Next Generation Online: Advancing Learning through Dynamic Design, Virtual and Web 2.0 Technologies, and Instructor "Attitude"

ERIC Educational Resources Information Center

O'Connor, Eileen

2013-01-01

With the advent of web 2.0 and virtual technologies and new understandings about learning within a global, networked environment, online course design has moved beyond the constraints of text readings, papers, and discussion boards. This next generation of online courses needs to dynamically and actively integrate the wide-ranging distribution of…

Virtual Games for Real Learning: Learning Online with Serious Fun.

ERIC Educational Resources Information Center

Jasinski, Marie; Thiagarajan, Sivasailam

2000-01-01

Focuses on the use of e-mail games for learning. Discusses terminology; reasons for using virtual games; promoting person-to-person interaction online; how to play an e-mail game, including three examples of specific games; player reactions; design components; the functions for facilitating an e-mail game; and the game as an excuse for debriefing.…

Belonging Online: Students' Perceptions of the Value and Efficacy of an Online Learning Community

ERIC Educational Resources Information Center

LaPointe, Loralee; Reisetter, Marcy

2008-01-01

The proliferation of online course designs has changed the learning environments for many students and professors. Recommendations for best practice in online course design frequently include maximizing students' online peer connections, with the intention of building a viable, if virtual, online learning community. However, students' responses to…

Cytopathology whole slide images and adaptive tutorials for postgraduate pathology trainees: a randomized crossover trial.

PubMed

Van Es, Simone L; Kumar, Rakesh K; Pryor, Wendy M; Salisbury, Elizabeth L; Velan, Gary M

2015-09-01

To determine whether cytopathology whole slide images and virtual microscopy adaptive tutorials aid learning by postgraduate trainees, we designed a randomized crossover trial to evaluate the quantitative and qualitative impact of whole slide images and virtual microscopy adaptive tutorials compared with traditional glass slide and textbook methods of learning cytopathology. Forty-three anatomical pathology registrars were recruited from Australia, New Zealand, and Malaysia. Online assessments were used to determine efficacy, whereas user experience and perceptions of efficiency were evaluated using online Likert scales and open-ended questions. Outcomes of online assessments indicated that, with respect to performance, learning with whole slide images and virtual microscopy adaptive tutorials was equivalent to using traditional methods. High-impact learning, efficiency, and equity of learning from virtual microscopy adaptive tutorials were strong themes identified in open-ended responses. Participants raised concern about the lack of z-axis capability in the cytopathology whole slide images, suggesting that delivery of z-stacked whole slide images online may be important for future educational development. In this trial, learning cytopathology with whole slide images and virtual microscopy adaptive tutorials was found to be as effective as and perceived as more efficient than learning from glass slides and textbooks. The use of whole slide images and virtual microscopy adaptive tutorials has the potential to provide equitable access to effective learning from teaching material of consistently high quality. It also has broader implications for continuing professional development and maintenance of competence and quality assurance in specialist practice. Copyright © 2015 Elsevier Inc. All rights reserved.

Creating an Online Library To Support a Virtual Learning Community.

ERIC Educational Resources Information Center

Sandelands, Eric

1998-01-01

International Management Centres (IMC), an independent business school, and Anbar Electronic Intelligence (AEI), a database publisher, have created a virtual library for IMC's virtual business school. Topics discussed include action learning; IMC's partnership with AEI; the virtual university model; designing virtual library resources; and…

E-Learning Gets Real: Call It Virtual, Distance, or Online Education. For Today's Curricula, It's No Longer a Question of Whether or Not to Try but when to Start Our Survey of Educators Who Already Use These Technologies Can Help the Uninitiated

ERIC Educational Resources Information Center

Livingston, Pamela

2008-01-01

For motivated students led by online-savvy teachers, amazing learning outside of the brick and-mortar school can take place and expand curricular possibilities. Unconstrained by place and time, students are learning and teachers are teaching, virtually and rigorously. This article describes the advantages and challenges in online education. The…

Comparing two methods of education (virtual versus traditional) on learning of Iranian dental students: a post-test only design study.

PubMed

Moazami, Fariborz; Bahrampour, Ehsan; Azar, Mohammad Reza; Jahedi, Farzad; Moattari, Marzieh

2014-03-05

The importance of using technologies such as e-learning in different disciplines is discussed in the literature. Researchers have measured the effectiveness of e-learning in a number of fields.Considering the lack of research on the effectiveness of online learning in dental education particularly in Iran, the advantages of these learning methods and the positive university atmosphere regarding the use of online learning. This study, therefore, aims to compare the effects of two methods of teaching (virtual versus traditional) on student learning. This post-test only design study approached 40, fifth year dental students of Shiraz University of Medical Sciences. From this group, 35 students agreed to participate. These students were randomly allocated into two groups, experimental (virtual learning) and comparison (traditional learning). To ensure similarity between groups, we compared GPAs of all participants by the Mann-Whitney U test (P > 0.05). The experimental group received a virtual learning environment courseware package specifically designed for this study, whereas the control group received the same module structured in a traditional lecture form. The virtual learning environment consisted of online and offline materials. Two identical valid, reliable post-tests that consisted of 40 multiple choice questions (MCQs) and 4 essay questions were administered immediately (15 min) after the last session and two months later to assess for knowledge retention. Data were analyzed by SPSS version 20. A comparison of the mean knowledge score of both groups showed that virtual learning was more effective than traditional learning (effect size = 0.69). The newly designed virtual learning package is feasible and will result in more effective learning in comparison with lecture-based training. However further studies are needed to generalize the findings of this study.

The Virtual Maternity Clinic: a teaching and learning innovation for midwifery education.

PubMed

Phillips, Diane; Duke, Maxine; Nagle, Cate; Macfarlane, Susie; Karantzas, Gery; Patterson, Denise

2013-10-01

There are challenges for midwifery students in developing skill and competency due to limited placements in antenatal clinics. The Virtual Maternity Clinic, an online resource, was developed to support student learning in professional midwifery practice. Identifying students' perceptions of the Virtual Maternity Clinic; learning about the impact of the Virtual Maternity Clinic on the students' experience of its use and access; and learning about the level of student satisfaction of the Virtual Maternity Clinic. Two interventions were used including pre and post evaluations of the online learning resource with data obtained from questionnaires using open ended and dichotomous responses and rating scales. The pre-Virtual Maternity Clinic intervention used a qualitative design and the post-Virtual Maternity Clinic intervention applied both qualitative and quantitative approaches. Three campuses of Deakin University, located in Victoria, Australia. Midwifery students enrolled in the Bachelor of Nursing/Bachelor of Midwifery and Graduate Diploma of Midwifery were recruited across three campuses of Deakin University (n=140). Thematic analysis of the pre-Virtual Maternity Clinic intervention (return rate n=119) related to students' expectations of this resource. The data for the post-Virtual Maternity Clinic intervention (return rate n=42) including open-ended responses were thematically analysed; dichotomous data examined in the form of frequencies and percentages of agreement and disagreement; and 5-rating scales were analysed using Pearson's correlations (α=.05, two-tailed). Results showed from the pre-Virtual Maternity Clinic intervention that students previously had placements in antenatal clinics were optimistic about the online learning resource. The post-Virtual Maternity Clinic intervention results indicated that students were satisfied with the Virtual Maternity Clinic as a learning resource despite some technological issues. The Virtual Maternity Clinic provides benefits for students in repeated observation of the practice of the midwife to support their professional learning and practice development. Copyright © 2012 Elsevier Ltd. All rights reserved.

How Students Develop Online Learning Skills

ERIC Educational Resources Information Center

Roper, Alan R.

2007-01-01

More and more, adult learners are finding the convenience and flexibility of online learning a match for their learning goals and busy lifestyles. Online degree programs, courses, and virtual universities targeting adult learners have proliferated in the past decade. Although students can easily locate an online course or degree program that's…

Faculty Perceptions of Cooperative Learning and Traditional Discussion Strategies in Online Courses

ERIC Educational Resources Information Center

Kupczynski, Lori; Mundy, Marie-Anne; Maxwell, Gerri

2012-01-01

Due to the recent developments in technology, distance learning and education questions regarding the best teaching methods for the virtual classroom have emerged. Thus, it becomes increasingly necessary to examine how these methods translate into the virtual classroom. This qualitative case study examined how instructors of online courses…

Learning in Virtual Worlds: Results from Two Studies

ERIC Educational Resources Information Center

Jestice, Rebecca J.

2010-01-01

Virtual worlds are garnering a lot of attention from educators and trainers as a new tool to enhance the effectiveness and efficiency of online learning. Virtual worlds are considered beneficial to the learning process because their unique combination of features and capabilities and their richness allows the employment of new instructional…

Investigating Student Attitudes toward a Synchronous, Online Graduate Course in a Multi-User Virtual Learning Environment

ERIC Educational Resources Information Center

Annetta, Leonard; Murray, Marshall; Gull Laird, Shelby; Bohr, Stephanie; Park, John

2008-01-01

This article describes a graduate distance education course at North Carolina State University, which combined science content and pedagogy with video game design. The course was conducted entirely in a synchronous, online, Virtual Learning Environment (VLE) through the ActiveWorlds[TM] platform. Inservice teachers enrolled as graduate students in…

Interactivity in the Online Learning Environment: A Study of Users of the North Carolina Virtual Public School

ERIC Educational Resources Information Center

Ingerham, Laura

2012-01-01

Recent studies of online learning environments reveal the importance of interaction within the virtual environment. Abrami, Bernard, Bures, Borokhovski, and Tamim (2011) identify and study 3 types of student interactions: student-content, student-teacher, and student-student. This article builds on this classification of interactions as it…

Exploring Arizona K-12 Virtual Educator Experiences and Perspectives Developing Collaborative Learning Communities

ERIC Educational Resources Information Center

Cross, Deborah Iyron

2015-01-01

Arizona Online Instruction (AOI) provided an instructional alternative to nearly fifty thousand K-12 students in Arizona during the 2012-2013 school year. Growth in online education underscores the importance of evolving the role of the K-12 virtual teacher as the human agent (Turvey, 2008) demonstrating social learning theory (Bandura, 1977) by…

Brave New (Virtual) World: Transforming Language Learning into Cultural Studies through Online Learning Environments (MOOs).

