Results showed that the hypothetical model had acceptable psychometrics (divergent and convergent validity, internal consistency, and composite reliability). Results also showed that the general model had goodness of fit. The study thus confirms the direct effect of AI on academic well-being and educational attainment. By measuring variables of academic well-being, we also show that AI literacy in China and Iran significantly affects educational attainment. These findings have implications for students, teachers, and educational administrators of universities and higher education institutes, providing knowledge about the educational uses of AI applications.

Findings From A Qualitative Study of the Experiences and Challenges Private Virtual University Students had with E-Learning During the Covid-19

Findings From A Qualitative Study of the Experiences and Challenges Private Virtual University Students had with E-Learning During the Covid-19

The future of presence in distance learning, a speculative design approach

Face-to-face teaching remains for many teachers the golden standard in education. However, learning is always emergent, dependent on the socio-material context. Sharing a physical space is one option, but with new digital technologies, alternative assemblages can create new and exciting learning environments and experiences. Based on the community of inquiry model, I consider cognitive, social, and teaching presence as central to a valuable educational experience in higher education. The aim of this research is to look at what presence could look like in the distance university of the future. Traditional research methods, whether quantitative or qualitative, focus on what is and on linear causal effects. However, education is open, recursive, nonlinear, and new environments introduce new actors, human and material, that affect the learning and teaching. In this research, I experiment with a speculative design method to see if it can lead to opening up new possibilities and to their critical evaluation. In six speculative design workshops, teachers developed prototypes of what presence and affective closeness could look like when students and teachers were spatially and temporally distant. I present the three main categories of prototypes that answer the needs of distance teaching creating social interactions, offering feedback, or re-creating a virtual classroom. These all show how presence can be enacted at a distance, including asynchronously. From a science-based and data-driven approach to the Virtual Reality University, via a live course map and the connected coffee cup, each prototype offers a different view of education with its opportunities, but also challenges. The prototypes also highlight how difficult it is to change our perception of what presence could look like in higher education. I use Bourdieu’s concept of habitus to help explain the difficulty of moving away from the face-to-face experience, and how a revolutionary view rather than a marginal approach to change requires a return to the fundamental questions of how students learn, the purpose of education and the role of the teacher.

Social Networks for Learning: Performance Expectancy Vs Social Influence

This article examines the factors that determine students’ acceptance of social networks for learning at the Virtual University of Côte d’Ivoire. It investigates whether the expected added value in terms of performance was the primary factor motivating their adoption in learning or training activities. The Unified Theory of Acceptance and Use of Technology model was adopted as the theoretical framework, with data gathered by means of an online survey, to which 315 students responded, and analysed using a partial least squares structural model. The study found that the intention to use social networks for learning is primarily determined by effort expectancy, while social influence is the second most important determinant. While performance expectancy was found to be the least important factor, the results show that it had a positive effect on men’s intention to use social networks for learning, but a negative effect for women.

Effective Social-emotional Learning Strategies in the Online University Classroom

With the increasing prevalence of online education, especially since the pandemic, there is a growing need to explore effective strategies for fostering social-emotional learning (SEL) in virtual university classrooms. The key components of SEL are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. In this study, the researcher explores effective SEL strategies in online university classrooms. Although researchers have widely investigated the topic of SEL programs in K-12 settings, few have focused on SEL strategies in adult-level or university settings, specifically for online environments. In this qualitative, phenomenological study, the researcher investigates professor perceptions regarding effective SEL strategies in university online environments. Participants in the study are professors with experience teaching at the graduate or undergraduate level in a private university in Tennessee. The researcher collects data from a questionnaire, semi-structured interviews, and a focus group discussion. Several strategies emerge as effective in promoting SEL, including sympathy building, supportive environment, and building connections. By implementing these strategies, educators can effectively promote SEL in online university classrooms, thereby enhancing the overall well-being of students, academic success, and readiness for the online environment. However, further research is warranted on the implementation of these strategies in diverse online learning environments.

