A Proposed Perspective for Designing a 3D Virtual Learning Environment Based on Artificial Intelligence for Teaching English Language for Medical Students at the University of Bisha

2016 ◽  
Vol 2 (1) ◽  
pp. 101-128
Author(s):  
Mohammad Waheed Mohammad Soliman
Keyword(s):  
Artificial Intelligence ◽  
Medical Students ◽  
Learning Environment ◽  
English Language ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Teaching English ◽  
The University

scholarly journals Zoom Technology as an Effective Tool for Distance Learning in Teaching English to Medical Students

2020 ◽  
Vol 6 (5) ◽  
pp. 457-460 ◽  
Author(s):  
N. Guzacheva
Keyword(s):  
Distance Learning ◽  
Medical Students ◽  
Foreign Language ◽  
English Language ◽  
Learning Technologies ◽  
Educational Technologies ◽  
Educational Resource ◽  
Teaching English ◽  
Distance Learning Technologies ◽  
The University

The paper presents issues associated with the introduction of effective educational technologies to distance learning a foreign language at the university. The review of the author’s use of Zoom technology in medical education is presented. The current problems of introduction of distance learning technologies in teaching English language to medical students are determined. The experience of distance learning for teaching medical students a foreign language by the electronic educational resource Zoom is described.

scholarly journals With the integration of learning apps, what are Moodle’s prospects?

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Emmanuel Mogaji
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Integration Of Learning ◽  
The University

The role of technology in enhancing teaching and learning cannot be over-emphasised. Often, tutors use innovative tools from the virtual learning environment (VLE) provided by the university. In this piece, I reflect on the prospects of VLE, as tutors and students have begun to find other tools more engaging and interactive.

scholarly journals OVERVIEW OF PRACTICAL IMPLEMENTATION OF MECHANISMS OF USER ACCESS TO UNIVERSITY OF THE UNIVERSITY

2020 ◽  
Vol 2 (1) ◽  
pp. 86-94
Author(s):  
A. V. Fomenko ◽  
◽  
D. O. Tarasov ◽  
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Practical Implementation ◽  
Individual System ◽  
Different Types ◽  
Access Rights ◽  
The University

One of the hallmarks of the learning process is its manageability, which provides for the possibility of planning and designing the educational process. The article deals with practical issues related to the administration of the University Virtual Learning Environment in terms of organization and differentiation of access rights of different categories of users. The authors discuss the principles of administering a virtual learning environment in terms of distinguishing levels of access to individual elements of the system for different roles of different categories of users. In LMS Moodle, the list of hierarchical contexts is as follows: System (no parent context); Website – homepage (parent context – system); Course category (parent context – system); Course (parental context – course category or system); Course element (parent context – course); Block (parent context – system or course); User (parent context – system). In the Lviv Polytechnic University, only Super Administrator, Global Group Management, Methodist, and Library have global roles. Role assignments are performed to determine the role in context. The site (homepage) and course are examples of two different contexts. While the role assignment process is the same for different contexts, the path to the assignment page may be different. The article gives examples of how to organize a system of administration with a description of the processes of creating different types of roles and the logic of implementation of each role and the need for certain approaches. There are five types of roles in the article, namely: managerial, supervisory, training, informational, temporary, providing justification and practical advice on setting up each role for each type. The article describes a common responsibility matrix for each user role. The roles of management roles are different aspects of course administration at the level of course categories of different types of nesting. This type includes administrators. The role of the controlling role is, by name, to investigate the various aspects of educational and training activities within the VNS system. The objectives of the learning roles are to ensure and carry out the learning process itself. These roles include, first of all, the system role by default – the student, the main participant in the process of acquiring knowledge, passing checkpoints and other components of the educational process. The tasks of information roles are to create information messages for both students and teachers at different levels of the information system. Temporary role tasks are to involve third parties in the system. Of course, the guest is first and foremost, but in our case guest entry is forbidden, so the roles of Conference Participant and Olympiad Participant were created to provide access to individual system resources. The article describes a common responsibility matrix for each user role.

Examining Race Hate Crime with Students using a Cross Cultural International Virtual Learning Environment (VLE)

2012 ◽  
pp. 985-1004
Author(s):  
Julian Buchanan ◽  
Steve Wilson ◽  
Nirmala Gopal
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Hate Crime ◽  
International Student ◽  
Social Issues ◽  
Virtual Learning ◽  
The United States ◽  
Cross Cultural ◽  
Virtual Learning Environment ◽  
The University

This chapter explores the use of a Virtual Learning Environment (VLE) to bring together students in criminology and social work from three universities across the globe (the University of KwaZulu-Natal in South Africa; the University of Washington in the United States of America; and Glyndwr University in Wales, United Kingdom), to examine the issue of racism and hate crime. The chapter provides a detailed case study of an online learning environment constructed to facilitate a four week international student conference. The chapter draws strongly upon the student experience and voice, extracted from the anonymous completion of online questionnaires at the end of the conference. The student narrative is supplemented by the experiences of the three authors who facilitated and managed the online learning process. The chapter explores the educational opportunities and limitations in respect of: online learning generally; the cross cultural shared experience; and in terms of engaging students in investigating global social issues.

Examining Race Hate Crime with Students using a Cross Cultural International Virtual Learning Environment (VLE)

2010 ◽  
pp. 93-113
Author(s):  
Julian Buchanan ◽  
Steve Wilson ◽  
Nirmala Gopal
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Hate Crime ◽  
International Student ◽  
Social Issues ◽  
Virtual Learning ◽  
The United States ◽  
Cross Cultural ◽  
Virtual Learning Environment ◽  
The University

This chapter explores the use of a Virtual Learning Environment (VLE) to bring together students in criminology and social work from three universities across the globe (the University of KwaZulu-Natal in South Africa; the University of Washington in the United States of America; and Glyndwr University in Wales, United Kingdom), to examine the issue of racism and hate crime. The chapter provides a detailed case study of an online learning environment constructed to facilitate a four week international student conference. The chapter draws strongly upon the student experience and voice, extracted from the anonymous completion of online questionnaires at the end of the conference. The student narrative is supplemented by the experiences of the three authors who facilitated and managed the online learning process. The chapter explores the educational opportunities and limitations in respect of: online learning generally; the cross cultural shared experience; and in terms of engaging students in investigating global social issues.

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