scholarly journals Learning Environment in the Digital Age: Supporting the Student

10.28945/2598 ◽  
2003 ◽  
Author(s):  
Seppo Sirkemaa
Keyword(s):  
Information Technology ◽  
Learning Environment ◽  
Digital Media ◽  
Learning Environments ◽  
Learning Process ◽  
Digital Age ◽  
Theoretical Contribution ◽  
Modern Learning ◽  
Key Dimensions ◽  
Study Development

Technology can be utilized in education in several ways. Here we study development of a modem learning environment that integrates information technology into the learning process. Modern learning environments have two main functions: they can help in using traditional and digital media in learning. In addition, learning environment provides information on the courses and studies. A learning environment is also important in managing the technology and media in the digital age. We argue that learning environme nts can become a valuable source of advice and support learning during the studies. The theoretical contribution of this article is recognition of key dimensions of the learning environment.

Flipped Classroom

2017 ◽  
pp. 141-152
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Digital Age ◽  
Educational Performance ◽  
Great Learning ◽  
Video Lectures ◽  
Modern Learning ◽  
Online Sources

This chapter indicates the advanced issues of flipped classroom and the important perspectives on flipped classroom in the digital age. Flipped classroom is a learning environment where students learn new content on their own by watching video lectures or other online sources and assigned problems are completed in class with teachers offering personalized guidance instead of lectures. Flipped classroom allows students to learn on their own time and at their own pace and allows students to have more time for collaborating with other students which can be a great learning experience for the students and as a way for them to build their teamwork abilities. The chapter argues that utilizing flipped classroom has the potential to improve educational performance and facilitate the modern learning environments.

Implementing Augmented Reality Into Immersive Virtual Learning Environments

2021 ◽  
pp. 102-118
Author(s):  
Pooja Siddharth Sukhdeve
Keyword(s):  
Augmented Reality ◽  
Learning Environment ◽  
Learning Environments ◽  
Design Process ◽  
Learning Process ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Background Information ◽  
Immersive Learning ◽  
Artificial Environment

Technology is ever-changing and ever-growing. One of the newest developing technologies is augmented reality (AR), which can be applied to many different existing technologies, such as computers, tablets, and smartphones. This chapter discusses the immersive learning process and the usage of AR into a simulated or in an artificial environment. Discussed is the background information on how the AR use in educational industries and the design process of AR immersive learning environment. The chapter also evaluates the benefits if immersive learning and AR.

iPods as Mobile Multimedia Learning Environments

2009 ◽  
pp. 83-101 ◽  
Author(s):  
Peter E. Doolittle
Keyword(s):  
Learning Environment ◽  
Digital Media ◽  
Learning Environments ◽  
Multimedia Learning ◽  
Working Memory Capacity ◽  
Basic Research ◽  
Memory Capacity ◽  
Mobile Multimedia ◽  
Educational Impact ◽  
Multimedia Learning Environment

In recent years, educators across the globe have begun to employ portable, digital media players, especially iPods, as educational platforms. Unfortunately, while the iPod grows in favor as a mobile multimedia learning environment, relatively little is empirically known about its educational impact. This chapter explores the use of the iPod as an educational platform and reports on a study designed to examine individual differences in iPod use as a mobile multimedia learning environment. This exploration into applied and basic research involving the iPod reveals that iPods are being used across a variety of content areas, educational levels and geographic locations, involving a variety of pedagogies. However, very little research has been conducted to establish the efficacy of the iPod for fostering learning. To address this need, the authors conducted a study that examined the effects of working memory capacity (WMC) on learning within an iPod-based mobile multimedia learning environment.

scholarly journals STUDENTS’ PERCEPTION ABOUT CLINICAL LEARNING ENVIRONMENT IN THE PRIMARY, SECONDARY AND TERTIARY MEDICAL FACILITIES