ERIC Educational Resources Information Center

Schneider, Jeffrey; von der Emde, Silke

2000-01-01

Describes an online approach through using a MOO, a computer program that allows students to share text-based virtual reality. The goal of the program was to build an environment that both enabled practice in the target language and sustained reflection on the processes of cultural production and reception. (Author/VWL)

A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-Face

ERIC Educational Resources Information Center

McFarlane, Donovan A.

2011-01-01

This paper examines online versus face-to-face organizational structure and pedagogy in terms of education and the teaching and learning process. The author distinguishes several important terms related to distance/online/e-learning, virtual learning and brick-and-mortar learning interactions and concepts such as asynchronous and synchronous…

A Teaching Strategy for a Christian Virtual Environment

ERIC Educational Resources Information Center

Babyak, Andrew T.

2015-01-01

The current landscape in education is changing rapidly as online learning programs are experiencing great growth. As online learning grows, many professors and students are entering into new learning environments for the first time. While online learning has proven to be successful in many cases, it is not a journey upon which Christian professors…

A Test of Spatial Contiguity for Virtual Human's Gestures in Multimedia Learning Environments

ERIC Educational Resources Information Center

Craig, Scotty D.; Twyford, Jessica; Irigoyen, Norma; Zipp, Sarah A.

2015-01-01

Virtual humans are becoming an easily available and popular component of multimedia learning that are often used in online learning environments. There is still a need for systematic research into their effectiveness. The current study investigates the positioning of a virtual human's gestures when guiding the learner through a multimedia…

Comparing two methods of education (virtual versus traditional) on learning of Iranian dental students: a post-test only design study

PubMed Central

2014-01-01

Background The importance of using technologies such as e-learning in different disciplines is discussed in the literature. Researchers have measured the effectiveness of e-learning in a number of fields. Considering the lack of research on the effectiveness of online learning in dental education particularly in Iran, the advantages of these learning methods and the positive university atmosphere regarding the use of online learning. This study, therefore, aims to compare the effects of two methods of teaching (virtual versus traditional) on student learning. Methods This post-test only design study approached 40, fifth year dental students of Shiraz University of Medical Sciences. From this group, 35 students agreed to participate. These students were randomly allocated into two groups, experimental (virtual learning) and comparison (traditional learning). To ensure similarity between groups, we compared GPAs of all participants by the Mann–Whitney U test (P > 0.05). The experimental group received a virtual learning environment courseware package specifically designed for this study, whereas the control group received the same module structured in a traditional lecture form. The virtual learning environment consisted of online and offline materials. Two identical valid, reliable post-tests that consisted of 40 multiple choice questions (MCQs) and 4 essay questions were administered immediately (15 min) after the last session and two months later to assess for knowledge retention. Data were analyzed by SPSS version 20. Results A comparison of the mean knowledge score of both groups showed that virtual learning was more effective than traditional learning (effect size = 0.69). Conclusion The newly designed virtual learning package is feasible and will result in more effective learning in comparison with lecture-based training. However further studies are needed to generalize the findings of this study. PMID:24597923

An Online Image Analysis Tool for Science Education

ERIC Educational Resources Information Center

Raeside, L.; Busschots, B.; Waddington, S.; Keating, J. G.

2008-01-01

This paper describes an online image analysis tool developed as part of an iterative, user-centered development of an online Virtual Learning Environment (VLE) called the Education through Virtual Experience (EVE) Portal. The VLE provides a Web portal through which schoolchildren and their teachers create scientific proposals, retrieve images and…

Using Learning Analytics to Identify Medical Student Misconceptions in an Online Virtual Patient Environment

ERIC Educational Resources Information Center

Poitras, Eric G.; Naismith, Laura M.; Doleck, Tenzin; Lajoie, Susanne P.

2016-01-01

This study aimed to identify misconceptions in medical student knowledge by mining user interactions in the MedU online learning environment. Data from 13000 attempts at a single virtual patient case were extracted from the MedU MySQL database. A subgroup discovery method was applied to identify patterns in learner-generated annotations and…

CyberDeutsch: Language Production and User Preferences in a Moodle Virtual Learning Environment

ERIC Educational Resources Information Center

Stickler, Ursula; Hampel, Regine

2010-01-01

This case study focuses on two learners who took part in an intensive online German course offered to intermediate level students in the Department of Languages of the Open University. The course piloted the use of a Moodle-based virtual learning environment and a range of new online tools which lend themselves to different types of language…

A Case Study of Using Online Communities and Virtual Environment in Massively Multiplayer Role Playing Games (MMORPGs) as a Learning and Teaching Tool for Second Language Learners

ERIC Educational Resources Information Center

Kongmee, Isara; Strachan, Rebecca; Pickard, Alison; Montgomery, Catherine

2012-01-01

Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also in education. This research investigates the use of commercial MMORPGs to support second language teaching. MMORPGs offer virtual safe spaces in which students can communicate by using their…

Adding the Human Touch to Asynchronous Online Learning

ERIC Educational Resources Information Center

Glenn, Cynthia Wheatley

2018-01-01

For learners to actively accept responsibility in a virtual classroom platform, it is necessary to provide special motivation extending across the traditional classroom setting into asynchronous online learning. This article explores specific ways to do this that bridge the gap between ground and online students' learning experiences, and how…

How to Involve Students in an Online Course: A Redesigned Online Pedagogy of Collaborative Learning and Self-Regulated Learning

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2013-01-01

In an online course, students learn independently in the virtual environment without teacher's on-the-spot support. However, many students are addicted to the Internet which is filled with a plethora of shopping websites, online games, and social networks (e.g. Facebook). To help keep students focused on and involved in online or blended…

The Ties that Bind: How Faculty Learning Communities Connect Online Adjuncts to Their Virtual Institutions

ERIC Educational Resources Information Center

Velez, Angela M.

2009-01-01

Online learning is in its infancy compared to other types of learning in the history of academe. Because of its limited history, there is much to be discovered about the ontological, axiological, and epistemological aspects of this technology-driven learning environment. While literature is saturated with online student experiences, and the…

Using the Cognitive Apprenticeship Model with a Chat Tool to Enhance Online Collaborative Learning

ERIC Educational Resources Information Center

Rodríguez-Bonces, Mónica; Ortiz, Kris

2016-01-01

In Colombia, many institutions are in the firm quest of virtual learning environments to improve instruction, and making the most of online tools is clearly linked to offering quality learning. Thus, the purpose of this action research was to identify how the Cognitive Apprenticeship Model enhances online collaborative learning by using a chat…

www.teld.net: Online Courseware Engine for Teaching by Examples and Learning by Doing.

ERIC Educational Resources Information Center

Huang, G. Q.; Shen, B.; Mak, K. L.

2001-01-01

Describes TELD (Teaching by Examples and Learning by Doing), a Web-based online courseware engine for higher education. Topics include problem-based learning; project-based learning; case methods; TELD as a Web server; course materials; TELD as a search engine; and TELD as an online virtual classroom for electronic delivery of electronic…

New Definitions for New Higher Education Institutions

ERIC Educational Resources Information Center

Meyer, Katrina A.

2009-01-01

New terms were exploding early in the development of distance learning and virtual universities. Distance learning, online learning, e-learning, and distributed learning were applied to the various new forms of learning using online or Web-based materials and processes. However, largely thanks to the immediate popularity of the Western Governors'…

Online Teacher Work to Support Self-Regulation of Learning in Students with Disabilities at a Fully Online State Virtual School

ERIC Educational Resources Information Center

Rice, Mary F.; Carter, Richard Allen, Jr.

2016-01-01

Students with disabilities represent a growing number of learners receiving education in K-12 fully online learning programs. They are, unfortunately, also a large segment of the online learning population who are not experiencing success in these environments. In response, scholars have recommended increasing instruction in self-regulation skills…

Public School Districts Master the Online Learning Game

ERIC Educational Resources Information Center

Horn, Michael

2010-01-01

Online learning made its debut in higher education, but now it's changing the face of K-12 education. According to the marketing research firm Ambient Insight, roughly 1.75 million K-12 students in the United States are enrolled in at least one online course. Although much of the online learning growth in K-12 first occurred in virtual charter…

Cousins Virtual Jane and Virtual Joe, Extraordinary Virtual Helpers

ERIC Educational Resources Information Center

Blignaut, Seugnet; Nagel, Lynette

2009-01-01

Higher education institutions deliver web-based learning with varied success. The success rate of distributed online courses remains low. Factors such as ineffective course facilitation and insufficient communication contribute to the unfulfilled promises of web-based learning. Students consequently feel unmotivated. Instructor control and in the…

Using Virtual Worlds to Identify Multidimensional Student Engagement in High School Foreign Language Learning Classrooms

ERIC Educational Resources Information Center

Jacob, Laura Beth

2012-01-01

Virtual world environments have evolved from object-oriented, text-based online games to complex three-dimensional immersive social spaces where the lines between reality and computer-generated begin to blur. Educators use virtual worlds to create engaging three-dimensional learning spaces for students, but the impact of virtual worlds in…

Teachers' Concerns about Adopting Constructivist Online Game-Based Learning in Formal Curriculum Teaching: The VISOLE Experience

ERIC Educational Resources Information Center

Jong, Morris S. Y.