How Should a Virtual University Be Managed? A Theoretical Approach

Abstract The concept of a virtual university (VU) has grown in popularity among academics. It has been adopted by numerous traditional universities (TU) that got familiar with virtual education since spring 2020, triggered by the pandemic context. Today, university decision-makers should see VU as more than just an anchor, a mechanism to ensure the continuity of the educational process in grave conditions, or a model for distance online education through intense use of information technology (IT). This paper's research shows that a conceptual model of a virtual university (MVU) should be seen as a complex organization with a structure of roles held by people who interact in processes to provide products and services to students, researchers, and other learners in a virtual environment, supported by IT resources. The study aims to highlight management process (MP) on MVU. It analyzes and interprets the MP for an organization, followed by universities. This theoretical approach can address university's tactical management needs from the perspective of transition or adoption of MVU and understanding what it means to manage a VU. The presented way of managing VUs offers unique support for decisions of acceptance within the academic and administrative community in Romania to integrate and offer virtual education.

Security Ontology in a Virtual University

Abstract In this paper we propose a cybersecurity ontology model designed for universities, aiming to facilitate the management and protection of sensitive data and information within the context of the growing cybersecurity threats. The proposed ontology includes four distinct hierarchical levels: the basic level, the conceptual level, the instance level and the relationships level. At the basic level, it defines essential terms and principles of cybersecurity, including concepts like vulnerability, threat, cyber-attack, security policies and security rules. At the conceptual level, the ontology categorizes information and cybersecurity systems, embracing domains such as data protection, authentication, authorization, and auditing. At the instance level, the ontology describes specific examples of information and cybersecurity systems used in universities, such as the library management system or the accounting management system. At the relationships level, the ontology establishes links between different categories of information and cybersecurity systems, as well as between these systems and the entities that use them, such as students, professors and administrative staff. By implementing this cybersecurity ontology, universities can improve the management and protection of their sensitive data and information, as well as respond more efficiently to cybersecurity threats.

In-person and Hybrid Learning in the Training of Professionals in Higher Education. An ict-centric Approach

Objective: Creating more adaptive, dynamic, and student-centered learning environments that can meet the diverse needs and learning styles of students in the digital age. Methods: This study employs a qualitative approach through documentary research, enabling us to understand the integration of virtual inquiry into the classroom as a meaningful process for instructing university students. The study population consists of research conducted between 2018 and 2024, with the sample selected based on eligibility criteria. Inclusion criteria involve specific databases such as Scielo, Redalyc, Dialnet, Google Scholar, and Scopus. Conversely, articles lacking categories such as virtual reality, teaching, and university education are excluded. Result: The documentary review matrix analyzes the work of fifteen prominent authors in the field of face-to-face and blended learning in higher education, focusing on information and communication technologies (ICT). Each entry provides the title of the work, the author's name, the year of publication, a brief summary, and the Digital Object Identifier (DOI) to access the full text. These works cover a wide range of topics, from the theoretical foundations of instructional design to the practical application of educational technologies in face-to-face and hybrid environments. The diversity of theoretical and methodological approaches is highlighted, as well as the presence of recognized authors in the field. Additionally, special attention is given to emerging trends and innovative technologies, such as virtual reality, artificial intelligence, and mobile learning. In summary, these resources offer a comprehensive and up-to-date overview of the state of the art in the field, being highly valuable for educators, instructional designers, and researchers interested in advancing their understanding and application of these topics.

Taxonomy of purposes, principles, forms, technologies in on-line education: comparative analysis of virtual universities: pedagogical aspects

Importance. The paper presents the findings of comparative pedagogical research done against the backdrop of new tendencies and developments on the global learning landscape. With the pandemic pushing universities online and ensuing digitalization of educational environment with a flurry of multi aspect virtual learning activities, there has emerged a growing need for reliable criteria to assess effectiveness and efficiency in higher education. The research is aimed to build the taxonomy of virtual universities purposes with the focus on the paramount principles, educational forms and technologies they employ.Research Methods. The research methods involved comparative, descriptive, inductive-deductive ones, typical of comparative pedagogy. We studied the purposes, principles, forms and technologies used by the following virtual universities: The UK’s Open University), Canadian Virtual University (CVU), The University of Phoenix (UoP), The Virtual University for Small States of The Commonwealth (VUSSC), The Virtual University of Pakistan.Results and Discussion. The research enabled us to aggregate, analyze and compartmentalize the data on purposes, principles, forms and technologies of different virtual universities, which offers a new viewpoint on i-learning in a new setting. The purposes of virtual universities are presented in the hierarchical order in compliance with the goal-setting levels: expediency, focus (purposes on this level are differentiated according to the type of activity: educational, pedagogical, maintaining and organizational) and goal commitment. We identified a set of basic principles regulating academic activity of virtual universities in the digitalization context of education, described the most popular forms and technologies employed and specified priority activities of virtual universities.Conclusion. The taxonomy of purposes and paramount principles of virtual universities educational activities make these activities unique. The number of factors and variables defining the educational activities of virtual universities is growing, still the ability to choose the learning route which fits a certain individual has always been and will remain important. Tailored learning style (built on individual preferences in the ways of information searching and processing) suggests an opportunity to adjust the situation and learning material to your needs and thus become more efficient in obtaining new information and skills.

