scholarly journals The Impact of Virtual Classes on Students’ Performance in Open Learning Environments: The Case of Arab Open University, Saudi Arabia

2018 ◽  
Vol 14 (1) ◽  
pp. 14-22
Author(s):  
Khaled Suwais ◽  
Ali Alshahrani
Keyword(s):  
Saudi Arabia ◽  
Learning Environments ◽  
Open University ◽  
Open Learning ◽  
Open Learning Environments ◽  
Virtual Classes ◽  
The Impact

scholarly journals The Challenges of School Libraries in Vocational Education in Tampere Region (Finland) – with EU-collaboration Project to the Future

2021 ◽  
Author(s):  
Eija Hirvimäki ◽  
Anne Suoniemi
Keyword(s):  
Vocational Education ◽  
Learning Environments ◽  
School Library ◽  
National Policy ◽  
School Libraries ◽  
Open Learning ◽  
Pedagogical Tool ◽  
Open Learning Environments ◽  
Open Learning Environment ◽  
Collaboration Project

It is not usual that there is a good library or learning centre in vocational institutes in Finland. Finland has a functional network of general libraries, but no national policy for school libraries. Nevertheless, some vocational institutes in Tampere Region have been able to realize a vision of the school library as an open learning environment; as a pedagogical tool and a source of innovations.AVOKI project – Developing of Open Learning Environments in Secondary Education in Tampere Region, is our answer to the biggest challenges of school libraries in vocational institutes.

Making a Connection

2010 ◽  
pp. 189-212 ◽  
Author(s):  
Dennis Charsky
Keyword(s):  
Learning Environments ◽  
Serious Games ◽  
Higher Order ◽  
Anchored Instruction ◽  
Constructivist Teaching ◽  
Open Learning ◽  
Learning Skills ◽  
Open Learning Environments ◽  
Higher Order Learning

This chapter will make a connection between game genres, game characteristics, and constructivist teaching structures. Constructivist teaching structures, like open learning environments and anchored instruction, have the same aims as serious games – to facilitate higher order learning skills and knowledge. However, constructivist teaching structures are not games and serious games are grappling with how to design games and keep the fun and learning in perfect balance. Making connections between game genres and characteristics (where much of the fun resides) and teaching structures (where much of the learning resides) will highlight commonalities that can be taken advantage of in the design of good serious games – where learning and fun are in perfect balance.

scholarly journals The Impact of Internet Experience and Attitude on Student Preference for Blended Learning

2017 ◽  
Vol 6 (1) ◽  
pp. 65 ◽  
Author(s):  
Majed Gharmallah Alzahrani ◽  
John Mitchell O’Toole
Keyword(s):  
Saudi Arabia ◽  
Blended Learning ◽  
Learning Environments ◽  
Demographic Variables ◽  
The Internet ◽  
Learning Approaches ◽  
Saudi Students ◽  
Positive Attitudes ◽  
Student Preference ◽  
The Impact

The purpose of this study is to investigate student experience with the Internet, and their attitudes towards using it, inan attempt to determine the impact of these experiences and attitudes on their view of the implementation of blendedlearning. Data from 142 Saudi students at a leading university in Saudi Arabia were collected via an onlinequestionnaire. The results reveal that students have both experience with and positive attitudes towards using theInternet. Demographic variables had no effect on these attitudes, but experience variables showed significant effects.Interestingly, there were mixed interactions regarding student study year; negatively with Internet experience andpositively with preference for the implementation of blended learning. Neither experience with the Internet norprogram of study appeared to influence student preference for blended learning but age, study year, and attitudestowards the Internet were associated with positive attitudes towards blended learning. Importantly, students in thepresent study supported the implementation of blended learning, but not entirely online learning. Student attitudestowards the Internet in general appeared to influence their attitude to learning approaches that use the Internet inblended learning environments. Discussion of these results is presented with suggested implications.

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