2016-01-01

Our work is set against the backdrop of the pervasive discussion of harnessing online games to provide students with new constructivist learning opportunities. Upon the theoretical foundation, we have developed Virtual Interactive Student-Oriented Learning Environment (VISOLE), a teaching framework for implementing constructivist online game-based…

Research Committee Issues Brief: Professional Development for Virtual Schooling and Online Learning

ERIC Educational Resources Information Center

Davis, Niki; Rose, Ray

2007-01-01

This report examines the types of professional development necessary to implement successful online learning initiatives. The potential for schools utilizing online learning is tremendous: schools can develop new distribution methods to enable equity and access for all students, they can provide high quality content for all students and they can…

Learning, Teaching and Ambiguity in Virtual Worlds

NASA Astrophysics Data System (ADS)

Carr, Diane; Oliver, Martin; Burn, Andrew

What might online communities and informal learning practices teach us about virtual world pedagogy? In this chapter we describe a research project in which learning practices in online worlds such as World of Warcraft and Second LifeTM (SL) were investigated. Working within an action research framework, we employed a range of methods to investigate how members of online communities define the worlds they encounter, negotiate the terms of participation, and manage the incremental complexity of game worlds. The implications of such practices for online pedagogy were then explored through teaching in SL. SL eludes simple definitions. Users, or "residents", of SL partake of a range of pleasures and activities - socialising, building, creating and exhibiting art, playing games, exploring, shopping, or running a business, for instance. We argue that the variable nature of SL gives rise to degrees of ambiguity. This ambiguity impacts on inworld social practices, and has significant implications for online teaching and learning.

[The use of virtual learning environment in teaching basic and advanced life support].

PubMed

Cogo, Ana Luísa Petersen; Silveira, Denise Tolfo; Lírio, Aline de Morais; Severo, Carolina Lopes

2003-12-01

The present paper is the result of an experiment conducted as part of the Nursing: basic and advanced life support course, which was offered as a semi-online course using the virtual learning environment called Learning Space. The virtual learning environment optimizes classroom dynamics, since in the classroom setting, practical activities may be privileged; besides, learning is customized as students may access the environment whenever and wherever they wish.

Self-Regulated Learning in Virtual Communities

ERIC Educational Resources Information Center

Delfino, Manuela; Dettori, Giuliana; Persico, Donatella

2008-01-01

This paper investigates self-regulated learning (SRL) in a virtual learning community of adults interacting through asynchronous textual communication. The investigation method chosen is interaction analysis, a qualitative/quantitative approach allowing a systematic study of the contents of the messages exchanged within online communities. The…

Utilizing Virtual and Personal Learning Environments for Optimal Learning

ERIC Educational Resources Information Center

Terry, Krista, Ed.; Cheney, Amy, Ed.

2016-01-01

The integration of emerging technologies in higher education presents a new set of challenges and opportunities for educators. With a growing need for customized lesson plans in online education, educators are rethinking the design and development of their learning environments. "Utilizing Virtual and Personal Learning Environments for…

Assessing students' learning outcomes, self-efficacy and attitudes toward the integration of virtual science laboratory in general physics

NASA Astrophysics Data System (ADS)

Ghatty, Sundara L.

Over the past decade, there has been a dramatic rise in online delivery of higher education in the United States. Recent developments in web technology and access to the internet have led to a vast increase in online courses. For people who work during the day and whose complicated lives prevent them from taking courses on campus, online courses are the only alternatives by which they may achieve their goals in education. The laboratory courses are the major requirements for college and university students who want to pursue degree and certification programs in science. It is noted that there is a lack of laboratory courses in online physics courses. The present study addressed the effectiveness of a virtual science laboratory in physics instruction in terms of learning outcomes, attitudes, and self-efficacy of students in a Historically Black University College. The study included fifty-eight students (36 male and 22 female) of different science majors who were enrolled in a general physics laboratory course. They were divided into virtual and traditional groups. Three experiments were selected from the syllabus. The traditional group performed one experiment in a traditional laboratory, while the virtual group performed the same experiment in a virtual laboratory. For the second experiment, the use of laboratories by both groups was exchanged. Learner's Assessment Test (LAT), Attitudes Toward Physics Laboratories (ATPL), and Self-Efficacy Survey (SES) instruments were used. Additionally, quantitative methods such as an independent t-test, a paired t-test, and correlation statistics were used to analyze the data. The results of the first experiment indicated the learning outcomes were higher in the Virtual Laboratory than in the traditional laboratory, whereas there was no significant difference in learning outcomes with either type of lab instruction. However, significant self-efficacy gains were observed. Students expressed positive attitudes in terms of liking as well as interests in performing experiments in virtual laboratories. No gender differences were observed in learning outcomes or self-efficacy. The results of the study indicated that virtual laboratories may be a substitute for traditional laboratories to some extent, and may play a vital role in online science courses.

The Virtual Classroom: A Catalyst for Institutional Transformation

ERIC Educational Resources Information Center

Subramaniam, Nantha Kumar; Kandasamy, Maheswari

2011-01-01

This study explores the use of the virtual classroom which has been created in "myVLE", a learning management system used by the Open University Malaysia (OUM). The virtual classroom in "myVLE" is an asynchronous-based online learning environment that delivers course materials to learners and provides collaboration and…

Using SecondLife Online Virtual World Technology to Introduce Educators to the Digital Culture

NASA Technical Reports Server (NTRS)

Jamison, John

2008-01-01

The rapidly changing culture resulting from new technologies and digital gaming has created an increasing language gap between traditional educators and today's learners (Natkin, 2006; Seely-Brown, 2000). This study seeks to use the online virtual world of SecondLife.com as a tool to introduce educators to this new environment for learning. This study observes the activities and perceptions of a group of educators given unscripted access to this virtual environment. The results 'suggest that although serious technology limitations do currently exist, the potential of this virtual world environment as a learning experience for educators is strong.

Virtual Museum Learning

ERIC Educational Resources Information Center

Prosser, Dominic; Eddisford, Susan

2004-01-01

This paper examines children's and adults' attitudes to virtual representations of museum objects. Drawing on empirical research data gained from two web-based digital learning environments. The paper explores the characteristics of on-line learning activities that move children from a sense of wonder into meaningful engagement with objects and…

Cooperative Learning in Distance Learning: A Mixed Methods Study

ERIC Educational Resources Information Center

Kupczynski, Lori; Mundy, Marie Anne; Goswami, Jaya; Meling, Vanessa

2012-01-01

Distance learning has facilitated innovative means to include Cooperative Learning (CL) in virtual settings. This study, conducted at a Hispanic-Serving Institution, compared the effectiveness of online CL strategies in discussion forums with traditional online forums. Quantitative and qualitative data were collected from 56 graduate student…

Helping Students Use Virtual Libraries Effectively.

ERIC Educational Resources Information Center

Fitzgerald, Mary Ann; Galloway, Chad

2001-01-01

Describes a study in which online behavior of high school and undergraduate students using GALILEO (Georgia Library Learning Online), a virtual library, were observed. Topics include cognitive demands; technology literacy; domain knowledge; search strategies; relevance; evaluation of information; information literacy standards; and suggestions to…

Mapping the Terrain: Educational Leadership Field Experiences in K-12 Virtual Schools

ERIC Educational Resources Information Center

LaFrance, Jason A.; Beck, Dennis

2014-01-01

Opportunities for K-12 students to choose virtual and blended learning experiences continue to grow. All 50 states including Washington, D.C., now offer some virtual experience in K-12 education. Of these, 40 states have state virtual schools or state-led online learning initiatives. In addition, federal and state support for this type of learning…

Quality Virtual Instruction: The Use of Synchronous Online Activities to Engage International Students in Meaningful Learning

ERIC Educational Resources Information Center

Weiler, Spencer C.

2012-01-01

Online instruction offers students a convenient way to access higher education. However, convenience must never trump quality when it comes to participation in a graduate program. Synchronous learning activities in graduate online courses are an effective way to enhance the learning experiences of all students, and especially those from different…

The Best of All Worlds: Immersive Interfaces for Art Education in Virtual and Real World Teaching and Learning Environments

ERIC Educational Resources Information Center

Grenfell, Janette

2013-01-01

Selected ubiquitous technologies encourage collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape. Multiple modes of teaching and learning, ranging from real world experiences, to text and digital images accessed within the Deakin studies online learning management…

Learning to Communicate in a Virtual World: The Case of a JFL Classroom

ERIC Educational Resources Information Center

Yamazaki, Kasumi

2015-01-01

The proliferation of online simulation games across the globe in many different languages offers Computer Assisted Language Learning (CALL) researchers an opportunity to examine how language learning occurs in such virtual environments. While there has recently been an increase in the number of exploratory studies involving learning experiences of…

Primary and Secondary Virtual Learning in New Zealand: Examining Barriers to Achieving Maturity

ERIC Educational Resources Information Center

Barbour, Michael; Davis, Niki; Wenmoth, Derek

2016-01-01

This paper describes the organisational development of virtual learning in networked rural schools in New Zealand, specifically the obstacles that e-learning clusters of rural schools face in their journey to sustainability and maturity through the lens of the Ministry's Learning Communities Online Handbook. Analysis of a nationwide purposeful…

The Proposed Model of Collaborative Virtual Learning Environment for Introductory Programming Course

ERIC Educational Resources Information Center

Othman, Mahfudzah; Othman, Muhaini

2012-01-01

This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the "Think-Pair-Share". The main objective of this study is to design a model for an online learning system that facilitates the…

Socio-Emotional Connections: Identity, Belonging and Learning in Online Interactions--A Literature Review

ERIC Educational Resources Information Center

Delahunty, Janine; Verenikina, Irina; Jones, Pauline

2014-01-01

This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning…

Can Virtual Science Foster Real Skills? A Study of Inquiry Skills in a Virtual World

ERIC Educational Resources Information Center

Dodds, Heather E.

