Technology-Mediated Synchronous Virtual Education

2016 ◽  
Vol 27 (4) ◽  
pp. 39-63 ◽  
Author(s):  
Xiaofeng Chen ◽  
Keng Siau
Keyword(s):  
Higher Education ◽  
College Students ◽  
Instructional Strategies ◽  
Learning Environments ◽  
Relative Effectiveness ◽  
Virtual Education ◽  
Internet Technology ◽  
Mediated Learning ◽  
Face To Face Learning ◽  
New Generation

Many higher education institutions have used Internet technology to develop virtual education for a new generation of college students. In this research, the authors assessed the relative effectiveness of two technology-mediated learning environments for synchronous higher education compared to a traditional face-to-face learning environment. Specifically, they assessed the effects of these three learning environments on interactivity, perceived learning, and satisfaction when different instructional strategies were used. The authors' findings suggest that learning environments interact with instructional strategies to affect the learners' perception of learning and satisfaction. Their findings also support the proposition that the new generation of college students prefer to interact with others using technology.

scholarly journals Innovative practices in ODL — the experience of Open University Malaysia

2012 ◽  
Vol 7 (1) ◽  
pp. 79-85 ◽  
Author(s):  
Chiam Chooi Chea ◽  
Lim Tick Meng ◽  
Phang Siew Nooi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Internet Technology ◽  
Knowledge Generation ◽  
Innovative Technology ◽  
Open University ◽  
Learning And Teaching ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

With the advancements in communications technology brought about by the advent of the Internet and World Wide Web, attention has been drawn to Open and Distance Learning (ODL) as a mode for teaching and learning. In Malaysia, the establishment of ODL universities such as Open University Malaysia (OUM) has expanded the role of ICT in learning and knowledge generation. By leveraging on Internet technology, ODL universities are able to transmit education across the country and even globally. ODL sets about making quality e-learning and e-content more accessible to both facilitators and learners. Utilising this method, new opportunities are continuously created to make higher education more accessible to those who seek to improve and upgrade themselves. This paper examines OUM's practice of using the innovative technology of online learning and teaching to make higher education easily accessible to those that seek it. With greater advancements in technology, the future of higher education may lie more with ODL than with traditional face-to-face learning.

scholarly journals Research on the Function of Music in College Education

2019 ◽  
Vol 2 (2) ◽  
pp. 56
Author(s):  
Lei Xiao
Keyword(s):  
Higher Education ◽  
College Students ◽  
21St Century ◽  
National Development ◽  
College Education ◽  
Colleges And Universities ◽  
New Work ◽  
New Challenges ◽  
Important Position ◽  
New Generation

College students are the hope of national development and future. College education is an important position for college students to grow and grow up. Music is an indispensable artistic existence in College education. The cultivation of college students has become a problem that colleges and universities must face. Their new characteristics and ideas have brought new challenges to the education of colleges and universities. As the most active and energetic college students of the new generation, their training is not only related to their all-round development, but also directly affects the international competitiveness and development strength of countries in the 21st century. Therefore, it is an urgent and necessary direction to explore the new work of higher education. And music plays an extremely important role in shaping the personality charm of modern college students and their growth and success.

Empirical Comparison of 3-D Virtual World and Face-to-Face Classroom for Higher Education

2012 ◽  
Vol 23 (3) ◽  
pp. 30-49 ◽  
Author(s):  
Xiaofeng Chen ◽  
Keng Siau ◽  
Fiona Fui-Hoon Nah
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Second Life ◽  
Virtual World ◽  
Instructional Strategy ◽  
Relative Effectiveness ◽  
Perceived Learning ◽  
Face To Face ◽  
Significant Difference ◽  
Face To Face Learning

