Towards the reflection of virtual learning environment (original) (raw)
Related papers
Virtual learning environment-Some realities
IRJAES, 2018
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.
Implementing Virtual Learning Environments: Looking for Holistic Approach Pre-discussion paper
The implementation of innovative pedagogical/educational practices is a response to the social needs for educational change. Such needs emerge from the massive request and access to post-secondary education, the necessity to increase competitiveness mainly through the increase of the human potential and the need to take into account new approaches to learning in a world highly mediated by technology where becoming a democratic, tolerant and responsible citizen is proving to be more difficult than becoming a highly trained worker or professional. The recent technological developments and the possibilities they offer provide useful tools in the introduction of educational innovations. With the same token however the implementation of technology in educational environments and in the learning process, in formal education or in more informal learning structures, poses a real challenge for the education and training institutions undertaking it. As a result of the new ICT systems, there are emerging experiences where most of the traditional universities (as well as traditional open universities) are in the process of restructuring by introducing new "virtual campuses" (VCs). Participants are experiencing new ways of learning and communicating with peers and teachers by organising the learning environment in a different way, based on several technological configurations. "Virtual Learning Environments" (VLEs) are based on different combinations of telematics tools and multimedia. Traditional universities and training centres see this as an opportunity to widen access to their courses while improving the quality of education, as well as a future source of income. Training companies are also very interested in reaching new potential by approaching learning to people's homes. Although VLE might be triggered by socioeconomic factors, these processes will only mean an education and training improvement if we consider those elements related to the teaching (pedagogic effectiveness) and institutional sphere (institutional restructuring, resistance to change, etc.). Furthermore, if we do not respond to the academic, linguistic, and cultural diversity of today's world, we are taking the risk of creating systems of low social, pedagogical and economic efficiency. This is the reason why the situation needs a holistic perspective of study and discussion. In this paper we present some of the preliminary results of the study undertaken by the Thematic Network IVETTE (Implementation of Virtual Environments in Training and Education). IVETTE is a consortium of nine European Universities funded by the Targeted SocioEconomic Research Programme (European Union, IV Framework Programme). The goal of the IVETTE Thematic Network (1998-20009 is to investigate the institutional, cultural and learning issues involved in the implementation of innovative Virtual Learning Environments (VLEs) in post-secondary public educational institutions, as well as in training institutions. For
[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.
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.
STRUCTURAL PECULIARITIES OF VIRTUAL LEARNING ENVIRONMENTS USED IN EDUCATION
International Journal of Advanced Research in IT and Engineering , 2021
The article is devoted to structural characteristics of virtual learning environments, explaining and analyzing each component separately and as a whole. Attention is as well given to describing virtual learning environments in technical terms, and in terms of teaching foreign languages, specifically in higher educational institutions. Various examples of VLEs are provided and analyzed for the purpose of looking closer at the phenomenon so widely used currently in education systems throughout the world.
Springer eBooks, 2006
However, the very genesis of e-learning as based on human collaboration in knowledge work and innovation, can be traced to the development of network communication in the late 1960s, with the invention of e-mail and computer conferencing over packet-switched networks in 1971. Historically, these technological innovations introduced an unprecedented opportunity whereby people could communicate and collaborate despite differences in time and place, and they became key to a social, economic, and especially educational paradigmatic shift. The telecommunications revolution both enabled and required fundamentally new forms of societal and economic activity, leading to the knowledge economy. The resultant demands and opportunities impacted and transformed education. The 1980s and 1990s represented a period of intense innovation and expansion in e-learning and networking throughout public schooling as well as in tertiary, professional, workplace, and adult education. The 21st century thus unfolded with new attitudes toward e-learning, and the emergence of new pedagogical models, technological affordances, and mindsets. A paradigm shift became apparent, subtle yet ultimately profound. A fundamental shift in understanding of the very nature of learning and hence the definition, design, and delivery of education characterized the late 1990s and early 21st century, and this shift became civilizational and global as educators and learners worldwide adopted networked e-learning. This chapter addresses that paradigmatic shift. It begins by presenting an overview of the history of online education as a context and framework for understanding the state of the art of e-learning today, especially the use of network technologies for collaborative learning. The chapter outlines how the early pioneers contributed to the educational paradigm change and how the theory and practice of learning has been advanced into new learning theories and models, modes of delivery, instructional roles, instructional designs, and learning processes and outcomes. The goal of the chapter is to provide an overview of the highlights of the early days of e-learning, a sense of the accomplishments, the challenges, and the adventure. The author recognizes that there are many more dots to be added and linked into creating a comprehensive history. I apologize to the many individuals, teams, and projects omitted. Let us keep working at documenting our history. The field and its future deserve it.
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.
A Study of Virtual Learning Environments
2009
This paper analyzes several features of virtual learning environments. These tools are basic for new models of education because their basic idea is to reduce the number of hours face-to-face in the classroom and to promote remote individual work. This is the main purpose of the new European models given by the Bologna process. Four studies have been made. First of them, shows level of popularity of each environment according number of entrances in two web searchers. From this previous study, we have chosen the most popular environments and we will give the details of their features and main differences between them. We are going analyze existing environments to create online learning communities and so, promoting online learning. Next, we will show a study this type of educational social software. This study involves a questionnaire to some lecturers of our university, Polytechnic University of Valencia. Our analysis presents most important results. Then, we have studied the virtual learning environments used in the Spanish universities. It will show us which of them are more used in Spain. Finally in the last part of the paper, we will show a performance evaluation of the two main environments.
Educational research and design of the virtual learning environment
Proceedings of the 8th International Conference on Computing Education Research - Koli '08, 2008
This volume is the culmination of more than a year of planning and effort on the part of both the local organising committee and the conference chairs. However, we were not working alone. Without an active community of researchers doing quality research and writing papers, a conference like Koli has no function or purpose. Consequently, a large part of the success of Koli Calling lies in its vibrant research community. It is your submissions that have made it possible for us to select this year's crop of interesting and thought provoking contributions.