2013-01-01

Online education has grown into a part of the educational market answering the demand for learning at the learner's choice of time and place. Inquiry skills such as observing, questioning, collecting data, and devising fair experiments are an essential element of 21st-century online science coursework. Virtual immersive worlds such as Second Life…

Learning Experience with Virtual Worlds

ERIC Educational Resources Information Center

Wagner, Christian

2008-01-01

Virtual worlds create a new opportunity to enrich the educational experience through media-rich immersive learning. Virtual worlds have gained notoriety in games such as World of Warcraft (WoW), which has become the most successful online game ever, and in "general purpose" worlds, such as Second Life (SL), whose participation levels (more than 10…

On-line interactive virtual experiments on nanoscience

NASA Astrophysics Data System (ADS)

Kadar, Manuella; Ileana, Ioan; Hutanu, Constantin

2009-01-01

This paper is an overview on the next generation web which allows students to experience virtual experiments on nano science, physics devices, processes and processing equipment. Virtual reality is used to support a real university lab in which a student can experiment real lab sessions. The web material is presented in an intuitive and highly visual 3D form that is accessible to a diverse group of students. Such type of laboratory provides opportunities for professional and practical education for a wide range of users. The expensive equipment and apparatuses that build the experimental stage in a particular standard laboratory is used to create virtual educational research laboratories. Students learn how to prepare the apparatuses and facilities for the experiment. The online experiments metadata schema is the format for describing online experiments, much like the schema behind a library catalogue used to describe the books in a library. As an online experiment is a special kind of learning object, one specifies its schema as an extension to an established metadata schema for learning objects. The content of the courses, metainformation as well as readings and user data are saved on the server in a database as XML objects.

Building Virtual Teams: Experiential Learning Using Emerging Technologies

ERIC Educational Resources Information Center

Hu, Haihong

2015-01-01

Currently, virtual teams are being used exponentially in higher education and business because of the development of technologies and globalization. These teams have become an essential approach for collaborative learning as well as task completion. Team learning, especially in an online format, can be challenging due to lack of effective…

Bringing the Real World in: Reflection on Building a Virtual Learning Environment

ERIC Educational Resources Information Center

Mundkur, Anuradha; Ellickson, Cara

2012-01-01

We reflect on translating participatory and experiential learning methodologies into an online teaching environment through a Virtual Learning Environment (VLE) that simulates the "real-world" contexts of international development in order to develop an applied critical understanding of gender analysis and gender mainstreaming. Rather than being…

Real-Time Collaboration of Virtual Laboratories through the Internet

ERIC Educational Resources Information Center

Jara, Carlos A.; Candelas, Francisco A.; Torres, Fernando; Dormido, Sebastian; Esquembre, Francisco; Reinoso, Oscar

2009-01-01

Web-based learning environments are becoming increasingly popular in higher education. One of the most important web-learning resources is the virtual laboratory (VL), which gives students an easy way for training and learning through the Internet. Moreover, on-line collaborative communication represents a practical method to transmit the…

Combining Face-to-Face Learning with Online Learning in Virtual Worlds

ERIC Educational Resources Information Center

Berns, Anke; Gonzalez-Pardo, Antonio; Camacho, David

2012-01-01

This paper focuses on the development of videogame-like applications in a 3D virtual environment as a complement to the face-to-face teaching and learning. With the changing role of teaching and learning and the increasing use of "blended learning," instructors are increasingly expected to explore new ways to attend to the needs of their…

Teachers' and students' perspectives on teaching and learning through virtual learning environments

NASA Astrophysics Data System (ADS)

Limniou, M.; Smith, M.

2010-12-01

The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students' background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers' and students' perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.

Learning by Teaching with Virtual Peers and the Effects of Technological Design Choices on Learning

ERIC Educational Resources Information Center

Okita, Sandra Y.; Turkay, Selen; Kim, Mihwa; Murai, Yumiko

2013-01-01

Advancements in technology have brought about new forms of learning and online instruction that allow communication through virtual representations without physically meeting in person. This study builds on previous work involving recursive feedback that tests the hypothesis that an important facet of learning-by-teaching is the opportunity to…

Learning in Virtual Worlds: Using Communities of Practice to Explain How People Learn from Play

ERIC Educational Resources Information Center

Oliver, Martin; Carr, Diane

2009-01-01

Although there is interest in the educational potential of online multiplayer games and virtual worlds, there is still little evidence to explain specifically what and how people learn from these environments. This paper addresses this issue by exploring the experiences of couples that play "World of Warcraft" together. Learning outcomes were…

Virtual Reality for Collaborative E-Learning

ERIC Educational Resources Information Center

Monahan, Teresa; McArdle, Gavin; Bertolotto, Michela

2008-01-01

In the past, the term e-learning referred to any method of learning that used electronic delivery methods. With the advent of the Internet however, e-learning has evolved and the term is now most commonly used to refer to online courses. A multitude of systems are now available to manage and deliver learning content online. While these have proved…

Utah Virtual Lab: JAVA interactivity for teaching science and statistics on line.

PubMed

Malloy, T E; Jensen, G C

2001-05-01

The Utah on-line Virtual Lab is a JAVA program run dynamically off a database. It is embedded in StatCenter (www.psych.utah.edu/learn/statsampler.html), an on-line collection of tools and text for teaching and learning statistics. Instructors author a statistical virtual reality that simulates theories and data in a specific research focus area by defining independent, predictor, and dependent variables and the relations among them. Students work in an on-line virtual environment to discover the principles of this simulated reality: They go to a library, read theoretical overviews and scientific puzzles, and then go to a lab, design a study, collect and analyze data, and write a report. Each student's design and data analysis decisions are computer-graded and recorded in a database; the written research report can be read by the instructor or by other students in peer groups simulating scientific conventions.

Online Professional and Academic Learning Communities: Faculty Perspectives

ERIC Educational Resources Information Center

Glazer, Hilda R.; Breslin, Mary; Wanstreet, Constance E.

2013-01-01

This study examines faculty perceptions of creating learning communities at a virtual university. Through online focus groups with 18 participants, 3 themes emerged: institutional-level community building as creating a learning culture; instructor-level community building as creating respectful interaction; and learner-level community building as…

Implementing the virtual reality learning environment: Second Life.

PubMed

Schmidt, Bonnie; Stewart, Stephanie

2009-01-01

Today, faculty members are challenged to find meaningful learning activities that enhance online nursing education. Second Life is an innovative Internet-based strategy that may be used to engage students in active learning. The authors discuss how this technology was implemented into an accelerated online nursing program.

Mobile e-Learning for Next Generation Communication Environment

ERIC Educational Resources Information Center

Wu, Tin-Yu; Chao, Han-Chieh

2008-01-01

This article develops an environment for mobile e-learning that includes an interactive course, virtual online labs, an interactive online test, and lab-exercise training platform on the fourth generation mobile communication system. The Next Generation Learning Environment (NeGL) promotes the term "knowledge economy." Inter-networking…

Learning in the Wild of a Virtual World

ERIC Educational Resources Information Center

Aurilio, Suzanne

2009-01-01

This study took place in the online 3D virtual world Second Life[R], a recreational environment designed for world-building and socializing, and intended for individuals 18 years old and older. It described learning from the perspective of Second Life[R] Residents and focused on their world-building activities. As a virtual ethnographer, my avatar…

The Application of SECI Model as a Framework of Knowledge Creation in Virtual Learning: Case Study of IUST Virtual Classes

ERIC Educational Resources Information Center

Hosseini, Seyede Mehrnoush

2011-01-01

The research aims to define SECI model of knowledge creation (socialization, externalization, combination, and internalization) as a framework of Virtual class management which can lead to better online teaching-learning mechanisms as well as knowledge creation. It has used qualitative research methodology including researcher's close observation…

Using Technology to Expand Opportunity: Going Virtual

ERIC Educational Resources Information Center

Fox, Christine

2006-01-01

Online learning is meeting needs that traditional classrooms cannot fulfill. Online courses can get to people and places beyond the reach of the traditional school setting, serving the needs of students and teachers nationwide. This article describes the advantages of "virtual" schools in Florida, Louisiana, Alaska, West Virginia, and…

Blended learning in paediatric emergency medicine: preliminary analysis of a virtual learning environment.

PubMed

Spedding, Ruth; Jenner, Rachel; Potier, Katherine; Mackway-Jones, Kevin; Carley, Simon

2013-04-01

Paediatric emergency medicine (PEM) currently faces many competing educational challenges. Recent changes to the working patterns have made the delivery of effective teaching to trainees extremely difficult. We developed a virtual learning environment, on the basis of socioconstructivist principles, which allows learning to take place regardless of time or location. The aim was to evaluate the effectiveness of a blended e-learning approach for PEM training. We evaluated the experiences of ST3 trainees in PEM using a multimodal approach. We classified and analysed message board discussions over a 6-month period to look for evidence of practice change and learning. We conducted semistructured qualitative interviews with trainees approximately 5 months after they completed the course. Trainees embraced the virtual learning environment and had positive experiences of the blended approach to learning. Socioconstructivist learning did take place through the use of message boards on the virtual learning environment. Despite their initial unfamiliarity with the online learning system, the participants found it easy to access and use. The participants found the learning relevant and there was an overlap between shop floor learning and the online content. Clinical discussion was often led by trainees on the forums and these were described as enjoyable and informative. A blended approach to e-learning in basic PEM is effective and enjoyable to trainees.

Content Analysis of Online Discussion on a Senior-High-School Discussion Forum of a Virtual Physics Laboratory

ERIC Educational Resources Information Center

Guan, Ying-Hua; Tsai, Chin-Chung; Hwang, Fu-Kwun

2006-01-01

In this study we content analyzed the online discussion of several senior-high-school groups on a forum of a virtual physics laboratory in Taiwan. The goal of our research was to investigate the nature of non-course-based online discussion and to find out some useful guidelines in developing such discussion forums for learning purposes. We adapted…

Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

ERIC Educational Resources Information Center

Luo, Tian; Hibbard, Laura; Franklin, Teresa; Moore, David Richard

2017-01-01

Aim/Purpose: The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates' perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates'…

Learning by Doing: Using an Online Simulation Game in an International Relations Course

ERIC Educational Resources Information Center

Epley, Jennifer

2016-01-01

Integrating interactive learning activities into undergraduate courses is one method for increasing student interest, engagement, and skills development. Online simulation games in particular offer students the unique applied opportunity to "learn by doing" in a virtual space to further their overall knowledge base and critical thinking…

Learning as "Knowing": Towards Retaining and Visualizing Use in Virtual Settings

ERIC Educational Resources Information Center

Akoumianakis, Demosthenes

2011-01-01

The paper elaborates on the assumption that in modern organisations collaborative learning is an enacted capability that is more about "acting" and co-engaging in shared practices. In such settings, virtual learning can be conceived as an emergent knowledge process with no pre-determined outcomes that occupies multiple online and offline…

Authentic e-Learning in a Multicultural Context: Virtual Benchmarking Cases from Five Countries

ERIC Educational Resources Information Center

Leppisaari, Irja; Herrington, Jan; Vainio, Leena; Im, Yeonwook

2013-01-01

The implementation of authentic learning elements at education institutions in five countries, eight online courses in total, is examined in this paper. The International Virtual Benchmarking Project (2009-2010) applied the elements of authentic learning developed by Herrington and Oliver (2000) as criteria to evaluate authenticity. Twelve…

Teaching Science and Technology via Online Distance Learning: The Experience of Teaching Biostatistics in an Online Master of Public Health Programme

ERIC Educational Resources Information Center

Gemmell, Isla; Sandars, John; Taylor, Stewart; Reed, Katie

2011-01-01

This paper describes the development and teaching of a biostatistics module within a fully online distance learning Master of Public Health (MPH) programme at the University of Manchester. The MPH programme caters for students from over 40 countries worldwide and all materials are delivered via the Blackboard virtual learning environment. In this…

Content and Community Redux: Instructor and Student Interpretations of Online Communication in a Graduate Seminar.