Many higher education institutions have set up virtual classrooms in the 3-D virtual world. In this research, the authors assess the relative effectiveness of a 3-D virtual world learning environment, Second Life, compared to traditional face-to-face learning environment. They also assess the effects of instructional strategies in these two learning environments on interactivity, perceived learning, and satisfaction. The authors’ findings suggest that learning environment interacts with instructional strategy to affect the learners’ perceived learning and satisfaction. Specifically, when interactive instructional strategy is used, there is no significant difference for perceived learning and satisfaction between the 3-D virtual world and face-to-face learning environment. However, when a direct instructional strategy is used, there is a significant difference for perceived learning and satisfaction. They also assessed whether or not technology helps increase learner and instructor interaction. The result suggests that in interactive instructional sessions, students experienced a higher level of classroom interactivity in Second Life than in face-to-face classroom.

scholarly journals Service quality for continuing higher education in online learning environments

ENTRAMADO ◽  
2018 ◽  
Vol 14 (2) ◽  
pp. 22-34
Author(s):  
Jesús Enrique Quijano-Caicedo ◽  
Sandra Patricia Rojas-Berrio ◽  
Óscar Javier Robayo-Pinzón
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Service Quality ◽  
Learning Environments ◽  
Administrative Support ◽  
Virtual Education ◽  
Teaching Skills ◽  
Continuing Higher Education ◽  
Online Learning Environments ◽  
Quantitative Descriptive

This paper aims to identify the factors that influence the perceived quality of service for continuing higher education in online learning environments. To that end, a quantitative descriptive study, which was applied to 4,735 students in continuing higher education courses, who were given a self-administered scale online. The instrument was constructed considering the following factors: teaching skills, teachers’ attitudes and behavior, administrative and support team, the navigation platform, curricula, and the organization of courses for continuing education. The results show that the scale of perceived service quality for continuing virtual education from the students’ perspective is a two-dimensional construct. The first factor includes administrative support, content, educational aspects, and the interface, which constitute virtual education facilitators. The second factor involves the teaching skills necessary to guide a online learning course. The findings contribute to decisions in the management and development of continuing online learning, whose growing demand warrants a review of ways to satisfy users, allowing the modality to be viewed with a more positive perception.

Virtual Learning Communities in Higher Education

2010 ◽  
pp. 285-299
Author(s):  
Alexandra Ludewig ◽  
Karin Vogt
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Learning Environments ◽  
Success Factors ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Mediated Communication ◽  
Face To Face Learning

This chapter will examine the virtual classroom as a social constructivist educational space and identify whether and how a virtual ‘learning community’ emerges in different telecollaborative environments. A qualitative analysis of e-mails, field notes of in-class discussions, as well as a subsequent survey with open-ended questions have shown that virtual learning communities do materialize when certain preconditions are met, such as embedding virtual elements into face-to-face learning environments, sufficient monitoring by staff and the design of suitable learning environments that bring about multiple perspectives with the help of stimulating prompts and adequate tasks. For intercultural virtual learning communities, an important feature of foreign language instruction at higher education level, several success factors were identified, including a genuine interest in and commitment to the task and collaborators at hand, the willingness to engage in a discourse structure that resembles a real conversation and encourages the exchange of views, and most importantly, the full integration of mediated communication in local classrooms.

The Definition of Blended Learning in Higher Education

2012 ◽  
pp. 19-34 ◽  
Author(s):  
Mustafa Caner
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Information Technologies ◽  
Instructional Delivery ◽  
Learning Instruction ◽  
Definition Of ◽  
New Generation ◽  
Use Of Internet ◽  
Level Of Instruction

Through the beginning of the millennium, the education environments have witnessed the introduction of information technologies and new pedagogies. Especially, the extensive use of Internet technologies as well as the networked learning made it possible to design and utilize new generation learning environments that are realistic, authentic, and engaging. By means of educational developments, alternative content delivery techniques or technologies have been implemented into the teaching environments throughout the years. In an effort to capitalize on the advantages of instructional delivery modalities and minimize the disadvantages, scholars started to combine the most functional elements of the instruction in these learning environments and that is universally called as ‘Blended Learning’. Although the blended learning as an instruction model has an increasing interest in the field of higher education, it is still in its infancy. The definitions of blended learning in the literature needs to be clarified or collocated for the readers, who would like to deal with blended learning in any level of instruction. Therefore, this chapter reviews the recent literature on blended and online learning and juxtaposes the definitions of the blended learning as well as the types of blended learning instruction that took place in the higher education environments.

