Capturing and Analyzing Student Behavior in a Virtual Learning Environment: A Case Study on Usage of Library Resources

2010 ◽  
pp. 361-374 ◽  
Keyword(s):  
Learning Environment ◽  
Student Behavior ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Library Resources

Exploring embodied social presence of youth with Autism in 3D collaborative virtual learning environment: A case study

2016 ◽  
Vol 55 ◽  
pp. 310-321 ◽  
Author(s):  
Xianhui Wang ◽  
James Laffey ◽  
Wanli Xing ◽  
Yanfei Ma ◽  
Janine Stichter
Keyword(s):  
Learning Environment ◽  
Social Presence ◽  
Virtual Learning ◽  
Virtual Learning Environment

scholarly journals SALA DE AULA INVERTIDA: UM RELATO DE EXPERIÊNCIA EM UM CURSO DE BACHARELADO EM SISTEMAS DE INFORMAÇÃO

2020 ◽  
Vol 13 (2) ◽  
pp. 201
Author(s):  
Sidnei Renato Silveira ◽  
Antônio Rodrigo de Vit ◽  
Patrícia Rodrigues Fortes ◽  
Roberto Franciscatto
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Virtual Learning ◽  
Bachelor's Degree ◽  
Virtual Learning Environment ◽  
First Semester ◽  
Video Lesson

This paper presents an experience report, carried out through a case study, in a course of the first semester of a Bachelor's Degree in Information Systems. The case study is part of a project to apply active learning methodologies. In this case study was applied the methodology of the flipped classroom, using a pre-lesson, in the format of a video lesson, made available in the Moodle Virtual Learning Environment and practical activities, developed in a group, in the classroom. The results show that most of the students attended the pre-lesson, as well as participated actively, interacting with the classmates and the teacher in the classroom.

Analysis of engagement metrics vs student attainment using multiple sources across physical and virtual spaces: A case study.

2020 ◽  
Author(s):  
Caudia Wascher ◽  
Isobel Gowers ◽  
Matt East
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Analytics ◽  
Higher Education Institutions ◽  
Virtual Learning ◽  
Individual Learning ◽  
Virtual Learning Environment ◽  
Multiple Sources ◽  
Student Behaviour

Learning analytics, referring to the collection and analysis of data regarding the progress of learners, allows higher education institutions and individual academics to make data driven decisions regarding their teaching approaches and support they are providing. Further, they provide students with an opportunity to take control of their own learning, as they are gaining a better understanding of their own performance and can make informed decisions about their own learning progress. In early 2020 a global pandemic forced higher education institutions worldwide to quickly move teaching online. We argue that under these circumstances, detailed learning analytics provide a unique opportunity to understand student behaviour and support individual learning. We present a case study analysing engagement metrics and their relationship to student attainment in four courses in the area of behavioural biology, over a time period of two years pre-pandemic. Multiple sources of student engagement in the physical (attendance at lectures) and virtual space (access and engagement with online learning resources) were used. Our results show that grades of students were significantly affected by type of assignment, with grades being lower in exams compared to other types of assignment. Grades were not significantly affected by level of studies, gender and country of origin (UK versus non-UK). With regards to engagement metrics, grades significantly increased with percentage of attendance in class, percentage of resources accessed on Canvas and library access. Students accessed lecture notes longer compared to other resources. Physical attendance in class over all courses and levels of studies averaged at 55 %. Online, students accessed on average only 32 % of resources provided in the virtual learning environment. Students accessed the majority of the courses in the same week when materials were discussed in class compared to the weeks before and after. Our results show that both engagement with materials in the virtual learning environment and attendance in class are positively correlated with student achievement. We cannot make any inferences about the causality of this effect and it is likely that better students in general are more engaged. Our project provides detailed in-depth insight into student behaviour and reveals that students overall do not engage with all materials provided, resulting in an incomplete learning experience. We suggest that detailed data on engagement of students with individual resources can be used to better understand and shape individual learning experiences of students.

scholarly journals A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning

2021 ◽  
Vol 18 (4) ◽  
pp. 184-205
Author(s):  
Lesley Andrew ◽  
◽  
Ruth Wallace ◽  
Ros Sambell ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Peer Observation ◽  
Learning And Teaching

The global COVID-19 pandemic has necessitated a rapid shift to online delivery in higher education. This learning and teaching environment is associated with reduced student engagement, a crucial prerequisite of student satisfaction, retention and success. This paper presents a case study that explored student engagement in the synchronous virtual learning environment, during the mandatory move to exclusive online learning in Australian higher education in April to June 2020. Three university instructors used the Teaching and Learning Circles Model to observe a series of their peers' synchronous virtual classrooms, from which they reflected on ways to enhance their own practice. The findings demonstrate how student engagement in these classrooms can be strengthened across the four constructs of Kahu and Nelson’s (2018) engagement conceptual framework: belonging; emotional response; wellbeing and self-efficacy. The case study also reveals limitations of the synchronous virtual environment as a means of supporting student engagement in the online learning and teaching environment, and proposes ways to address them. Against emerging reports of increased mental health issues among isolated university students during the current pandemic, the case study's recommendations to improve student wellbeing and belonging are particularly salient. This article also highlights the usefulness of the Teaching and Learning Circles Model of peer observation as a way to guide its participants' reflections on their own practice, support their collegiality with academic peers and build their confidence and competence in the synchronous virtual learning environment.

Virtual Learning Environment (ClassSim) Examined Under the Frame of Andragogy

2010 ◽  
pp. 394-411
Author(s):  
Lisa Carrington ◽  
Lisa Kervin ◽  
Brian Ferry
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Comparative Case Study ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Study Approach ◽  
Online Simulation ◽  
Pre Service Teacher

ClassSim, an online simulation, was developed to support existing teacher education programs by providing pre-service teachers with access to additional classroom experience. This research reports on how pre-service teachers make use of the virtual learning environment to link knowledge from university coursework with field experiences and through this, we are able to examine affordances the virtual environment offers pre-service teacher learning. Andragogy provides a theoretical framework to review and make assumptions about the nature of learning for the participants. A comparative case study approach allows for in-depth comparison of two cohorts of pre-service teachers (first and final year) as they interact with the ClassSim environment.

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