ERIC Educational Resources Information Center

Dykes, Mary E.; Schwier, Richard A.

2003-01-01

Examines the experiences of an instructor and teaching assistant who employed online communication strategies in a graduate seminar to deliberately foster the development of a virtual learning community using synchronous and asynchronous online events. Compared their reflections with what the student reported about their learning in online…

Understanding the Roles of Families in Virtual Learning

ERIC Educational Resources Information Center

Currie-Rubin, Rachel; Smith, Sean J.

2014-01-01

Families choose to enroll their children in fully online schools for many reasons. Online schools offer the possibility of flexible schedules and the potential to learn at a pace and in a manner that is not available to students in their brick-and-mortar schools (Cavanaugh & Clark, 2007). Because online education can allow for individualized…

Quasi-Facial Communication for Online Learning Using 3D Modeling Techniques

ERIC Educational Resources Information Center

Wang, Yushun; Zhuang, Yueting

2008-01-01

Online interaction with 3D facial animation is an alternative way of face-to-face communication for distance education. 3D facial modeling is essential for virtual educational environments establishment. This article presents a novel 3D facial modeling solution that facilitates quasi-facial communication for online learning. Our algorithm builds…

A Study on Learning Effect among Different Learning Styles in a Web-Based Lab of Science for Elementary School Students

ERIC Educational Resources Information Center

Sun, Koun-tem; Lin, Yuan-cheng; Yu, Chia-jui

2008-01-01

The purpose of this study is to explore the learning effect related to different learning styles in a Web-based virtual science laboratory for elementary school students. The online virtual lab allows teachers to integrate information and communication technology (ICT) into science lessons. The results of this experimental teaching method…

Elearn: A Collaborative Educational Virtual Environment.

ERIC Educational Resources Information Center

Michailidou, Anna; Economides, Anastasios A.

Virtual Learning Environments (VLEs) that support collaboration are one of the new technologies that have attracted great interest. VLEs are learning management software systems composed of computer-mediated communication software and online methods of delivering course material. This paper presents ELearn, a collaborative VLE for teaching…

Online Teacher Development: Collaborating in a Virtual Learning Environment

ERIC Educational Resources Information Center

Ernest, Pauline; Guitert Catasús, Montse; Hampel, Regine; Heiser, Sarah; Hopkins, Joseph; Murphy, Linda; Stickler, Ursula

2013-01-01

Over recent years, educational institutions have been making increasing use of virtual environments to set up collaborative activities for learners. While it is recognized that teachers play an important role in facilitating learner collaboration online, they may not have the necessary skills to do so successfully. Thus, a small-scale professional…

Virtual Labs and Virtual Worlds

NASA Astrophysics Data System (ADS)

Boehler, Ted

2006-12-01

Virtual Labs and Virtual Worlds Coastline Community College has under development several virtual lab simulations and activities that range from biology, to language labs, to virtual discussion environments. Imagine a virtual world that students enter online, by logging onto their computer from home or anywhere they have web access. Upon entering this world they select a personalized identity represented by a digitized character (avatar) that can freely move about, interact with the environment, and communicate with other characters. In these virtual worlds, buildings, gathering places, conference rooms, labs, science rooms, and a variety of other “real world” elements are evident. When characters move about and encounter other people (players) they may freely communicate. They can examine things, manipulate objects, read signs, watch video clips, hear sounds, and jump to other locations. Goals of critical thinking, social interaction, peer collaboration, group support, and enhanced learning can be achieved in surprising new ways with this innovative approach to peer-to-peer communication in a virtual discussion world. In this presentation, short demos will be given of several online learning environments including a virtual biology lab, a marine science module, a Spanish lab, and a virtual discussion world. Coastline College has been a leader in the development of distance learning and media-based education for nearly 30 years and currently offers courses through PDA, Internet, DVD, CD-ROM, TV, and Videoconferencing technologies. Its distance learning program serves over 20,000 students every year. sponsor Jerry Meisner

The Time Factor: Leveraging Intelligent Agents and Directed Narratives in Online Learning Environments

ERIC Educational Resources Information Center

Jones, Greg; Warren, Scott

2009-01-01

Using video games, virtual simulations, and other digital spaces for learning can be a time-consuming process; aside from technical issues that may absorb class time, students take longer to achieve gains in learning in virtual environments. Greg Jones and Scott Warren describe how intelligent agents, in-game characters that respond to the context…

The Experiences of Students with Learning Disabilities in a Higher Education Virtual Campus

ERIC Educational Resources Information Center

Hollins, Nancy; Foley, Alan R.

2013-01-01

Institutions of higher education are increasingly asking students to use the online environment, or virtual campus, when carrying out business related to college life. In this paper, we report findings from a study conducted to learn more about the experiences of college students with learning disabilities as they interacted with this virtual…

Designing Interactive and Collaborative Learning Tasks in a 3-D Virtual Environment

ERIC Educational Resources Information Center

Berns, Anke; Palomo-Duarte, Manuel; Fernández, David Camacho

2012-01-01

The aim of our study is to explore several possibilities to use virtual worlds (VWs) and game-applications with learners of the A1 level (CEFR) of German as a foreign language. Our interest focuses especially on designing those learning tools which increase firstly, learner motivation towards online-learning and secondly, enhance autonomous…

Cognitive Presence in Virtual Collaborative Learning: Assessing and Improving Critical Thinking in Online Discussion Forums

ERIC Educational Resources Information Center

Beckmann, Jennifer; Weber, Peter

2016-01-01

Purpose: The purpose of this study is to introduce a virtual collaborative learning setting called "Net Economy", which we established as part of an international learning network of currently six universities, and present our approach to continuously improve the course in each cycle. Design/ Methodology/Approach: Using the community of…

Virtual Learning: The Good, the Bad, and the Ugly. Trends and Issues Alert No. 12.

ERIC Educational Resources Information Center

Kerka, Sandra

A new breed of nontraditional institution has arisen to meet the demands of working adults who want to participate in lifelong learning but lack the time for full- or part-time study at a traditional institution. These new institutions range from completely virtual universities, online arms of existing institutions, learning marketplaces, or…

Cognitive Presence in Virtual Collaborative Learning: Assessing and Improving Critical Thinking in Online Discussion Forums

ERIC Educational Resources Information Center

Beckmann, Jennifer; Weber, Peter

2015-01-01

The paper introduces a virtual collaborative learning setting called "Net Economy," which we established as part of an international learning network of currently seven universities. Using the Community of Inquiry framework as guidance and Canonical Action Research (CAR) as the chosen research design, the discussion forum of the online…

Virtual Terrorism and the Internet E-Learning Options

ERIC Educational Resources Information Center

Cole, David R.

2007-01-01

E-learning on the Internet is constituted by the options that this global technology gives the user. This article explores these options in terms of the lifestyle choices and decisions that the learner will make about the virtual worlds, textual meanings and cultural groupings that they will find as they learn online. This is a non-linear process…

An Interactive Cultural Transect: Designing, Deploying, and Evaluating an Online Virtual-Abroad Learning Experience

ERIC Educational Resources Information Center

Peters, Phil; Katsaros, Alex; Howard, Rosalyn; Lindgren, Robb

2012-01-01

This pilot project conducted by researchers from the University of Central Florida (UCF) seeks to answer the question: Does a real-time, two-way, mobile, remote webcasting system have special properties for learning compared with traditional distance learning platforms? Students enrolled in two online, undergraduate UCF courses explored South…

Facilitating Professional Learning Communities among Higher Education Faculty: The Walden Junto Model

ERIC Educational Resources Information Center

Bedford, Laurie A.; Rossow, Katie A.

