Saša Mladenović, Haidi Kuvač, Maja Štula · IGI Global eBooks · 2011
This paper describes a mathematical model of virtual learning environment considering both technology and users. Recognized interested users are teachers, parents and students. Interaction between interested parties in elementary and high school education process is presented by using complexity science. The idea is to model and create educational virtual environment that would attract engagement of all parties. Initial engagement would be motivated with the e-grade book. After initial involvement of seeing grades, the users would be motivated for further involvement using forums, blogs, and chats to interact with each other in one place. This would lead to creating groups of students or parents with similar problems and interests. For example, why is mathematics so hard to some students, and for other not? The created virtual environment will enable teachers to additionally inform parents of existing e-learning materials. Virtual environment is modelled as multilevel, multidimensional educational environment, considering communication of all participants, and every aspect of technology that could improve that communication.
Cited by 3
Andréa Consolino Ximenes · Advances in educational marketing, administration, and leadership book series · 2020
This chapter shows the management experience of a Virtual Learning Environment (VLE) that is supported by Moodle (Modular Object-Oriented Dynamic Learning Environment) as a tool in face-to-face undergraduate courses in public business school in Brazil: initial actions, acceptance, and results. Currently, it is essential to reach a new degree: to modify how users employ Moodle to improve students' learning in a significant way through interactive and collaborative functions. The authors present the data of most used tools to show and compare their use. Next, as a discussion point, was the implantation strategy the right one? Could the interactive and collaborative purpose be the platform change appeal?
Cited by 6
Saša Mladenović, Haidi Kuvač, Maja Štula · IGI Global eBooks · 2012
This paper describes a mathematical model of virtual learning environment considering both technology and users. Recognized interested users are teachers, parents and students. Interaction between interested parties in elementary and high school education process is presented by using complexity science. The idea is to model and create educational virtual environment that would attract engagement of all parties. Initial engagement would be motivated with the e-grade book. After initial involvement of seeing grades, the users would be motivated for further involvement using forums, blogs, and chats to interact with each other in one place. This would lead to creating groups of students or parents with similar problems and interests. For example, why is mathematics so hard to some students, and for other not? The created virtual environment will enable teachers to additionally inform parents of existing e-learning materials. Virtual environment is modelled as multilevel, multidimensional educational environment, considering communication of all participants, and every aspect of technology that could improve that communication.
Cited by 5
Daniel Burgos Solans, Dra Belén, Ruiz Mezcua et al. · 2015
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2024
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Serna M., Edgar · Zenodo (CERN European Organization for Nuclear Research) · 2023
This book presents an innovative approach to the development of intelligent virtual teaching-learning environments that institutions can use to advance their desire to offer quality virtual education. It also promotes the need to leverage new technologies that serve to enable people to receive unrestricted education for the New Age. It presents an innovative solution in education that places students at the center of learning change the role of teachers and calls for a revolution in the education system. For this approach to succeed, emphasis is placed on the need for institutions to adopt a multidimensional and transdisciplinary vision in the virtual education model. The content of this book is addressed to educational researchers, academics, industry, educational administrations, governments, teachers, students, and society at large, and invites them to delve into the issues, theories, principles, technologies, and practical experiences related to virtual education and intelligent education. The author intends to sensitize them to the need to revolutionize the rusty education system, to promote the good practices found, to share and evaluate personal experiences and lessons learned, and to work together to train the people and empower the professionals needed in the New Age.
Cited by 0Open access
Liudvikas Kaklauskas, Lina Tankelevičienė, Sigita Turskienė · Information Technology And Control · 2004
The paper deals with the analysis of the structure, functions and design of virtual learning environments. By generalizing results of the analysis, the Lithuanian Virtual Learning Environment (LVLE) has been modelled and an analysis of its possibilities presented. LVLE is functioning; the areas of expansion have been established to ensure its development (with regard to educational paradigms, variety of learning styles, etc.). LVLE communicates with the user in Lithuanian.