edTPA :AN EVIDENCE-BASED ASSESSMENT OF TEACHER EFFECTIVENESS IN THE CONTEXT OF ONLINE AND FACE-TO-FACE(F2F)TEACHER PREPARATION PROGRAMS IN HIGHER EDUCATION

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
VRINDA VIJAYAN ◽  
V. P. JOSHITH
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Learning ◽  
Teacher Preparation ◽  
Learning Environments ◽  
Teacher Preparation Programs ◽  
Delivery Mode ◽  
Preparation Programs ◽  
Face To Face ◽  
Face To Face Learning

Teacher preparation programs involve face-to-face (f2f) and online modes of delivery. Although the face-to-face learning environments are often complex and unpredictable, we are very familiar with them and have developed high levels of skill in working in these environments. The skills, strategies, and techniques that we so effectively use in face-to-face learning environments may not work well in online learning and vice-versa. Despite the pervasiveness of online learning in higher education, this delivery mode has yet to receive similar quality status of F2F learning. Long standing beliefs that F2F training as the only viable option continues to dominate teacher education. Central to determining the effectiveness of technology to support learning and the value of technology-mediated instruction is the quality of programs. edTPA (Educative Teacher Performance Assessment) is a widely accepted, national measure of teacher readiness and preparation. Using edTPA scorecards, teacher candidates’ efficiency can be evaluated after the completion of teacher education program in traditional face to face (F2F) and online mode. This article focuses that online may be a more effective and adept program delivery platform for preparing educators for planning for instruction and assessing student learning outcomes.

scholarly journals An empirical study towards understanding user acceptance of bring your own device (BYOD) in higher education

2016 ◽  
Author(s):  
Gary Cheng ◽  
Yuanyuan Guan ◽  
Juliana Chau
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Research Study ◽  
Focus Group Interview ◽  
User Acceptance ◽  
Bring Your Own Device ◽  
Mediated Learning ◽  
Study Support

<p>This paper discusses the findings of a research study investigating user acceptance of bring your own device (BYOD) practice to support teaching and learning in a Hong Kong university. Forty-four undergraduate students and two teachers participated in the study. To collect their ratings of agreement with respect to several BYOD-related issues, student participants were asked to complete pre- and post-user acceptance questionnaires at the beginning and at the end of a 13-week semester. Post-event focus group interview sessions were also organised to further elicit students’ and teachers’ views on the use of personally owned devices for learning. While most of the findings from this study support the use of BYOD in higher education, a number of concerns about its implementation are raised. Insights derived from this research will help inform pedagogies, research and practices in BYOD-mediated learning environments.</p>

Diverse Applications of the Elements of Smart Learning Environments

2019 ◽  
pp. 118-141
Author(s):  
Edward Robeck ◽  
Shriram Raghunathan ◽  
Abtar Darshan Singh ◽  
Bibhya Sharma
Keyword(s):  
Learning Environments ◽  
Internet Technology ◽  
Learning Approaches ◽  
Smart Learning Environment ◽  
Effective Learning ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Design And Implementation ◽  
Design Of Learning Environments ◽  
New Generation

The design of learning environments has greatly influenced learning approaches and strategies, and has traditionally been considered to exist within the physical walls of a learning institution. In recent years, learning environments have evolved alongside advances in the internet, technology, and mobile devices and have given rise to smart learning environments to better accommodate a new generation of learners and learning behaviors. This chapter presents an exploration of the possibilities of smart learning environments in distinct and diverse environments, across varying learner locations, profiles, and demographics. The authors explore and analyze technology and pedagogy elements that make up an effective smart learning environment, through different cases and viewpoints of the contributing authors of this book. Based on the findings, they propose a framework for the design and implementation of smart learning environments that will effectively create engaging, personalized, and effective learning moments for individual learners.

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