Mitzi P. Trahan, Nan B. Adams, Susan Dupre · IGI Global eBooks · 2011
The growing experimentation with multi-user virtual environments for educational purposes demands rigorous examination of all aspects of these digital worlds. While their use appears to enhance and expand traditional distance learning, educators acknowledge that barriers to access remain, including a steep learning curve for orienting users to MUVE navigation and functionality. The application of Adams’s Knowledge Development Model for Virtual Learning Environments provides a framework for the design of in-world learning opportunities and activities, many of which tend to mirror pedagogical best-practices in Real Life (RL).
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Aroutis Foster, Mamta Shah · 2024
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Davis, Hugh · EdShare Southampton (University of Southampton)
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The SAGE Encyclopedia of Educational Technology · 2015
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Nancy R. Ahern, David A. Wink · Nurse Educator · 2010
In this bimonthly series, the authors examine how nurse educators can use the Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. The editor of this column and her coauthor describes how the virtual world of Second Life can be used in nursing education.
Cited by 24Open access
Pierre Dillenbourg, Daniel Schneider, Paraskevi Synteta et al. · 2002
HAL is a multi-disciplinary open access archive for the deposit and dissemination of sci-entific research documents, whether they are pub-lished or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L’archive ouverte pluridisciplinaire HAL, est destinée au dépôt et a ̀ la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d’enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.
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Paul Catherall · Elsevier eBooks · 2005
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Lewis, E., South Bank Univ., London (United Kingdom) · OpenGrey (Institut de l'Information Scientifique et Technique) · 1999
This briefing is drawn from the findings of a short research project carried out at LITC, South Bank University, to study the current scope and likely future trends in the development and implementation of virtual learning environments. It is intended to be fairly introductory, giving a stategic overview of a relatively new but steadily growing trend of online education. The article covers the context in which virtual learning environments are becoming part of the educational landscape, features of the virtual learning environment, criteria for evaluating and selecting a system, the role of the library in the new learning paradigm and the future trends
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Farzin Madjidi, Herschel Hughes, Ruth N. Johnson et al. · 1999
Focusing on online learning opportunities in higher education, this paper reviews the various tools of virtual learning and electronic synchronous and asynchronous communication, discusses their strengths and weaknesses, presents strategies for their best use, and warns against potential pitfalls. Implementation issues, including cost and training requirements, are also discussed. An overview of Internet access and synchronous and asynchronous communication modes is provided. The following virtual learning tools are then described: World Wide pages, electronic mail, newsgroups, chat rooms, and videoconferencing. The paper concludes that the main challenge associated with virtual learning environments is to overcome the tendency to replicate traditional classroom practices in the virtual environment and to establish a more learner-centered curriculum. Four figures illustrate the Netscape Internet browser, Eudora Pro electronic mail software, newsgroups at Pepperdine University (California), and virtual meeting rooms. (AEF) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Virtual Learning Environments Farzin Madjidi, Ed.D. H. Woodrow Hughes, Ph.D. Ruth N. Johnson, Ph.D. Kim Cary, Ed.D. (candidate) Pepperdine University, Graduate School of Education and Psychology Introduction Higher education in the past ten years has experienced tremendous growth in the number of working adults returning to school to seek college and graduate degrees. Colleges and universities, to better position themselves to participate in this market, have developed progiums speCifically designed for the needs of this segment of learners. Not too long ago many in academe would frown upon off-site programs; yet, today, even the most traditional institutions have adopted some form of distributed learning to meet the needs of their respective audiences. The 90s also witnessed a giant revolution in learning technology. The most powerful Personal Computers (PCs) became readily available at affordable prices. Soon, with the widespread use of Internet, information technology became a mainstay in higher education. A culture of look it up on the Web and e-mail me is beginning to replace going to libraries or