2017-01-01

Virtual Professional Learning Communities (PLC) have become an innovative way to meet the professional development needs of faculty in the online learning environment. Walden University's model for PLCs, the Walden Junto, uses a combination of synchronous and asynchronous online strategies and is based on a philosophy that embraces the faculty…

Knowledge Ecologies in Fragile Online Learning Environments. Research: Information and Communication Technologies

ERIC Educational Resources Information Center

Henning, Elizabeth; Van der Westhuizen, Duan; Diseko, Rabaitse

2005-01-01

This article gives an account of an inquiry into two different postgraduate student groups' ways of engaging with a virtual learning environment. Using a variety of data sources, including learning artefacts, interview data, open-ended qualitative questionnaires and online discussion postings, the inquiry captured processes of engagement of the…

Impeding Phenomena Emerging from Students' Constructivist Online Game-Based Learning Process: Implications for the Importance of Teacher Facilitation

ERIC Educational Resources Information Center

Jong, Morris Siu-yung; Shang, Junjie

2015-01-01

"Virtual Interactive Student-Oriented Learning Environment" ("VISOLE") is a pedagogical approach to integrating constructivist online game-based learning (COGBLe) into formal teaching in school education. This paper reports a qualitative case study on the implementation of VISOLE (in secondary Geography education) in which we…

Design and Delivery of Online Courses in YCMOU

ERIC Educational Resources Information Center

Kamlaskar, Chetana H.; Killedar, Manoj

2015-01-01

The School of Science and Technology of "Yashwantrao Chavan Maharashtra Open University (YCMOU)" has proposed to offer "Web Based Live Teaching Learning Support" from "real" teacher, with "Live Virtual Online Class (LVOC)" integrated with "Learning Management System (LMS)" for all courses of all…

Virtual Education: Guidelines for Using Games Technology

ERIC Educational Resources Information Center

Schofield, Damian

2014-01-01

Advanced three-dimensional virtual environment technology, similar to that used by the film and computer games industry, can allow educational developers to rapidly create realistic online virtual environments. This technology has been used to generate a range of interactive Virtual Reality (VR) learning environments across a spectrum of…

Researching Online Mathematics Education: Opening a Space for Virtual Learner Identities

ERIC Educational Resources Information Center

Rosa, Mauricio; Lerman, Stephen

2011-01-01

This paper is drawn from a doctoral thesis (Rosa, 2008) that examines the relations established between the construction of online identities and the teaching and learning of the definite integral concept in an online learning course. The role-playing game (RPG) is played out through chat and calls for the creation of characters (online…

Can You See Me Now? Defining Teaching Presence in the Online Classroom through Building a Learning Community

ERIC Educational Resources Information Center

Jones, Ida M.

2011-01-01

In the online environment, students and instructors are virtually, but not physically, present in the same environment. In the online environment, technology mediates learning: it mediates communications and information transfer between the student and the instructor, between the student and the content, and among the students. Critics fear that…

Predicting Online Learning Success: Applying the Situational Theory of Publics to the Virtual Classroom

ERIC Educational Resources Information Center

Kruger-Ross, Matthew J.; Waters, Richard D.

2013-01-01

Following the trend of increased interest by students to take online courses and by institutions to offer them, scholars have taken many different approaches to understand what makes one student successful in online learning while another may fail. This study proposes that using the situational theory of publics will provide a better understanding…

DELIVERing Library Resources to the Virtual Learning Environment

ERIC Educational Resources Information Center

Secker, Jane

2005-01-01

Purpose: Examines a project to integrate digital libraries and virtual learning environments (VLE) focusing on requirements for online reading list systems. Design/methodology/approach: Conducted a user needs analysis using interviews and focus groups and evaluated three reading or resource list management systems. Findings: Provides a technical…

Material Matters for Learning in Virtual Networks: A Case Study of a Professional Learning Programme Hosted in a Google+ Online Community

ERIC Educational Resources Information Center

Ackland, Aileen; Swinney, Ann

2015-01-01

In this paper, we draw on Actor-Network Theories (ANT) to explore how material components functioned to create gateways and barriers to a virtual learning network in the context of a professional development module in higher education. Students were practitioners engaged in family learning in different professional roles and contexts. The data…

Technology, Educator Intention, and Relationships in Virtual Learning Spaces: A Qualitative Metasynthesis.

PubMed

Gdanetz, Lorraine M; Hamer, Mika K; Thomas, Eileen; Tarasenko, Lindsey M; Horton-Deutsch, Sara; Jones, Jacqueline

2018-04-01

A main concern that remains with the continued growth of online nursing education programs is the way educator and student relationships can be affected by new technologies. This interpretive study aims to gain an understanding of how technology influences the development of interpersonal relationships between the student and faculty in a virtual learning environment. Using an established structured approach to qualitative metasynthesis, a search was conducted using PubMed, EBSCO, CINAHL, Medline, ProQuest, Ovid Nursing databases, and Google Scholar, focused on caring and relational aspects of online nursing education. Technology alters communication, thereby positioning the intentionality of the educator at the heart of interpersonal relationship development in virtual learning spaces. This interpretive synthesis of prior qualitative research supports the development of a framework for online nursing courses, the need for continuing education of nursing faculty, the value of caring intentions, and enhancement of the educator's technological proficiency. [J Nurs Educ. 2018;57(4):197-202.]. Copyright 2018, SLACK Incorporated.

Introducing an Avatar Acceptance Model: Student Intention to Use 3D Immersive Learning Tools in an Online Learning Classroom

ERIC Educational Resources Information Center

Kemp, Jeremy William

2011-01-01

This quantitative survey study examines the willingness of online students to adopt an immersive virtual environment as a classroom tool and compares this with their feelings about more traditional learning modes including our ANGEL learning management system and the Elluminate live Web conferencing tool. I surveyed 1,108 graduate students in…

Utilization and acceptance of virtual patients in veterinary basic sciences - the vetVIP-project.

PubMed

Kleinsorgen, Christin; Kankofer, Marta; Gradzki, Zbigniew; Mandoki, Mira; Bartha, Tibor; von Köckritz-Blickwede, Maren; Naim, Hassan Y; Beyerbach, Martin; Tipold, Andrea; Ehlers, Jan P

2017-01-01

Context: In medical and veterinary medical education the use of problem-based and cased-based learning has steadily increased over time. At veterinary faculties, this development has mainly been evident in the clinical phase of the veterinary education. Therefore, a consortium of teachers of biochemistry and physiology together with technical and didactical experts launched the EU-funded project "vetVIP", to create and implement veterinary virtual patients and problems for basic science instruction. In this study the implementation and utilization of virtual patients occurred at the veterinary faculties in Budapest, Hannover and Lublin. Methods: This report describes the investigation of the utilization and acceptance of students studying veterinary basic sciences using optional online learning material concurrently to regular biochemistry and physiology didactic instruction. The reaction of students towards this offer of clinical case-based learning in basic sciences was analysed using quantitative and qualitative data. Quantitative data were collected automatically within the chosen software-system CASUS as user-log-files. Responses regarding the quality of the virtual patients were obtained using an online questionnaire. Furthermore, subjective evaluation by authors was performed using a focus group discussion and an online questionnaire. Results: Implementation as well as usage and acceptance varied between the three participating locations. High approval was documented in Hannover and Lublin based upon the high proportion of voluntary students (>70%) using optional virtual patients. However, in Budapest the participation rate was below 1%. Due to utilization, students seem to prefer virtual patients and problems created in their native language and developed at their own university. In addition, the statement that assessment drives learning was supported by the observation that peak utilization was just prior to summative examinations. Conclusion: Veterinary virtual patients in basic sciences can be introduced and used for the presentation of integrative clinical case scenarios. Student post-course comments also supported the conclusion that overall the virtual cases increased their motivation for learning veterinary basic sciences.

A Virtual Education: Guidelines for Using Games Technology

ERIC Educational Resources Information Center

Schofield, Damian

2014-01-01

Advanced three-dimensional virtual environment technology, similar to that used by the film and computer games industry, can allow educational developers to rapidly create realistic online vir-tual environments. This technology has been used to generate a range of interactive Virtual Real-ity (VR) learning environments across a spectrum of…

Online Learning in Higher Education: Necessary and Sufficient Conditions

ERIC Educational Resources Information Center

Lim, Cher Ping

2005-01-01

The spectacular development of information and communication technologies through the Internet has provided opportunities for students to explore the virtual world of information. In this article, the author discusses the necessary and sufficient conditions for successful online learning in educational institutions. The necessary conditions…

Factors Influencing Success in Online High School Algebra

ERIC Educational Resources Information Center

Liu, Feng

2010-01-01

At present, an increasing number of students at the K-12 level in the U.S. are taking courses online via virtual schools, which have been in existence since the end of the 20th century. Virtual schooling is becoming a mainstream option alongside traditional face-to-face learning environments. Even with its increasing popularity, very few empirical…

Online Embryology teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students.

PubMed

Al-Neklawy, Ahmed Farid

2017-11-01

Although the traditional didactic lecture is considered to be efficient for presenting information and providing explanations, it usually does not provide adequate time for deeper learning activities. So, traditional lecture is one of the most widely criticized educational methods. Virtual learning environment (VLE) is a specially designed environment that facilitates teachers' management of educational courses for their students, using computer hardware and software, which involves distance learning. In this study, we evaluated the experiment of online teaching of General Embryology for Egyptian undergraduate medical students using WizIQ learning management system. A total of 100 students were invited to submit an online survey at the end of the course to evaluate delivery of instruction, creation of an environment that supported learning, and administrative issues. Most of the students reported that they were strongly satisfied with the efficacy of the instructional methods and were strongly satisfied with the degree of clarity of the course material. They strongly accepted the page format and design of the virtual classroom and strongly agreed that the learning environment supported the learning procedure. The item of easy logging into the virtual classroom had aberrant variable responses; it recorded the lowest mean response; this variation in responses was due to technical factors as the students used different devices with different speeds of internet connections. Ninety percent of students have strongly recommended the course attendance for their fellow students. These results demonstrate that online Anatomy teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students. Copyright © 2017 Elsevier GmbH. All rights reserved.

Transforming Clinical Imaging and 3D Data for Virtual Reality Learning Objects: HTML5 and Mobile Devices Implementation

ERIC Educational Resources Information Center

Trelease, Robert B.; Nieder, Gary L.

2013-01-01

Web deployable anatomical simulations or "virtual reality learning objects" can easily be produced with QuickTime VR software, but their use for online and mobile learning is being limited by the declining support for web browser plug-ins for personal computers and unavailability on popular mobile devices like Apple iPad and Android…

Predicting Students' Attitudes towards Advertising on a University Virtual Learning Environment (VLE)

ERIC Educational Resources Information Center

Ogba, Ike-Elechi; Saul, Neil; Coates, Nigel F.

2012-01-01

Most if not all UK universities and many in other parts of the world support their student learning via a virtual learning environment (VLE). Online resources are going to be increasingly important to students as the internet is very much part of their lives. However, the VLE will require ongoing investment to keep pace with technological…

Virtual Learning Circles: Utilizing Online Message Board Interactions for Strengthening Literacy Development.

ERIC Educational Resources Information Center

Thomas, Matt; Hofmeister, David

Educators need to better understand how Internet discussion boards can be used in their classrooms. The process of trying to learn more about potential efficacy of a merger of two potent education tools (Learning or Literature Circles and online discussion boards) is currently underway. A large research study has been designed to examine the…

Incorporating a collaborative web-based virtual laboratory in an undergraduate bioinformatics course.