Virtual Reality in The University Classroom: Experiences, Challenges and Opportunities For Teaching in Higher Education

Objective: This article aims to explore virtual reality from its experiences, challenges and opportunities for teaching higher education and learning content from different areas of knowledge. Methods: This uses a qualitative approach through a documentary search that allows us to know the implementation of virtual research in the classroom as a significant process for teaching university students. The population involved in the research are studies carried out between 2018 - 2024 and the sample is selected using eligibility criteria; on the one hand, the inclusion criteria determining databases such as Scielo, Redalyc, Dialnet and Google Scholar and Scopus; On the other hand, articles that do not contain the categories of principles such as virtual reality, teaching and university education are excluded. Result: As a result, a total of 25 studies were collected from which a discussion is developed about the challenges, opportunities and learning experiences of RVI; This is essential because it determines an implementation path for university teachers in higher education institutions. Thus, it is concluded that the challenges are infrastructure, permanent network connection and the digital skills of teachers; The opportunities are the motivation and positive attitude of learning, interaction and communication, teamwork and academic progress and finally, the experiences determine a development in the student's knowledge and their ability to apply said knowledge in reality. physics through learning experience in simulated reality.

Computing Tutors Performance Indicator in Virtual Learning Environment

Quality assurance has become an urgent necessity in all spheres of life, including education and learning in all stages from primary school to higher education, since it constitutes the core of development in the new era of knowledge economy. The aim of this paper is to present a new methodology applied to ensure quality of learning process within virtual learning environments. Our case study focused on the model of quality control adopted by Syrian Virtual University (SVU), which is pioneer in the field of virtual learning in the Middle East and the Arab region. The methodology is based on SET methodology (Students Evaluation Test) and defined by the assessments of each of the four pillars of learning process: (1) Assessment of tutors performed by learners; (2) Assessment of tutors performed by the administration; (3) Assessment of tutors performed by their peers; (4) Self-assessment of tutors. The last two procedures have not been yet implemented within SVU, while other procedures are in continuous development in order to improve their results. The importance of this model comes from its flexibility, its appliance since 2018 in a virtual education establishment (Syrian Virtual University), its possible generalization to any similar environment with virtual academic programs.

Higher education cooperation at the regional level

PurposeThis article focuses on regional-level cooperation in higher education by examining the functional, organizational and political approaches (FOPA) framework for higher education regionalization and using supra-national regional universities as established and successful examples of regional-level higher education cooperation among countries.Design/methodology/approachA conceptual framework is used to provide the structure for analyzing the key approaches to higher education regionalization, followed by an analysis of supra-national regional universities to demonstrate the application of the model.FindingsThe FOPA framework for higher education regionalization includes three approaches. The first is the functional approach, which includes both collaborative academic and research activities among higher education institutions as well strategies and policies to help align systems across a region. The second is the organizational approach, which focuses on networks, organizations, institutions and programs, which facilitate partnerships. The third is the political approach, which includes regional-level agreements, declarations and strategic plans to promote higher education collaboration. Key higher education activities for each approach are discussed in generic terms, with examples provided from major regions of the world.Research limitations/implicationsThe research was based on desk research only. No interviews were conducted.Practical implicationsA conceptual analysis and a model were provided for the concept of regionalization of higher education and for regional universities, which can help readers locate their interests and research in the regionalization of higher education. Examples of three different types of regional universities were provided to give concrete illustrations of a regional university.Social implicationsOne of the rationales driving regional universities is to address and increase a sense of regional identify and to meet the social, economic and educational needs of the specified region.Originality/valueRegional universities, such as the University of West Indies, Arab Open University and the Pan-Africa University, are an understudied phenomenon. Using them as innovative and sustainable examples of higher education regional cooperation and the FOPA model, this study illustrates how single-campus, multiple-campus and virtual regional universities are functioning to meet the diversified needs and priorities across a region through cooperation among countries.

