Capturing Learner Interaction in Computer-Based Learning Environment: Design and Application

2019 ◽  
Author(s):  
Rumana Pathan ◽  
Urfa Shaikh ◽  
Ramkumar Rajendran
Keyword(s):  
Learning Environment ◽  
Environment Design ◽  
Computer Based Learning ◽  
Learner Interaction ◽  
Learning Environment Design ◽  
Computer Based ◽  
Design And Application

scholarly journals Bridging Theory and Practice: Developing Guidelines to Facilitate the Design of Computer-based Learning Environments

2003 ◽  
Vol 29 (3) ◽  
Author(s):  
Lisa D. Young
Keyword(s):  
Learning Environments ◽  
Theory And Practice ◽  
Constructivist Theory ◽  
Cognitive Tools ◽  
Environment Design ◽  
Computer Based Learning ◽  
Learning Environment Design ◽  
Technical Rationality ◽  
Computer Based ◽  
Computer Based Learning Environments

Abstract. The design of computer-based learning environments has undergone a paradigm shift; moving students away from instruction that was considered to promote technical rationality grounded in objectivism, to the application of computers to create cognitive tools utilized in constructivist environments. The goal of the resulting computer-based learning environment design principles is to have students learn with technology, rather than from technology. This paper reviews the general constructivist theory that has guided the development of these environments, and offers suggestions for the adaptation of modest, generic guidelines, not mandated principles, that can be flexibly applied and allow for the expression of true constructivist ideals in online learning environments.

scholarly journals Correction to: Mechanism to capture learner’s interaction in VR-based learning environment: design and application

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Rumana Pathan ◽  
Ramkumar Rajendran ◽  
Sahana Murthy
Keyword(s):  
Learning Environment ◽  
Environment Design ◽  
Learning Environment Design ◽  
Design And Application

An amendment to this paper has been published and can be accessed via the original article.

Teaching Reform in the Network IT Environment

2013 ◽  
Vol 278-280 ◽  
pp. 2103-2106
Author(s):  
Hai Feng Chang ◽  
Yu Long Dong ◽  
Jia Jun Liu
Keyword(s):  
Information Technology ◽  
Instructional Design ◽  
Learning Environment ◽  
Learning Needs ◽  
Environment Design ◽  
Design Strategies ◽  
Teaching Resources ◽  
Network Information ◽  
Learning Environment Design ◽  
Good Learning

[Purpose] The paper aims to explore instructional design of the structure under the web-based environment, as well as the similarities and differences with the traditional instructional design; with its teaching resources，methods and students' ability to develop design strategies. [Method]Through the introduction of systems analysis and experimental control and from the network hardware environment, resources, environment and cultural environment the network learning environment design is brought forth. [Results]The results show that the network environment, information technology, instructional design, which are based on the learner and the teaching process for the study, aims to achieve a good learning environment, to organize the various elements; to form an ordered system; particularly to emphasis on learning characteristics and learning needs analysis of the measurement, to focus on the design of learning environments and “communication-oriented” classroom activities. [Conclusions] This instructional design under network information technology environment is a very important significance for a variety effective learning activities, for students to stimulate motivation to learn.

New Communication Technologies' Influence on Distance Education (DE) Environments

2015 ◽  
pp. 89-105
Author(s):  
Murat Ertan Dogan
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
New Media ◽  
Learning Environment ◽  
Communication Technologies ◽  
Environment Design ◽  
Media Technology ◽  
Main Driver ◽  
Learning Environment Design ◽  
Distance Learning Environment

This chapter considers the influence of communication technologies and new media technology through the new trend of distance learning environment design. The new communication technologies like Web 2.0 applications involve information sharing and collaboration between users. These technologies bring the informal communication and learning styles to the forefront. Under favor of the new communication technologies' enabled networking, the main driver for the learning process is shifting from instructor-centered approaches to carefully designed learner experiences with robust interactions between learners and content. In this sense, the chapter also explores the role of academics and media professionals as distance-learning leaders and distance education experts through this transitional stage. The chapter focuses on how distance education experts take part in distance learning environment design and what the main skills for distance education experts as leaders, instructors, and designers in the age of networks are, through the discussions of theoretical approaches.

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