Web-based Personalised System of Instruction: An effective approach for diverse cohorts with virtual learning environments?

2011 ◽  
Vol 57 (4) ◽  
pp. 2423-2431 ◽  
Author(s):  
Andrew Rae ◽  
Peter Samuels
Keyword(s):  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Web Based

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

Web-Based 3D Virtual Learning Environments

2012 ◽  
pp. 95-118
Author(s):  
Nicoletta Adamo-Villani ◽  
Kari L. Clase ◽  
Robin J. Heyden ◽  
John Wiecha
Keyword(s):  
Learning Environments ◽  
Postgraduate Medical Education ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Medical Education Program ◽  
Self Discovery ◽  
Interactive 3D ◽  
3D Virtual Learning Environments

This chapter is an overview of web-deliverable three-dimensional (3D) virtual learning environments. In Section 1 (Introduction) we define Virtual Reality (VR) Technology and Virtual Learning Environments; in Section 2 (Virtual Environments and Learning) we discuss literature findings on the benefits of using web-based VEs for self-discovery learning. In Section 3 (Developing online VE: technologies, challenges and solutions) we give an overview of the latest technologies/platforms used to develop online VEs, discuss development and delivery challenges posed by complex, information-rich web-based 3D environments, and describe possible solutions that can be adopted to overcome current limitations. In Section 4 (A review of two projects) we present two 3D web virtual learning environments that were recently developed by the authors: the Interactive 3D Tour of MSHHD and The pilot postgraduate medical education program in Second Life. A summary and conclusive remarks are included in section 5 (Summary and Conclusion).

Online Virtual Learning Environments

2014 ◽  
Vol 4 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

Virtual Worlds as the Next Asset of Virtual Learning Environments for Students in Business?

2012 ◽  
Vol 3 (2) ◽  
pp. 59-76
Author(s):  
Jean-Eric Pelet ◽  
Benoît Lecat
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Exploratory Study ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Web Based

The authors’ research examines the effectiveness of a web-based virtual learning environment (VLE) in the context of management studies. This article provides two main contributions. First, an exploratory study introduces and describes the concept of VLE applied to the training of seven students in an “interactivity design” (IS) course. Second, a confirmatory study conducted with 168 students in management presents a framework of VLE application in the context of management courses (MS). Results indicate that in the context of management studies, singular differences in the knowledge of VLEs exist between low/high skilled students. Even if a VLE can benefit skilled students, low skilled students must first understand and appreciate the full meaning of VLEs. A VLE leads to good training of students in IS courses. However, its existence must be communicated more intensively in the context of managerial studies. Furthermore, these students will need to be trained before achieving a sufficient level of competency to be able to manage projects using Second Life (SL).

Online Virtual Learning Environments

2016 ◽  
pp. 16-37
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

Online Virtual Learning Environments

2016 ◽  
pp. 327-348
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

Community in Virtual Learning Environments

2011 ◽  
pp. 304-309 ◽  
Author(s):  
Holly McCracken
Keyword(s):  
Staff Development ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environments ◽  
Professional Organizations ◽  
Dynamic Learning ◽  
Web Based ◽  
Educational Environments

The development of dynamic learning communities is generally believed to be critical to providing engaging and multi-dimensional instructional experiences for participants in a range of educational environments (for example, as accessed through academic institutions, corporate staff development, professional organizations, and so forth). Both wide-scale anecdotal feedback and more formal research indicate that this aspect of a virtual classroom is particularly essential to student satisfaction, motivation, and retention in Web-based environments (Boettcher, 2004; Collison, Elbaum, Haavind, & Tinker, 2000; Kearsley, 2000; Palloff & Pratt, 1999, 2001; Rovai, 2002). For example, Fredericksen, Pelz, Pickett, Shea, and Swan (2001) surveyed 1,406 on-line students about their experiences in, satisfaction with, and perceptions of the Web-based classroom. Among the largest studies completed to date, it substantiated the correlation between, and importance of, student-to-student and instructor-to-student interaction to perceived learning effectiveness in virtual learning environments.

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