PubMed

Weisman, David

2010-01-01

Face-to-face bioinformatics courses commonly include a weekly, in-person computer lab to facilitate active learning, reinforce conceptual material, and teach practical skills. Similarly, fully-online bioinformatics courses employ hands-on exercises to achieve these outcomes, although students typically perform this work offsite. Combining a face-to-face lecture course with a web-based virtual laboratory presents new opportunities for collaborative learning of the conceptual material, and for fostering peer support of technical bioinformatics questions. To explore this combination, an in-person lecture-only undergraduate bioinformatics course was augmented with a remote web-based laboratory, and tested with a large class. This study hypothesized that the collaborative virtual lab would foster active learning and peer support, and tested this hypothesis by conducting a student survey near the end of the semester. Respondents broadly reported strong benefits from the online laboratory, and strong benefits from peer-provided technical support. In comparison with traditional in-person teaching labs, students preferred the virtual lab by a factor of two. Key aspects of the course architecture and design are described to encourage further experimentation in teaching collaborative online bioinformatics laboratories. Copyright © 2010 International Union of Biochemistry and Molecular Biology, Inc.

Research Ethics in Emerging Forms of Online Learning: Issues Arising from a Hypothetical Study on a MOOC

ERIC Educational Resources Information Center

Esposito, Antonella

2012-01-01

This paper is concerned with how research ethics is evolving along with emerging online research methods and settings. In particular, it focuses on ethics issues implied in a hypothetical virtual ethnography study aiming to gain insights on participants' experience in an emergent context of networked learning, namely a MOOC--Massive Online Open…

Speaking Personally--With Joe Freidhoff

ERIC Educational Resources Information Center

Clark, Tom

2013-01-01

This article presents an interview with Joe Freidhoff, the director of online learning research and innovation at the "Michigan Virtual University"[R] ("MVU"[R]), a nonprofit corporation in Michigan. He publishes and presents frequently in the area of K-12 online and blended learning research. Dr. Freidhoff completed his…

Learning Communities via the Internet a la Epic Learning: You Can Lead the Horses to Water, but You Cannot Get Them To Drink.

ERIC Educational Resources Information Center

Orey, Michael; Koenecke, Lynne; Crozier, Jane

2003-01-01

Describes learning experiences of three students enrolled in a training company's Web-based course on network administration that included a variety of online technologies, including a live virtual classroom, coaches, chat, and bulletin boards, to try and develop an online learning community. Concludes that learners must be taught how to form…

Speaking Personally--With Paul Avon

ERIC Educational Resources Information Center

Martin, D'Arcy

2012-01-01

This article presents an interview with Paul Avon, the former executive director of the Canadian Virtual College Consortium. Avon has spent over fifteen years in the distance learning (DL) field managing the production and delivery of online learning at TVOntario, Humber College, the Sri Lankan National Online Distance Education Service, and the…

Virtual Classroom: Reflections of Online Learning

ERIC Educational Resources Information Center

Michael, Kathy

2012-01-01

Purpose: The purpose of this study is to identify student and staff experiences with online learning at higher education (HE) using the software Elluminate Live! Design/methodology/approach: This paper adopts a qualitative approach, focusing on the reflections of participants (student and teacher) collated over a 12 month period of piloting online…

Learning to Lead: Online Learning Principals' and Counselors' Perceptions of a District's Virtual School Support Services and Desires for Professional Development

ERIC Educational Resources Information Center

Harrison Ross, Lisa

2012-01-01

The number of online learners in the United States at the K-12 level almost doubled in the two-year period from 2006 to 2008. However, research in this area is emergent at best. With the passage of legislation in 2010 requiring all school districts in Virginia to have a plan to provide online learning options for K-12 students, the need for…

Questions as Indicators of Ocean Literacy: Students' Online Asynchronous Discussion with a Marine Scientist

ERIC Educational Resources Information Center

Fauville, Géraldine

2017-01-01

In this article, 61 high-school students learned about ocean acidification through a virtual laboratory followed by a virtual lecture and an asynchronous discussion with a marine scientist on an online platform: VoiceThread. This study focuses on the students' development of ocean literacy when prompted to ask questions to the scientist. The…

Credit Recovery in a Virtual School: Affordances of Online Learning for the At-Risk Student

ERIC Educational Resources Information Center

Oliver, Kevin; Kellogg, Shaun

2015-01-01

This paper summarizes evaluation findings about a high school credit recovery (CR) program as solicited by a statesponsored virtual school in the United States. Student and teacher surveys explained why CR students failed previous instances of face-to-face courses and defined how the online CR model helped these learners overcome both internal…

The Ambiguity of Perception: Virtual Art Museology, Free-Choice Learning, and Children's Art Education

ERIC Educational Resources Information Center

Mulligan, Christine Susan

2010-01-01

With many art museums uploading web-based art activities for youngsters, an online phenomenon is burgeoning, and a research domain is emerging. In an effort to contribute empirical evidence to an area of educational research that I refer to as "virtual art museology," or the study of art museum's online art activities for young people, this…

A Facilitator's Guide for the Online Course: What Education Leaders Should Know about Virtual Education

ERIC Educational Resources Information Center

Rukobo, Emily Zyko; Penfold, Angela; Adler, C. Ralph; Larson, Heidi; Peterson, Kirsten

2012-01-01

This Facilitator's Guide is based on What Education Leaders Should Know about Virtual Education, an online course designed by the Center on Instruction and the New England Comprehensive Center. The Facilitator's Guide demonstrates step-by-step how to build the course on a learning management system (LMS) and provides instructions on all phases of…

Virtual Worlds: Relationship between Real Life and Experience in Second Life

ERIC Educational Resources Information Center

Anstadt, Scott P.; Bradley, Shannon; Burnette, Ashley; Medley, Lesley L.

2013-01-01

Due to the unique applications of virtual reality in many modern contexts, Second Life (SL) offers inimitable opportunities for research and exploration and experiential learning as part of a distance learning curriculum assignment. A review of current research regarding SL examined real world social influences in online interactions and what the…

Teachers' Mindset and Responsibilities in Using Virtual Learning Environment (VLE) in Icelandic Schools

ERIC Educational Resources Information Center

Thorsteinsson, Gisli

2013-01-01

Running Information and Communication Technologies (ICT) classes using Virtual Learning Environments (VLEs) has become a high priority project for many educational institutions, as it offers opportunities for online education and support for conventional education. However, acquiring and deploying a VLE is a difficult task that concerns teachers'…

Second Life in Education: The Case of Commercial Online Virtual Reality Applied to Teaching and Learning

ERIC Educational Resources Information Center

Brown, Abbie; Sugar, William

2009-01-01

Second Life is a three-dimensional, multi-user virtual environment that has attracted particular attention for its instructional potential in professional development and higher education settings. This article describes Second Life in general and explores the benefits and challenges of using it for teaching and learning.

TeamXchange: A Team Project Experience Involving Virtual Teams and Fluid Team Membership

ERIC Educational Resources Information Center

Dineen, Brian R.

2005-01-01

TeamXchange, an online team-based exercise, is described. TeamXchange is consistent with the collaborative model of learning and provides a means of fostering enhanced student learning and engagement through collaboration in virtual teams experiencing periodic membership changes. It was administered in an undergraduate Organizational Behavior…

Does the Medium Dictate the Message? Cultivating E-Communication in an Asynchronous Environment.

ERIC Educational Resources Information Center

Kiernan, Mary; Thomas, Pete; Woodroffe, Mark

Virtual learning environments (VLEs) are often perceived by education establishments as an opportunity to widen access without traditional overheads. An integral part of most VLEs is asynchronous computer conferencing and on-line moderators must help students migrate quickly to the new virtual environment to minimize learning disruption. This…

Towards a Framework for Virtual Internationalization

ERIC Educational Resources Information Center

Bruhn, Elisa

2017-01-01

Internationalization and digitalization--how do these two higher education trends go together? Projects dealing with virtual mobility, collaborative online international learning (COIL), or virtual transnational education (TNE) have shown that the link between the international and the digital is not only a theoretical possibility but already a…

Virtual Knowledge Brokering: Describing the Roles and Strategies Used by Knowledge Brokers in a Pediatric Physiotherapy Virtual Community of Practice.

PubMed

Hurtubise, Karen; Rivard, Lisa; Héguy, Léa; Berbari, Jade; Camden, Chantal

2016-01-01

Knowledge transfer in pediatric rehabilitation is challenging and requires active, multifaceted strategies. The use of knowledge brokers (KBs) is one such strategy noted to promote clinician behavior change. The success of using KBs to transfer knowledge relies on their ability to adapt to ever-changing clinical contexts. In addition, with the rapid growth of online platforms as knowledge transfer forums, KBs must become effective in virtual environments. Although the role of KBs has been studied in various clinical contexts, their emerging role in specific online environments designed to support evidence-based behavior change has not yet been described. Our objective is to describe the roles of, and strategies used by, four KBs involved in a virtual community of practice to guide and inform future online KB interventions. A descriptive design guided this study and a thematic content analysis process was used to analyze online KB postings. The Promoting Action on Research in Health Sciences knowledge transfer framework and online andragogical learning theories assisted in the coding. A thematic map was created illustrating the links between KBs' strategies and emerging roles in the virtual environment. We analyzed 95 posts and identified three roles: 1) context architect: promoting a respectful learning environment, 2) knowledge sharing promoter: building capacity, and 3) linkage creator: connecting research-to-practice. Strategies used by KBs reflected invitational, constructivism, and connectivism approaches, with roles and strategies changing over time. This study increases our understanding of the actions of KBs in virtual contexts to foster uptake of research evidence in pediatric physiotherapy. Our results provide valuable information about the knowledge and skills required by individuals to fulfill this role in virtual environments.