2018 ◽  
Vol 7 (1) ◽  
pp. 75
Author(s):  
Dian Puspita Dewi ◽  
Gandes Retno Rahayu ◽  
Tri Nur Kristina
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Process ◽  
Health Care Services ◽  
Clinical Learning ◽  
Care Services ◽  
Primary Health ◽  
Primary Health Care Services

Background: Learning environment is an important factor in learning process and can affect students' competence and work-readiness. Learning environment is not only about physical facilities but also social and psychological condition. The complexity of clinical learning environments pose challenges and problems that may affect students learning process so it is necessary to monitoring and evaluating students learning environments. This study aims to assess students' perception of their learning environment and the effect of primary, secondary and tertiary health care services utilization as clinical learning environments.Method: This study was conducted with a cross sectional study design. The subjects were 36 students of obstetrics and gynecology department. Data obtained from learning environment questionnaires in tertiary, secondary and primary health care services. A non-parametric test was applied to compared learning environment score in each health care level.Results: Students perception of their learning environment between tertiary and secondary as well as tertiary and primary health care services were significantly different. Students stated advantages and disadvantages of each learning environment that can affect their competence level. Conclusion: Students have a good perception of the their learning environment. There was significant difference between tertiary and two other health care services.

scholarly journals Customizable Knowledge Portals for Teaching

10.28945/2502 ◽  
2002 ◽  
Author(s):  
Igor Hawryszkiewycz
Keyword(s):  
Grounded Theory ◽  
Learning Environment ◽  
Knowledge Sharing ◽  
Community Of Practice ◽  
Learning Environments ◽  
Learning Process ◽  
The Body ◽  
Knowledge Map ◽  
Body Of Knowledge ◽  
Main Components

The paper describes knowledge portals as providing services that can be customized to a variety of learning environments. It defines portals to be made up of three main components, a community of practice, a body of knowledge, and services to maintain the body of knowledge. The body of knowledge is organized around a knowledge map, which can be accessed through a number of services. The services support a general learning process, which is defined using knowledge sharing as grounded theory. The communities can be organized for different environment. The paper describes the services needed to support a general learning process including collaboration, knowledge evolution and illustrates them with an example in a learning environment.

Collaboration and the Use of Three Dimensional Interface within a Virtual Learning Environment

2012 ◽  
pp. 1493-1505
Author(s):  
Brian G. Burton ◽  
Barbara Martin ◽  
Doug Thomas
Keyword(s):  
Learning Environment ◽  
Virtual Environment ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Learning Process ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Community Of Learners

This chapter’s goal is to examine the experiences and perceptions of undergraduate students using a 3D Virtual Learning Environment. After creating a 3D didactic constructivist virtual environment, student conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occured within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.

Using Learning Platforms to Support Communication and Effective Learning

2012 ◽  
pp. 104-114
Author(s):  
Johanna M. Armitage
Keyword(s):  
Information Technology ◽  
Learning Environment ◽  
Learning Environments ◽  
Effective Learning ◽  
Personalised Learning ◽  
On Line ◽  
Learning Platforms ◽  
Unit Of Work

This paper describes the development of resources for a unit of work for the English National Diploma in Information Technology. These on-line resources are designed to support a personalised learning environment that maximises opportunities for students to achieve greater control of their own learning and progression. The resources are designed to promote metacognition, with the intention of encouraging students to think about how they learn and how they can progress most effectively. The resources were developed to explore ways forward in developing personalised learning environments and implications for research on wider implementation across all National Diplomas.

scholarly journals TOWARDS WEBCAM-BASED FACE DIRECTION TRACKING TO DETECT LEARNERS' ATTENTION WITHIN ASYNCHRONOUS E-LEARNING ENVIRONMENT

2021 ◽  
Vol XLVI-4/W5-2021 ◽  
pp. 445-449
Author(s):  
N. T. A. Ramaha ◽  
İ. R. Karaş ◽  
E. Gül ◽  
M. R. Bozkurt ◽  
R. Yayvan
Keyword(s):  
Computer Vision ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Process ◽  
Motivational Factors ◽  
Suggested Method ◽  
Educational Institutions ◽  
E Learning