even making telephone calls. The result of these two phenomena has been the emergence of a new approach to distance education, online learning. Colleges and universities are now offering a large number of online learning opportunities, from certificate programs to advanced graduate degrees. These programs, while varying a great deal in design, generally incorporate a number of electronic communication tools in their approaches. While the technology for these ventures is readily available, many colleges and universities are struggling with the best application of available technology to their teaching and learning environments. Even for faculty members who are not involved with online programs, the best use of technology still remains a mystery. Some have chosen to put their class material on web pages to be downloaded by students, some utilize electronic presentations to jazz up their lectures, others use electronic bulletin boards and e-mail, while the majority cautiously watch from the sidelines. PERMISSION TO REPRODUCE THIS (6 MATERIAL HAS BEEN GRANTED BY F. Madjidi 0 CI( TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). 2 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. The purpose of this paper is to review the various tools of virtual learning and electronic synchronous and asynchronous communication, discuss their strength and weaknesses, and present strategies for their best use and warn against potential pitfalls. Finally, the paper will discuss implementation issues including cost and training requirements. Internet Access Almost all approaches suggested in this paper require access to the Internet. Access to the Internet can be provided either directly and inexpensively through educational institutions, or through an Internet Service Provider (ISP) for around $20 a month for unlimited use. Once access to the Internet is established, a Browser software is required to allow searching, or is more popularly called, surfing the net. For this purpose, a number of browser packages are available, such as Netscape or Internet Explorer. These software packages allow searches on the Internet, downloading files, or gaining access to various sites. Basic browser software packages are generally provided for free through ISP and operating software manufacturers, or can be downloaded from the browser software manufacturer directly. Ede Erft Yiew fio Lorrmunmator fide giA Jamottj Reload Home Search Nett:cape Print Security Stop 'Bookmarks .14. 'Netsite limp //home netscape coed ott metre -§rInternet LookZm -Ner.vC,7,4,,i Search the with I SNAP Search I Classified; Net Search Find-Web Sites Whatle Cool Whets New People-Finder Yellow Pages C.A.frIrm....11roseral. Speed Up Your ConnectioM .13.11!).1'12:11ev.19r Click herel Contact : Address Boot Calendar ULM Initent Mesrennet Long Distance . Members . WebMail Colodny : Bhareware Browsers BmartUodate Flug-ins Nets cape Stars Software Depot Autos Local Flay a Car Etne SUP, Personals Mov_ns, Pvents... Netscape Re e ant], au Careen-. Products S. Developers... Computing & Internet News Free Softvreos, tisms, Shops Headlines act Weather_ Education Personal Finance Colleges Financial Aid, 512... lol..risjing. Polifnlio. Boric, Entertainment Real Estate Movies Celebrities Fiad a House Remodel Games Shopping Casino Online Games... Flowers 114101.6 Auctions. PCs... Health Small Business Diseases EUrCise. MEM.. Get Online. Mown Site Promo... Kids & Family Sports New/ gotojag, lag.= atm 0±... aft, NCAA Hoops UHL.. Lifestyles Travel htip://horne.nerreeperfqwribadfindexhtairkprhorrit17,yrbro Business Saturday. lob. 6, 1999 CITIBANK Stock Crudes YrWotri Cr Name I Symbol
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Ros L O'Leary, Andy Ramsden · 2002
Cited by 55Open access
Information Resources Management Association · IGI Global eBooks · 2011
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Meltem Irmak, Leonora Kaldaras · 2023
In physics learning, the ability to visualize and mentally manipulate the shapes or models is very important in effective conceptual learning. Virtual learning environments make a promise to help learners in this sense. Virtual learning environments (VLEs) are designed information spaces that may include various representations ranging from static visuals to interactive, fully-immersive, 3D environments. There is a range of environments some of which include less sophisticated interfaces and some of which include 3D / virtual reality technology. Simulations, computer games, virtual reality, and augmented reality are included in the scope of this chapter, as the most frequently used VLEs in physics education. We conducted literature review to search for the trends in research in these environments. We conclude that the design and use of virtual learning environments in the context of physics education is an open field for future research. The targeted learner groups and concepts to be learned in the VLEs are limited and need to be diversified. We discuss findings for each environment separately and provide recommendations for future research.