Cited by 1Open access
UFPR Digital Collection (Federal University of Paraná) · 2019
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S. Pothumani, R. Velvizhi, S. Amudha · International Journal of Engineering and Advanced Technology · 2019
The evolution of the technology takes the education to next level, where it makes the learning process more interesting and attractive. The Virtual Reality plays an important role in this evolution. The main aim of this work is to enhance the learning ability in students through virtual environment by developing an education based game. In this work, the virtual reality device-Wii mote has been used for the learning process, and also for answering the questions in the different levels of game. The learning process also involves the speech synthesis. This helps the visually impaired people to learn without others help and it also motivates even the average students to participate more actively in learning process. The game has been further divided as easy, medium and difficult levels. So the learning ability of each student can be easily tested and further steps can be taken in order to motivate them, and to optimize their learning skill. Thus, this work motivates the students for learning and to exalt their learning ability.
Cited by 2Open access
Wan Abdul Rahim Wan Mohd Isa, Ahmad Iqbal Hakim Suhaimi, Nurulhuda Noordin et al. · International Journal of Engineering and Advanced Technology · 2019
Virtual Learning Environment (VLE) is the learning through electronic media where teachers and students are not in the same place, but the gap is bridged by the use of technologies. The aim of this study is to develop a 3D virtual learning environment (3D VLE). The three objectives of this study are (i) to gather the requirements of 3D VLE, (ii) to design the 3D VLE, and (iii) to develop the 3D VLE. The method consists of five phases; (i) literature review, (ii) requirement gathering, (iii) design, (iv) development and (v) evaluation. The prototype is developed by using Open Simulator, SLOODLE and Moodle. Future work includes enhancement for 3D VLE such as using gesture recognition to control the avatar movement.
Cited by 6Open access
Zane, Antonella, Bianchi, Elena · Padua@research (University of Padova) · 2013
This document is the final version of the Deliverable D7.4. It integrates and substitutes the D7.4 intermediate version released on month 24 as scheduled by the Linked Heritage Document of Work (DOW). \nD7.4 includes a description of the Virtual Learning Environment (VLE) developed by the University of Padova (UNIPD) in collaboration with the Linked Heritage e-learning Working Group. The VLE is fully appreciable on the web at https://elearning.unipd.it/cab/course/view.php?id=4. Furthermore, it is also available in printable PDF files in Annex I. \n
Cited by 0Open access
Rubens, Wilfred · DSpace (Open University in the Netherlands) · 2013
Rubens, W. (2013, 10 december). The Virtual Learning Environment. Gastcollege verzorgd tijdens een workshop van de Technische Universiteit Eindhoven, Eindhoven, Nederland.
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Paula Kyrö, T. Kauppi, Mary Nurminen · Contributions to management science · 2008
Both entrepreneurial and virtual learning are phenomena that have risen in the turn of the twenty-first century. The needs of the society as well as the technical innovations have sped up their development. The European Union has set entrepreneurial practices as one of the central goals in active citizenship (the European Commission 1999). Finland is committed to it throughout its education system (European Commission 2002). To reach this goal, the Ministry of Education has launched a policy programme for entrepreneurship education. The programme emphasises the importance of entrepreneurship education as a part of teachers basic and extension studies. (Opetusministeriö 2004). However, the educational research of the dynamics of entrepreneurial learning has hardly begun. Mainly, this discourse has taken place in business disciplines and in some extent in the field of technology. The American view of both entrepreneurship and education influences the dialogue (Kyrö 2005). The conceptualisation of education oriented discourse is still fragmented and searching for its forms. However, a new European multi-scientific wave is rising in the contemporary research and this study follows this tradition. It focuses on the cultural background, innovative processes and the dynamics of learning in entrepreneurship (for example Fayolle, Ulijn and Kyrö 2005). When it comes to the virtual learning Finland is among those in the forefront in its development. For example in educational sector it has a special strategy programme following mainstreaming principles and in universities we have own programme for national virtual university (Opetusministeriö 2000). Recently virtual learning researches have identified an increasing need to focus more on social, interactive and networking learning practises (Sallila and Kalli 2002). Internet-based learning environments offer one tool to meet this challenge. For example Hakkarainen (2002) regards them as the most promising new technology applications for that purpose. As an example he describes the Canada-based “Future Learning Environment (FLE)-project”. Other examples of different projects that face these questions are, for instance, Finnish “The IQ Form” and “Metodix” that focuses on scientific research (Niemi and Ruohotie 2002, http://www.metodix.com). All three examples represent learning platforms that are rather widely used in respect to Finnish population. The latest statistics of Metodix reports that it has 3,900 registered users and 20,000 average visits/month.