Assessing the Efficacy of E-Learning Technologies in BS Graduates of Virtual University of Pakistan

The purpose of the study was to assess the efficacy of E-learning technologies in BS students at the Virtual University of Pakistan. This quantitative case study investigated the efficacy of e-learning technologies among 163 (sample) BS students at the Virtual University of Pakistan. Simple random sampling was used to select the participants. The self-developed questionnaire was the tool of the study; it comprised 27 items. The data were analyzed to employ SPSS. The study results showed that BS graduates agreed with various aspects of e-learning, such as task completion, mastering complex material, accepting challenges, and following instructions. The study will help optimize student's engagement and independence. This study recommended that in developing modules or activities to create independence among BS graduates, teachers should provide explicit instruction and communicate clearly for each e-learning activity or assignment. E-learning designers should design interactive, engaging, and relevant activities for students' interests.

Effective strategies to promote motivation and commitment to learning in virtual university environments

The objective of this article is to establish effective strategies for promoting motivation and commitment in learning from virtual university environments, for which, in the first instance, a bibliographic search is carried out on studies that expose activities and methodologies that build improvements in the aspects of analysis from platforms and the use of digitality in university teaching; Secondly, a categorization of the information collected in the studies is established so that functional strategies are selected for the motivation and commitment of university teaching; In the third instance, an analysis is constructed on the way in which these strategies and proposals for pedagogical application help to energize knowledge and practice it effectively in the student. Thus, a qualitative investigation is implemented to prepare a review of the literature that allows the examination of facts from previous studies and with this, an analysis is built around effective strategies that enhance the motivation for knowledge and the commitment to knowledge from the virtual environment. In conclusion, a discussion is proposed about the effectiveness of strategies in the university environment so that it is beneficial for the student's work and personal world

Effective strategies to promote motivation and commitment to learning in virtual university environments

The objective of this article is to establish effective strategies for promoting motivation and commitment in learning from virtual university environments, for which, in the first instance, a bibliographic search is carried out on studies that expose activities and methodologies that build improvements in the aspects of analysis from platforms and the use of digitality in university teaching; Secondly, a categorization of the information collected in the studies is established so that functional strategies are selected for the motivation and commitment of university teaching; In the third instance, an analysis is constructed on the way in which these strategies and proposals for pedagogical application help to energize knowledge and practice it effectively in the student. Thus, a qualitative investigation is implemented to prepare a review of the literature that allows the examination of facts from previous studies and with this, an analysis is built around effective strategies that enhance the motivation for knowledge and the commitment to knowledge from the virtual environment. In conclusion, a discussion is proposed about the effectiveness of strategies in the university environment so that it is beneficial for the student's work and personal world

Multiple Perspectives on the Adoption of SMART Technologies for Improving Care of Older People: Mixed Methods Study.

Despite the ever-increasing offering of SMART technologies (ie, computer-controlled devices acting intelligently and capable of monitoring, analyzing or reporting), a wide gap exists between the development of new technological innovations and their adoption in everyday care for older adults. This study aims to explore the barriers and concerns related to the adoption of SMART technologies among different groups of stakeholders. Data from 4 sources were used: semistructured in-person or internet-based interviews with professional caregivers (n=12), structured email interviews with experts in the area of aging (n=9), a web-based survey of older adults (>55 years) attending the Virtual University of the Third Age (n=369), and a case study on the adoption of new technology by an older adult care facility. Although all stakeholders noted the potential of SMART technologies to improve older adult care, multiple barriers to their adoption were identified. Caregivers perceived older adults as disinterested or incompetent in using technology, reported preferring known strategies over new technologies, and noted own fears of using technology. Experts viewed technologies as essential but expressed concerns about cost, low digital competency of older adults, and lack of support or willingness to implement technologies in older adult care. Older adults reported few concerns overall, but among the mentioned concerns were lack of ability or interest, misuse of data, and limited usefulness (in specific subgroups or situations). In addition, older adults' ratings of the usefulness of different technologies correlated with their self-rating of digital competency (r=0.258; P<.001). Older adults appeared to have more positive views of various technologies than professional caregivers; however, their concerns varied by the type of technology. Lack of competence and lack of support were among the common themes, suggesting that educationally oriented programs for both older adults and their caregivers should be pursued.