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Lone Dirckinck‐Holmfeld, Bo Fibiger · VBN Forskningsportal (Aalborg Universitet) · 2002
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Tiago Cinto, Harlei Miguel de Arruda Leite, Sarah N. Carvalho et al. · Advances in game-based learning book series · 2016
Heated debates involving reforms in the educational system are becoming more and more frequent in recent years, mostly due to the increasingly evident shortcomings in the educational system and its difficulties to evolve at the same pace as technological development. Since nowadays people spend much of their time interacting directly or indirectly with technological devices, one can think of using this involvement with educational purposes. Through this interaction people have easy and inexpensive access to a vast amount of information. In this sense, one can think of methodologies to improve education by focusing on the foundations of knowledge rather than the emphasis on the memorization of contents. Therefore, the aim of this work is to propose and validate an interactive content authoring system as well as a virtual classroom where lessons are taught by avatars in an attempt to make learning experience richer and more motivating to students.
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Nicoletta Adamo‐Villani, Hazar Dib · IGI Global eBooks · 2015
This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.
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Bernd Hilgarth · 2007
This paper serves the requirements of the learning assignments within my Ph.D. study course ‘TIES462 ‐ Virtual Learning Environments’. For the work I decided for following. For the use and description of a learning platform I decided to describe the platform product ‘Blackboard ‐ Academic Suite 7’ (including the consideration of learning system, community system and content system features) using the general product descriptions at Blackboard homepage and through the use of the product is implemented and in use at the FH Amberg-Weiden (University of Applied Science, Germany). Because of my research activity handles the issue of e-Learning evaluation and therefore the review and conception of a holistic ‘evaluation-criteria model’ the dimension of virtual learning platforms might be seen as an important part of it. This document includes the six learning assignments are postulated by the course instructions. The first assignment deals with the above-mentioned learning platform and its basic theory, components, procedures, tools etc. The second assignment turns to the consideration of the learning platforms from the basic concept of ‘Virtual Learning Environments - VLE’. The third one deals in more detail with the topic ‘VLE and its usability’ before Assignment Four handles the issue of ‘security’ and Assignment Five the issue of ‘maintenance’. Assignment 6 turns at least to the question of ‘Quality in eLearning. Chapter 7 of this paper takes some summarizing statements for the evaluation of the selected platform and the issues are handled in Assignment One to Six.
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SpringerReference · 2012
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Dirchinck-Holmfeld, L., Fibiger, B. · 2002
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María José Gonçalves, Ana Paula Camarinha, António Abreu et al. · INTED proceedings · 2019
Society is constantly evolving and has so many repercussions on a social level as well as within personal and professional life. Information Technology (IT) has an increasing impact, bringing new challenges and paradigms to Education, by combining formal and informal environments in the communication that takes place between teachers and students, as well as between themselves. Nowadays, in education, the use of a an informal communication environment is increasingly verified in parallel with the formal environments already implemented. Teachers present challenges in the Learning Management System (LMS), but give students the freedom to use tools in less formal environments, as long as they meet with the stated objectives. The synergy between these two tools promotes learning environments with a social and interactive presence, one that is able to promote student success in virtual environments. This article presents an exploratory study of the use of platforms to support traditional teaching, such as social networks and LMS, using methods and pedagogical approaches that value the experimentation, discovery, research and integration of knowledge and skills. The purpose of this article is to identify the functionalities of each of the tools that promote the improvement of these environments in both formal and informal learning situations. The methodology used to reach the objective, besides the review of the literature, is based on an exploratory study, using research and interviews.
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Timothy Barker · Proceedings of the International Conference on Networked Learning · 1998
The Chapeltown and Harehills district of Leeds faces many of the problems often associated with inner-city ethnic minority areas; notably, poor housing, single parents and high unemployment. These social problems arc also accompanied by high levels of truancy, drug abuse and crime. High disaffection and low expectation can further undermine educational goals and individual achievements. Chapeltown and Harehills Assisted Learning Computer School (CHALCS) was established in 1987 to address these problems by providing community-based tuition out of school hours. CHALCS currently provides support in Maths, English, Science and Information Technology.
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