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M. Opyr, S.B. Panchyshyn, S.R. Dobrovolska · 2023
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Daniel Livingstonea, Jeremy Kempb, Edmund Edgarc · 2008
digital virtual worlds have been used in education for a number of years, advances in the capabilities and spread of technology have fed a recent boom in interest in massively multi-user 3D virtual worlds for entertainment, and this in turn has led to a surge of interest in their educational applications. In this paper we briefly review the use of virtual worlds for education, from informal learning to formal instruction, and consider what is required to turn a virtual world from a Multi-User Virtual Environment into a fully fledged 3D Virtual Learning Environment (VLE). In this we focus on the development of Sloodle – a system which integrates the popular 3D virtual world of Second Life with the open-source VLE Moodle. Our intent is not simply to provide additional learning support features for Second Life, but to study more generally the ways in which integrated virtual environments can benefit teaching and learning, and this is the focus of our closing discussion.
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Bello, Rotimi-Williams, Otobo, Firstman Noah, Eru, Eka John · Zenodo (CERN European Organization for Nuclear Research) · 2018
Abstract—A virtual learning environment (VLE) is a set of teaching and learning tools, including computer and the internet, but there are controversies as to the fitness of VLE to mimic the real situation and these controversies have for a long time overwhelmed its justifications; this has made the acceptance of VLE very difficult. This paper is written to address these controversies and this is achieved by surveying some virtual realities. The findings show that VLE in reality, though expensive, is fit to mimic human experts and will economically beneficial in the long run.
Cited by 0Open access
Christof Sternig, Michael Spitzer, Martin Ebner · Advances in educational technologies and instructional design book series · 2017
With the introduction of Google Cardboard, a combination of mobile devices, Virtual Reality (VR) and making was created. This “marriage” opened a wide range of possible, cheap Virtual Reality applications, which can be created and used by everyone. In this chapter, the potential of combining making, gaming and education is demonstrated by evaluating an implemented math-game prototype in a school by pupils aged 12-13. The aim of the virtual reality game is to solve math exercises with increasing difficulty. The pupils were motivated and excited by immerging into the virtual world of the game to solve exercises and advance in the game. The results of the evaluation were very positive and showed the high motivational potential of combining making and game-based learning and its usage in schools as educational instrument.
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Shih-Wei Sun · The HKU Scholars Hub (University of Hong Kong) · 2001
The Internet has revolutionized our lives in many aspects, and more so in tertiary education, where effective collaboration and communication between lecturers and learners is important. \n \nThe IVLE is an enterprise e-learning management system, designed to empower lecturers, teachers and trainers to manage and support teaching and learning over the Internet. It provides numerous easy-to-setup online tools and resources that bring teachers and students even closer with constructive communication in a virtual world. \n \nDeveloped by the Centre for Instructional Technology at National University of Singapore, the IVLE is efficiently hosting over 2,000 courses of the university. The presentation will include a live demo of how the system is being effectively used and most importantly, how it could benefit you as a faculty staff.
Cited by 0Open access
Jan‐Maarten Luursema, Piet Kommers · University of Twente Research Information · 2003
A computer based Virtual Learning Environment is proposed for training and evaluating novice surgeons. Although this Virtual Learning Environments is thought to be useful in other learning situations as well, especially where knowledge of different complex procedures and the ability to correctly assess a complex situation is critical, in this project we specifically focus on vascular surgery. This environment will be developed as part of the DIME project (Distributed Interactive Medical Exploratory). We are building this Virtual Learning Environment using a new navigational metaphor, which affords modeling the learning process, rather than focusing solely on modeling the operating room. This 'navigational metaphor' can be thought of as an semi-threedimensional interface to a database containing multimedia fragments and expert annotations of the knowledge domain under study.
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Paul Catherall · Elsevier eBooks · 2005
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