Abstract. Recently, as a consequence of COVID-19 pandemic, the delivery of education at most of the educational institutions depended mainly on e-learning. So, the researchers give more attention for both synchronous and asynchronous e-learning. Although from an economical perspective, asynchronous e-learning seems to be the best e-learning option for institutions, still one of the biggest challenges is how to keep learners motivated for the entire learning process. One of important motivational factors that drives the success of the learning process is the learner attention. Therefore, to retain the learners' attention during the asynchronous e-learning process, we need first to detect their loss of attention. Accordingly, more studies started to focus on detecting learners’ attention. However, those studies can't be widely used for attention detection within asynchronous e-learning environments, as the used approaches tend to be inaccurate, and complex for the design and maintain. In contrast, in this study, we explore the possibility to find a simple way that can be widely used to detect learners' attention within the asynchronous e-learning environments. Therefore, we used webcams which are available in almost every laptop, and computer vision tools to detect learners' attention by tracking their faces. Thereafter, we evaluated the accuracy of our suggested method, the result of this evaluation showed that our method is efficient.

scholarly journals A Problem-Based Learning (PBL) and Teaching Model using a Cloud-Based Constructivist Learning Environment to Enhance Thai Undergraduate Creative Thinking and Digital Media Skills

2021 ◽  
Vol 15 (22) ◽  
pp. 68
Author(s):  
Parawee Srikan ◽  
Paitoon Pimdee ◽  
Punnee Leekitchwatana ◽  
Akan Narabin
Keyword(s):  
Learning Environment ◽  
Digital Media ◽  
Learning Environments ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Constructivist Learning ◽  
Problem Analysis ◽  
Constructivist Learning Environment ◽  
Step Model

The objective of this research was to develop a Problem-Based Learning (PBL) Model which used a cloud-based constructivist learning environment to enhance Thai undergraduate creative thinking and digital media skills. Initially using a mixed-methods approach, a five-step model was conceptualized. Thereafter, a panel of five academic experts gave input into the model’s design from which the model was expanded to include six related learning environments.  The instrument used in the research was a problem-based assessment form. Data collection was carried out utilizing group chats and analyzed using descriptive statistics including the mean and standard deviation. The results of the study revealed that the initial model contained five steps including (1) <em>problem identification</em>, (2), <em>problem analysis</em>, (3) <em>research</em>, (4) <em>presentations</em>, and (5) <em>summary and evaluation</em>, which is integrated into the model’s additional six learning environment elements. These six learning environments were (1) <em>problem-based</em>, (2) <em>resources,</em> (3) <em>cognitive tools</em>, (4) <em>collaboration</em>, (5) <em>scaffolding</em>, and finally, (6) <em>coaching</em>. When applying the proposed model and related environments, there was a consensus from the experts that the model had excellent suitability and can be used as a model for teaching and learning at the bachelor's degree level.

Synchronous Hybrid E-Learning

2010 ◽  
pp. 897-909
Author(s):  
Solomon Negash ◽  
Marlene V. Wilcox ◽  
Michelle Emerson
Keyword(s):  
Information Technology ◽  
Pilot Study ◽  
Learning Environment ◽  
Learning Environments ◽  
Empirical Analysis ◽  
Traditional Classroom ◽  
Virtual Learning Environments ◽  
Future Research ◽  
Complex Information ◽  
E Learning

An empirical analysis in the form of a pilot study was conducted to compare a complex information technology course taught in a synchronous hybrid e-learning environment with one taught in a traditional classroom. The aim of the pilot study was to explore whether virtual learning environments (VLEs) are ready for teachingcomplex courses. Three courses taught during the summer semester of 2006 were used for the study; the results indicate the promise of synchronous hybrid e-learning forcomplex courses. Self-efficacy and satisfaction were also examined, and no differences were found between students in the two learning environments. Directions for future research were proposed to further evaluatesynchronous hybrid e-learning environments.

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