Distance Education, Broadcast Media, Virtual Reality, and Cyberspace: Is the Future Passing Us By?International Perspectives on Tele‐Education and Virtual Learning Environments edited by Graham  Orange and David  Hobbs. Aldershot: Ashgate, 2000. 182 pp. $59.95 (cloth). ISBN 0‐7546‐1202‐3.Open and Distance Learning in the Developing World by Hilary  Perraton. New York: Routledge, 2000. 228 pp. $90.00 (cloth). ISBN 0‐415‐19418‐0. $29.99 (paper). ISBN 0‐414‐19419.

2002 ◽  
Vol 46 (1) ◽  
pp. 119-130 ◽  
Author(s):  
Seth Spaulding
Keyword(s):  
New York ◽  
Distance Education ◽  
Virtual Reality ◽  
Distance Learning ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Broadcast Media ◽  
International Perspectives ◽  
Open And Distance Learning

scholarly journals Educação a distância no Brasil: comentários e desafios pedagógicos no ensino superior

2015 ◽  
Vol 8 (1) ◽  
pp. 25-38
Author(s):  
Pedro Camargo ◽  
Valdir Lamim-Guedes
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Literature Review ◽  
Learning Environments ◽  
College Education ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environments ◽  
Role Of Teachers

RESUMO: O trabalho aqui apresentado se propõe a discutir os rumos da Educação a Distância (EaD) no ensino superior brasileiro, a refletir acerca de suas particularidades, do papel do professor, do tutor, do currículo e das plataformas virtuais ao longo desse processo, além, é claro, do papel do aluno, que deve ser (mas nem sempre é) o ator principal do processo educacional. Para tanto, foi feita uma revisão bibliográfica sobre esses temas, apresentando-se neste artigo a conclusão de que, para um curso em EaD ser bem sucedido, necessita-se principalmente do esforço e da dedicação de cada aluno, além da comunhão de todos os personagens envolvidos.PALAVRAS-CHAVE: Educação a Distância (EaD). Ambientes Virtuais de Aprendizagem (AVA). Tutor. Professor.  ABSTRACT: The paper is proposing to discuss the future of the Distance Learning (ODL) in Brazilian college education. It reflects on the particularities of this, the role of teachers, tutors, curriculum and virtual platforms throughout its process. In addition, it also reflects about the students’ role, which should be the main actor on the educational process – but is not always like this. Therefore, we did a literature review on these topics. In conclusion, for a full success on a distance education course, it’s mainly required the effort and dedication of each student, besides the communion of all characters involved.KEYWORDS: Distance Learning (DL). Virtual Learning Environments (EVIDA). Tutor. Teacher.

Authoring Adaptive 3D Virtual Learning Environments

2016 ◽  
pp. 714-733 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
Authoring Tool ◽  
E Learning ◽  
Adaptive Learning Environment ◽  
3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

Designing Web-Based Educational Virtual Reality Environments

2010 ◽  
pp. 157-178 ◽  
Author(s):  
Kosmas Dimitropoulos ◽  
Athanasios Manitsaris
Keyword(s):  
Distance Education ◽  
Virtual Reality ◽  
Learning Environments ◽  
World Wide ◽  
Virtual Learning Environments ◽  
Virtual Reality Technology ◽  
Web Based ◽  
Learning Content ◽  
The Web

This chapter aims to study the benefits that arise from the use of virtual reality technology and World Wide Web in the field of distance education, as well as to further explore the role of instructors and learners in such a network-centric mode of education. Within this framework, special emphasis is given on the design and development of web-based virtual learning environments so as to successfully fulfil their educational objectives. In particular, the chapter includes research on distance education on the Web and the role of virtual reality, as well as study on basic pedagogical methods focusing mainly on the efficient preparation, approach and presentation of the learning content. Moreover, specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. Finally, an innovative virtual reality environment for distance education in medicine, which reproduces conditions of the real learning process and enhances learning through a real-time interactive simulator, is demonstrated.

