Virtual Experiment in Distance Education: Based on 3D Virtual Learning Environment

2015 ◽  
Author(s):  
Jianlei Peng ◽  
Wenwu Tan ◽  
Geping Liu
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Experiment

A Participação de Licenciandos de Pedagogia em um Fórum de Discussão Acerca de Conhecimentos Matemáticos

2018 ◽  
Vol 19 (1) ◽  
pp. 30
Author(s):  
Helenara Regina Sampaio Figueiredo ◽  
Rui Marcos de Oliveira Barros
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Content Learning ◽  
Research Participants ◽  
Doctoral Research ◽  
Mathematical Abilities

Este artigo apresenta uma análise acerca da participação dos licenciandos nos fóruns de duas disciplinas do curso de Licenciatura em Pedagogia, na modalidade de Educação a Distância, ofertado pela Universidade Estadual de Maringá - UEM. A pesquisa de doutorado concluída teve como objetivo geral investigar as habilidades matemáticas dos temas matemáticos “Espaço e Forma” e “Grandezas e Medidas”. Para responder aos problemas da pesquisa, foram analisados os materiais disponibilizados no Ambiente Virtual de Aprendizagem - AVA do curso, identifcando a frequência dos licenciandos quanto à participação nos fóruns das disciplinas observadas e a análise dos registros escritos dos licenciados ao resolverem questões de conhecimentos matemáticos semelhantes à Prova Brasil. Nos relatos das entrevistas respondidas por doze licenciandos voluntários, foi questionado sobre a baixa participação deles no fórum. Os resultados apontam para as difculdades sentidas pelos estudantes o que, provavelmente, afeta a aprendizagem dos conteúdos. Discutem-se as funções do fórum e a teoria que propicia suporte ao uso dessaferramenta, que favorece plenamente a interação na EaD.Palavras-chave: Educação a Distância. Formação Inicial. Ambiente Virtual de Aprendizagem. AbstractThis article aims to present an analysis about the participation of undergraduates in forums of two Pedagogy Degree course’s subjects, distance learning modality, offered by Universidade Estadual de Maringá - UEM. The doctoral research had as general objective to investigate the mathematical abilities of these students about the mathematical subjects “Space and Shape” and “Quantities and Measures”. In order to address the problems of the research, the material contents were analyzed available in the virtual learning environment (called AVA) of the course, identifying thus the undergraduates´ frequency regarding their participation in the forums of the disciplines which were observed, also the interactions of the research participants and the analysis of the written records of these undergraduate degree students in solving math questions similar to Prova Brasil. At the interviews reports answered by twelve volunteers , it was also questioned about their low participation in the forum. The results point out to the difculties experienced by the students in using the forums, which probably affects the content learning. It was discussed the forum functions and the theory that supports the use of this tool, which fully favors the interaction in distance learning.Keywords: Distance Education. Initial education. Virtual Learning Environment.

scholarly journals Social interactions in a virtual learning environment

2018 ◽  
Vol 6 (9) ◽  
pp. 23-41
Author(s):  
Gislaine Rossetti Madureira Ferreira ◽  
Leticia Rocha Machado ◽  
Patricia Alejandra Behar
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Social Interactions ◽  
Group Dynamics ◽  
Participant Observation ◽  
Group Formation ◽  
Group Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
The Right

This article deals with different strategies for group development in a virtual learning environment (VLE). For this purpose, we sought to investigate the organization and social interactions of students, during group dynamics that occurred in a distance education course. The methodology used in the research was qualitative and quantitative, with descriptive approach, classified as a case study. For data collection, we used the VLE ROODA communication tools (Forum, Contacts and Social Map), the environmental sociometry tool (Social Map), as well as participant observation and questionnaires. Thus, we analyzed the application of three group-formation strategies: random, chosen by the teacher and free choice. Interaction data categorization occurred within the virtual learning environment and was accomplished through the group development stages suggested by McClure. This study allowed us to determine that all three strategies are efficient for distance education, as long as the right time in class for the application of the strategy by the teacher is observed. This study aimed to elucidate the importance of using group work in distance education, especially for integrating students and enabling a greater number of social interactions in the virtual environment. Thus, the results confirm that the use of formation strategies can be effective for Distance Education, since the development of collective activities depends on cohesion and the mediation of conflicts between members of the group.

scholarly journals Reflexões sobre o papel do tutor na EAD

2019 ◽  
Vol 14 (31) ◽  
pp. 226-239
Author(s):  
Alvaro Martins Fernandes Júnior ◽  
Jorge Luiz Bernardi
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Construction Of Knowledge ◽  
Calidad De Vida ◽  
Educación A Distancia ◽  
Palabras Clave

