Virtual learning environment-Some realities (original) (raw)
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The international handbook of virtual learning environments
2006
What is virtual reality and how do we conceptualize, create, use, and inquire into learning settings that capture the possibilities of virtual life? The International Handbook of Virtual Learning Environments was developed to explore Virtual Learning Environments (VLE's), and their relationships with digital, in real life and virtual worlds. Three issues are explored and used as organizers for The Handbook. First, a distinction is made between virtual learning and learning virtually. Second, since the focus is on learning, an educational ...
2002
SUMMARY Is the concept of'virtual learning environment'just a popular label to describe any educational software? No, the concept includes several interesting features that justify the use of a specific label. We review these features in the first part of our contribution. Do these features guarantee pedagogical effects? No, we review in the second some potential contributions of virtual learning environments. Turning potential effects intro actual outcomes is the challenge of designers.
[PDF]The case of virtual learning environments
Research has been carried out into the educational and training innovations resulting from the current implementation of Virtual Learning Environments (VLEs) in institutions of higher education in order to understand how these innovations interrelate with teaching and learning; the implications at the institutional level; and the cross-cultural diversity within virtual learning environments, with an emphasis on those that combine face-to-face and virtual learning. In an attempt at innovating public educational institutions through the restructuring and promotion of educational cooperation at the European level, a study was made of nine institutions that provide tertiary education and postgraduate training in six European countries.
The virtual learning environment system
Frontiers in Education …, 1998
The Virtual Learning Environment (VLE) is an integrated university environment where students can apply for admission over the internet, enroll in the classes offered by VLE after admission, access a complete course, take tests, and interact with the professors as well as classmates.
Virtual learning environments: The alternative to the box under the bed
The Law Teacher, 2005
From our work over the past three years it has become clear to us that video lectures, when used in appropriate VLE environments, can do more than provide cheap lectures on the web or CD. 3 The relative ease with which video and text can now be spliced and re-used, the accessibility of information, and the environment within which knowledge can be 1 Terminology can be confusing here. The video lecture is sometimes known as a 'webcast' in the literature. Our VLE was made available over the web and on CD, and therefore when we refer to the video element, we shall call this the video lecture; and when we describe the environment as a whole we shall refer to this as the VLE.
What We Talk About When We Talk About Virtual Learning Environments
The International Review of Research in Open and Distributed Learning
This is a literature review analysing articles published on virtual learning environments (VLEs), otherwise known as learning management systems, in higher education in the years 2014–2018. The Web of Science database was used to identity relevant articles over this five-year period. The sample comprises 99 peer-reviewed, academic journal articles. A coding sheet is used to analyse each article, identifying the research method, the classification of research (macro, meso, or micro), the focus of research (students, instructors, or both), and, where applicable, the specific brand of VLE. Most output on VLEs is found to be quantitative, to focus on students and on the micro level of learning and teaching, to not have a clear theoretical focus, to not specify which brand of VLE is used, and to be produced in affluent countries. This article adds to the understanding of VLE research by identifying the most frequent foci of research on VLEs, as well as identifying areas that have been un...
Virtual Educational Environment for Studying Purposes
Cherkasy University Bulletin: Pedagogical Sciences
Introduction. Nowadays the system of future engineers training is entering the new stage of its development and new horizons are opening-connected with formation of teaching pluralism, developing of new teaching ways and methods, which lead to the appearance of new approaches to training process due to the necessity of novel technologies implementation that should support students motivation for lifelong learning and stimulate their creativity. E-learning, mlearning, interactive e-books, virtual learning realities-such neologisms integrate to all spheres of education constantly, and engineering training is not an exception. Purpose. The aim of the paper is to specify the main methodological and psychological principles of virtual educational environment creation and implementation. Results. Essential features of the "virtual learning environment" concept are described and fundamental properties of virtual learning environment which is used in the educational process are given. Originality. The major pro and contra arguments of these novelties utilization for the educational purposes in the process of training are observed in the paper on the example of virtual gamificated learning environment creation. Conclusion. Pedagogic system which corresponds to the virtual learning in the artificial environment, should be considered as situational, because the features of its application are determined each time by the specific conditions of training and that virtual educational situation that exists only in this area, at this time, between specific subjects and objects of education. The necessity of the special didactics development for virtual learning environments is obvious. It is necessary to create and implement virtual learning environments for every
Virtual learning environments: towards new generation
… of Computer Systems and Technologies (e-learning …, 2003
The classification of the virtual education environments (VLE) is based on the functional characteristics, inherent (or not) of the respective environment. In their evolution history there are three distinctive generations of VLEs. Numerous are the examples of platforms displaying characteristics of 1 st or 2 nd generation systems, still, examples of 3 rd generation VLEs are a matter of conditionality. At best we can talk only of 2.5 generation systems. There is not an unambiguous answer of the question what the components of a 3 rd generation virtual education environment are. The paper is an attempt to answer this question. In our view, the three more distinguishing trends in the development of VLE are the resort to cognitive methods, integration with other systems (for management, planning, etc.) and the changes under the influence of new technologies.
Towards the reflection of virtual learning environment
which relate to information and communication technologies implemented in the process of instruction in various subjects. Particularly the role of a virtual learning environment (VLE) is mentioned and discussed, and information about core current projects is provided. The project work is understood to be a tool of VLE reflection, which is considered both from generally accepted points of view, and new approaches are also introduced.