Assessment of the Effectiveness of Distance Learning Courses and of Interactive Processes in Virtual Learning Environments

2011 ◽  
pp. 342-364
Author(s):  
Francisco Villa Ulhôa Botelho ◽  
Rosa Maria Vicari
Keyword(s):  
Distance Learning ◽  
Virtual Environments ◽  
Learning Environments ◽  
Virtual Learning ◽  
Study Groups ◽  
Virtual Learning Environments ◽  
Learning Group ◽  
Speech Features ◽  
Distance Courses

The general objectives of this study are: to analyze significant indicators for assessment of the effectiveness of Distance Learning (DL) courses; to check the extent to which such effectiveness is related to the quality of interactive processes; to examine characteristic elements of individuals’ conversations while they interact in study groups within virtual environments, with a view to contributing toward the effectiveness of DL courses; the development of a methodology for assessing the effectiveness of distance learning courses. Results confirm the importance of the context, the teacher, and learning-group variables for the effectiveness of distance courses. They also illustrate the relevance of certain speech features of students and teachers in virtual learning environments that generate conversational dynamics and contribute toward meeting the goals of DL courses.

Virtual Learning Environments

2011 ◽  
pp. 62-74 ◽  
Author(s):  
Mitzi P. Trahan ◽  
Nan B. Adams ◽  
Susan Dupre
Keyword(s):  
Distance Learning ◽  
Learning Curve ◽  
Learning Environments ◽  
Real Life ◽  
Virtual Learning ◽  
Learning Opportunities ◽  
Virtual Learning Environments ◽  
Development Model ◽  
Steep Learning Curve ◽  
Barriers To Access

The growing experimentation with multi-user virtual environments for educational purposes demands rigorous examination of all aspects of these digital worlds. While their use appears to enhance and expand traditional distance learning, educators acknowledge that barriers to access remain, including a steep learning curve for orienting users to MUVE navigation and functionality. The application of Adams’s Knowledge Development Model for Virtual Learning Environments provides a framework for the design of in-world learning opportunities and activities, many of which tend to mirror pedagogical best-practices in Real Life (RL).

Realistic versus Schematic Interactive Visualizations for Learning Surveying Practices

2014 ◽  
Vol 10 (2) ◽  
pp. 62-74
Author(s):  
Hazar Dib ◽  
Nicoletta Adamo-Villani ◽  
Stephen Garver
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
General Assumption ◽  
Virtual Learning Environments ◽  
Graphical Representations ◽  
Cognitive Value ◽  
Interactive Visualizations

Many benefits have been claimed for visualizations, a general assumption being that learning is facilitated. However, several researchers argue that little is known about the cognitive value of graphical representations, be they schematic visualizations, such as diagrams or more realistic, such as virtual reality. The study reported in the paper investigated whether the type of visualization (schematic versus realistic) has an effect on undergraduate students' learning of surveying practices (specifically, ‘chaining'). The study compared two interactive virtual learning environments, one containing realistic visualizations of terrains and instruments, and one containing schematic graphical representations. Results of an experiment with 62 students show that there were not significant differences in learning between students who were exposed and interacted with the realistic visualizations versus those who interacted with the schematic ones.

Virtual reality and mixed reality for virtual learning environments

2006 ◽  
Vol 30 (1) ◽  
pp. 20-28 ◽  
Author(s):  
Zhigeng Pan ◽  
Adrian David Cheok ◽  
Hongwei Yang ◽  
Jiejie Zhu ◽  
Jiaoying Shi
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Mixed Reality ◽  
Virtual Learning ◽  
Virtual Learning Environments

scholarly journals advantages of transmidias narratives for a Dialogic Education in Distance Education

2014 ◽  
Vol 2 (7) ◽  
pp. 88-95
Author(s):  
Fabiana Alves Santos
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Motivational Strategies ◽  
Creative Processes

We live in a time of significant social and cultural, defendants primarily by technological transformations. In particular, in the field of education, new forms and practices have been required to meet this new scenario. This article aims to discuss the possibilities of transmedias narratives to encourage creative processes in Distance Education, from the perspective of dialogical education. The methodological been used to systematize the contributions of authors such as Freire and Henry Baktin and Jenkys. From a reflection on the potential of Virtual Learning Environments as convergence channels, there is a need for adoption of motivational strategies, such as those found in transmedias narratives for the realization of a dialogical education.

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