RESUMO Considerando o cenário da Educação a Distância no Brasil e sua importância enquanto possibilidade de democratização da educação superior, este texto tece reflexões a respeito do papel do tutor nos ambientes virtuais de aprendizagem, usuais em cursos oferecidos nesta modalidade. O texto inicia com algumas ponderações filosóficas que revelam a influência que o conhecimento (ou sua falta), exerce sobre a humanidade, considerando-se que é pela construção de conhecimento que se favorece a superação de desigualdades e melhor qualidade de vida. Nesse sentido, apresenta-se a modalidade a distância como possibilidade de autonomia e emancipação social, sendo necessário pensar a respeito do papel do tutor neste horizonte. Finalmente o texto conceitua ambiente virtual de aprendizagem, preconizando alguns princípios relevantes na aprendizagem de adultos.   Palavras-chave: Educação a distância e tutoria. Tecnologia e educação. Ambiente Virtual de aprendizagem.   ABSTRACT Considering the scenario of Distance Education in Brazil and its importance as a possibility for the democratization of higher education, this text reflects on the role of the tutor in the virtual learning environments, usual in courses offered in this modality. The text begins with some philosophical considerations that reveal the influence that knowledge (or its lack), exerts on humanity, considering that it is by the construction of knowledge that favors the overcoming of inequalities and better quality of life. In this sense, the distance modality is presented as a possibility of autonomy and social emancipation, being necessary to think about the role of the tutor in this horizon. Finally, the text conceptualizes virtual learning environment, advocating some relevant principles in adult learning.   Key words: Distance education and tutoring. Technology and education. Virtual learning environment.   RESUMEN Considerando el escenario de la Educación a Distancia en Brasil y su importancia como posibilidad de democratización de la educación superior, este texto teje reflexiones acerca del papel del tutor en los ambientes virtuales de aprendizaje, usuales en cursos ofrecidos en esta modalidad. El texto comienza con algunas ponderaciones filosóficas que revelan la influencia que el conocimiento (o su falta), ejerce sobre la humanidad, considerando que es por la construcción de conocimiento que se favorece la superación de desigualdades y mejor calidad de vida. En ese sentido, se presenta la modalidad a distancia como posibilidad de autonomía y emancipación social, siendo necesario pensar acerca del papel del tutor en este horizonte. Finalmente el texto conceptualiza ambiente virtual de aprendizaje, preconizando algunos principios relevantes en el aprendizaje de adultos.   Palabras clave: Educación a distancia y tutoría. Tecnología y educación. Entorno virtual de aprendizaje. DOI: http://dx.doi.org/10.22169/revint.v14i31.1585

Expanding Distance Education in the Spatial Sciences Through Virtual Learning Entities and a Virtual GIS Computer Laboratory

2008 ◽  
pp. 1605-1616
Author(s):  
S. Grunwald ◽  
V. Ramasundaram ◽  
G. L. Bruland ◽  
D. K. Jesseman
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Virtual Learning ◽  
Asynchronous Communication ◽  
Virtual Learning Environment ◽  
Hybrid Architecture ◽  
Communication Tools ◽  
Computer Laboratory ◽  
Hands On ◽  
Multi Media

In this article we describe the implementation of an emerging virtual learning environment to teach GIS and spatial sciences to distance education graduate students. We discuss the benefits and constraints of our mixed architecture with the main focus on the innovative hybrid architecture of the virtual GIS computer laboratory. Criteria that were used to develop the virtual learning environment included: (1) Facilitating student-instructor, student-computer, and student-student interactivity using a mix of synchronous and asynchronous communication tools; (2) Developing a liberal online learning environment in which students have access to a suite of passive and active multi-media tools; and (3) Allowing student access to a mixed Web-facilitated/hybrid architecture that stimulates their cognitive geographic skills and provides hands-on experience in using GIS.

scholarly journals Letramento digital na educação a distância: reflexões sobre o Ambiente Virtual de Aprendizagem (AVA) Solar

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Raimundo Nonato Moura Furtado
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Digital Literacy ◽  
New Technologies ◽  
Literacy Practices ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Diagnostic Character ◽  
Digital Format ◽  
Vernacular Literacy

Resumo Neste trabalho apresentamos algumas reflexões sobre as práticas de letramento digital vivenciadas por uma turma de Educação a Distância usuários do Ambiente Virtual de Aprendizagem – AVA SOLAR da Universidade Federal do Ceará – UFC. Fundamentamos nosso trabalho principalmente nas reflexões de (CASSANY, 2005; ESHET-ALKALAI, 2004; SOARES, 2002; XAVIER, 2002; Buzato, 2001; LÉVY, 1999). Situamos essa investigação como uma pesquisa explicativa de caráter diagnóstico (GIL, 2002) situada no paradigma qualitativo-interpretativista (BORTONI-RICARDO, 2008). Construímos nossa amostra por meio de duas fontes: dois questionários e a análise das atividades do SOLAR. Os resultados apontam que as práticas de letramento digital recorrente nos dados são diversas e estão, principalmente, relacionadas às práticas vernaculares de letramento. Essas práticas estão vinculadas às diferentes agências de letramento com as quais estes participantes estiveram e estão relacionados.Os dados revelam  que ser letrado digital implica assumir mudanças nos modos de abordagem do texto com a utilização e com interação das múltiplas semioses em textos que estão em um suporte digital, no geral, a tela.  Palavras-chave: Letramento digital. Educação a distância. Novas tecnologias. Abstract In this work, we make some reflections on the practices of digital literacy experienced by a group of Distance Education users of Virtual Learning Environment - VLE SOLAR, Federal University of Ceará - UFC. We base our work mainly on r83eflections (CASSANY, 2005; Eshet-Alkalai, 2004; SOARES, 2002; XAVIER, 2002; Buzato, 2001; Lévy, 1999). We situate this research as an explanatory research diagnostic character (GIL, 2002) located in the qualitative-interpretative paradigm (BORTONI-RICARDO, 2008). We construct our sample by two sources: two questionnaires and the analysis of the activities of SOLAR. The results show that the practices of recurrent digital literacy in the data are diverse and are primarily related to vernacular literacy practices. These practices are linked to different agencies of literacy with which these participants were and are related. Our data indicate that being literate digital implies taking changes in the modes of approaching the text with the use and interaction of multiple semiosis in texts that are in a digital format, in general the screen. Keywords: Digital literacy. Distance education. New technologies.

Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education

2021 ◽  
pp. 1557-1579
Author(s):  
Li Hsien Ooi ◽  
Lay Huah Goh ◽  
Arathai Din Eak ◽  
Cheng Teik Ong
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Facilitation

Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.

Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education

2018 ◽  
pp. 154-176
Author(s):  
Li Hsien Ooi ◽  
Lay Huah Goh ◽  
Arathai Din Eak ◽  
Cheng Teik Ong
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Facilitation

Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.

scholarly journals Letramento literário na EaD: rodas de conversa em Literaturas Africanas de Língua Portuguesa

2016 ◽  
Vol 9 (1) ◽  
pp. 108-119
Author(s):  
Giselle Larizzatti Agazzi ◽  
Maria Teresa Ginde De Oliveira ◽  
Débora Reffi De Souza
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
New Technologies ◽  
African Literature ◽  
Virtual Learning ◽  
Theoretical Framework ◽  
Virtual Learning Environment ◽  
Academic Environments ◽  
The Right ◽  
Literary Experience

RESUMO: O artigo pretende apontar para os alcances da EaD na democratização do conhecimento de modo geral e, mais especificamente, na promoção da formação do leitor literário. Refletindo sobre a ferramenta fórum e as rodas de conversa em Literaturas Africanas de Língua Portuguesa, busca-se evidenciar que o docente, quando atua como mediador no Ambiente Virtual de Aprendizagem (AVA), pode promover o alargamento e o aprofundamento da experiência literária dos alunos, garantindo-lhes o “direito à literatura”. A discussão do referencial teórico procura amparar as considerações sobre os alcances das novas tecnologias acerca da promoção da experiência literária nos ambientes acadêmicos, a qual tem sido gradativamente substituída pelos estudos extraliterários que envolvem a obra.PALAVRAS-CHAVE: educação a distância; letramento literário; literaturas africanas de língua portuguesa; rodas de conversa.  ABSTRACT:This article aims at pointing to the reaches of Distance Education in the democratization of the knowledge in general and, more specifically, in the promotion of the literary reader formation. Reflecting about the tool “forum” and the “Chat groups” on African Literature of Portuguese language, it is sought to evidence that the professors, when work as mediators in the Virtual Learning Environment (VLE), can promote the extension and the depth of the students’ literary experience, which guarantee to them “the right to literature”. The discussion of the theoretical framework aims at supporting the considerations about the range of the new technologies on the promotion of the literary experience in the academic environments, which has been gradually replaced by extra-literary studies that involve the work.KEYWORDS: distance education; literary literacy, African literature of Portuguese language; chat groups.

scholarly journals Social interactions in a virtual learning environment:

2018 ◽  
Vol 6 (9) ◽  
pp. 23-41
Author(s):  
Gislaine Madureira Rossetti Ferreira ◽  
Leticia Rocha Machado ◽  
Patricia alejandra Behar
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Social Interactions ◽  
Group Dynamics ◽  
Participant Observation ◽  
Group Formation ◽  
Group Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
The Right

This article deals with different strategies for group development in a virtual learning environment (VLE). For this purpose, we sought to investigate the organization and social interactions of students, during group dynamics that occurred in a distance education course. The methodology used in the research was qualitative and quantitative, with descriptive approach, classified as a case study. For data collection, we used the VLE ROODA communication tools (Forum, Contacts and Social Map), the environmental sociometry tool (Social Map), as well as participant observation and questionnaires. Thus, we analyzed the application of three group-formation strategies: random, chosen by the teacher and free choice. Interaction data categorization occurred within the virtual learning environment and was accomplished through the group development stages suggested by McClure. This study allowed us to determine that all three strategies are efficient for distance education, as long as the right time in class for the application of the strategy by the teacher is observed. This study aimed to elucidate the importance of using group work in distance education, especially for integrating students and enabling a greater number of social interactions in the virtual environment. Thus, the results confirm that the use of formation strategies can be effective for Distance Education, since the development of collective activities depends on cohesion and the mediation of conflicts between members of the group.

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