Creating Online Content with Real World Application by Designing and Implementing Online Practicums for Virtual and Physical Environments

ERIC Educational Resources Information Center

Barrett, Bob

2012-01-01

Universities need to assess student learning in order to determine if they are reaching the needs of the students, linking learning to course objectives, and determining if their courses have academic rigor. While many courses focus on the immediate course learning objectives, the use of final program projects and program assessments are becoming…

Knowledge Contribution in a Non-Formal Virtual Setting through a Social Constructionist Approach: A Case Study of an Online Learning Community

ERIC Educational Resources Information Center

Moses, Myra Gail

2012-01-01

This study explored an online learning community in a non-formal educational setting and the process participants used in order to share, create, and construct knowledge through their interactions in the online community. Participants in the study were college interns who were part of a grant that focused on providing professional development for…

A pilot project of an online cross-age tutoring program: crescent school virtual learning (vLearning).

PubMed

Chow, Ronald

2016-11-01

Traditional classroom teaching is the standard of education. However, there may be some students who feel uncomfortable approaching their teachers and may feel more at ease if they ask for assistance from their peers. There are two types of student-to-student tutoring methods that are supplements to classroom learning: peer tutoring between same-age students and cross-age tutoring between different-age children. Cross-age tutoring programs in which the tutor is 2-3 years older than the tutee have been reported to be more effective than those between same-age students in promoting student responsibility, empowerment and academic performance. A pilot online cross-age tutoring program was launched in September 2014 at Crescent School. A new website was designed, created and implemented with the permission and regular monitoring of the Student Services faculty for the online program - Crescent School Virtual Learning (vLearning). The program was well received and will undergo evaluation in the future.

Online Treatment and Virtual Therapists in Child and Adolescent Psychiatry.

PubMed

Schueller, Stephen M; Stiles-Shields, Colleen; Yarosh, Lana

2017-01-01

Online and virtual therapies are a well-studied and efficacious treatment option for various mental and behavioral health conditions among children and adolescents. However, many interventions have not considered the unique affordances offered by technologies that might align with the capacities and interests of youth users. In this article, the authors discuss learnings from child-computer interaction that can inform future generations of interventions and guide developers, practitioners, and researchers how to best use new technologies for youth populations. The article concludes with innovative examples illustrating future potentials of online and virtual therapies such as gaming and social networking. Copyright © 2016 Elsevier Inc. All rights reserved.

Design, development, and evaluation of an online virtual emergency department for training trauma teams.

PubMed

Youngblood, Patricia; Harter, Phillip M; Srivastava, Sakti; Moffett, Shannon; Heinrichs, Wm LeRoy; Dev, Parvati

2008-01-01

Training interdisciplinary trauma teams to work effectively together using simulation technology has led to a reduction in medical errors in emergency department, operating room, and delivery room contexts. High-fidelity patient simulators (PSs)-the predominant method for training healthcare teams-are expensive to develop and implement and require that trainees be present in the same place at the same time. In contrast, online computer-based simulators are more cost effective and allow simultaneous participation by students in different locations and time zones. In this pilot study, the researchers created an online virtual emergency department (Virtual ED) for team training in crisis management, and compared the effectiveness of the Virtual ED with the PS. We hypothesized that there would be no difference in learning outcomes for graduating medical students trained with each method. In this pilot study, we used a pretest-posttest control group, experimental design in which 30 subjects were randomly assigned to either the Virtual ED or the PS system. In the Virtual ED each subject logged into the online environment and took the role of a team member. Four-person teams worked together in the Virtual ED, communicating in real time with live voice over Internet protocol, to manage computer-controlled patients who exhibited signs and symptoms of physical trauma. Each subject had the opportunity to be the team leader. The subjects' leadership behavior as demonstrated in both a pretest case and a posttest case was assessed by 3 raters, using a behaviorally anchored scale. In the PS environment, 4-person teams followed the same research protocol, using the same clinical scenarios in a Simulation Center. Guided by the Emergency Medicine Crisis Resource Management curriculum, both the Virtual ED and the PS groups applied the basic principles of team leadership and trauma management (Advanced Trauma Life Support) to manage 6 trauma cases-a pretest case, 4 training cases, and a posttest case. The subjects in each group were assessed individually with the same simulation method that they used for the training cases. Subjects who used either the Virtual ED or the PS showed significant improvement in performance between pretest and posttest cases (P < 0.05). In addition, there was no significant difference in subjects' performance between the 2 types of simulation, suggesting that the online Virtual ED may be as effective for learning team skills as the PS, the method widely used in Simulation Centers. Data on usability and attitudes toward both simulation methods as learning tools were equally positive. This study shows the potential value of using virtual learning environments for developing medical students' and resident physicians' team leadership and crisis management skills.

Development of and feedback on a fully automated virtual reality system for online training in weight management skills.

PubMed

Thomas, J Graham; Spitalnick, Josh S; Hadley, Wendy; Bond, Dale S; Wing, Rena R

2015-01-01

Virtual reality (VR) technology can provide a safe environment for observing, learning, and practicing use of behavioral weight management skills, which could be particularly useful in enhancing minimal contact online weight management programs. The Experience Success (ES) project developed a system for creating and deploying VR scenarios for online weight management skills training. Virtual environments populated with virtual actors allow users to experiment with implementing behavioral skills via a PC-based point and click interface. A culturally sensitive virtual coach guides the experience, including planning for real-world skill use. Thirty-seven overweight/obese women provided feedback on a test scenario focused on social eating situations. They reported that the scenario gave them greater skills, confidence, and commitment for controlling eating in social situations. © 2014 Diabetes Technology Society.

Development of and Feedback on a Fully Automated Virtual Reality System for Online Training in Weight Management Skills

PubMed Central

Spitalnick, Josh S.; Hadley, Wendy; Bond, Dale S.; Wing, Rena R.

2014-01-01

Virtual reality (VR) technology can provide a safe environment for observing, learning, and practicing use of behavioral weight management skills, which could be particularly useful in enhancing minimal contact online weight management programs. The Experience Success (ES) project developed a system for creating and deploying VR scenarios for online weight management skills training. Virtual environments populated with virtual actors allow users to experiment with implementing behavioral skills via a PC-based point and click interface. A culturally sensitive virtual coach guides the experience, including planning for real-world skill use. Thirty-seven overweight/obese women provided feedback on a test scenario focused on social eating situations. They reported that the scenario gave them greater skills, confidence, and commitment for controlling eating in social situations. PMID:25367014

Examining the Real Merits of the Virtual Microscope

NASA Astrophysics Data System (ADS)

Hennessy, Ronan; Meere, Pat; Ho, Timsie; Menuge, Julian; Tyrrell, Shane; Kamber, Balz; Higgs, Bettie; Kelley, Simon

2017-04-01

The Geoscience e-Laboratory (GeoLAB) project is a cooperative digital petrological microscopy technology enhanced learning (TEL) resource development project involving the four main university geoscience teaching centres in Ireland. Collaborating with the Open University (UK), a new digital library of petrographic thin sections has been added to the Virtual Microscope for Earth Sciences (VMfES) online repository. The collection was compiled with a view to introducing high-quality samples to teaching programmes in a manner that hitherto was limited by sample and microscope availability and cost and the temporal limits of laboratory access. The project has proceeded to explore the pedagogical implications of using the Virtual Microscope in teaching programmes. Online assessments and self-guided exercises developed using applications such as Google Forms have been introduced into programmes at each centre, and complimented by tutorial and interactive videos designed to support self-guided learning. The GeoLab project is reporting on the pedagogical implications of providing students with unimpeded access to high-quality petrographic learning resources during the term of semester and in advance of student assessments. Additionally, the project is collating data on the perceptions of both teachers and learners to using online learning media in mineralogy and petrology programmes, and if there are benefits therein to the more traditional styles of petrology and microscopy teaching and learning.

Nursing student perceptions of community in online learning.

PubMed

Gallagher-Lepak, Susan; Reilly, Janet; Killion, Cheryl M

2009-01-01

Nursing faculty need to understand the unique aspects of online learning environments and develop new pedagogies for teaching in the virtual classroom. The concept of community is important in online learning and a strong sense of community can enhance student engagement and improve learning outcomes in online courses. Student perceptions of community in online learning environments were explored in this study. Five focus group sessions were held and online nursing students were asked to give examples of experiences related to sense of community. Fifteen major themes emerged: class structure, required participation, teamwork, technology, becoming, commonalities, disconnects, mutual exchange, online etiquette, informal discussions, aloneness, trepidation, unknowns, nonverbal communication and anonymity. Themes sorted into the categories of structural, processual and emotional factors. Theme descriptions show how sense of community can be enhanced and/or diminished in online courses. This study adds depth and detail to the limited body of research on sense of community in distance education in nursing courses.

Virtual Training for Virtual Success: Michigan State University Extension's Virtual Conference

ERIC Educational Resources Information Center

Vandenberg, Lela; Reese, Luke

2011-01-01

Michigan State University Extension conducted its first virtual conference, attended by more than 600 staff, with a weeklong menu of over 100 online meetings and learning sessions. Providing multiple types of pre-conference hands-on training to small groups using Adobe Connect Pro was an important key to success. Other success factors were pre and…

MOOC as a Laboratory of Culture Shock: Helping Non-U.S. Students Integrate into All-American Virtual Environment

ERIC Educational Resources Information Center

Chukhlomin, Valeri; Deshpande, Anant

2017-01-01

"iMOOC101: Mastering American e-Learning" is a Coursera-based, free, massive online course aimed at preparing non-U.S. students to succeed in regular, for-credit, online classes in American universities. The course is also intended to help foreign-born professionals integrate into virtual work environments in U.S.-based companies. The…

The Virtual Anatomy Laboratory: Usability Testing to Improve an Online Learning Resource for Anatomy Education

ERIC Educational Resources Information Center

Doubleday, Eldridge G.; O'Loughlin, Valerie D.; Doubleday, Alison F.

2011-01-01

An increasing number of instructors are seeking to provide students with online anatomy resources. Many researchers have attempted to identify associations between resource use and student learning but few studies discuss the importance of usability testing in resource design and modification. Usability testing provides information about ease of…

Is Your Gifted Child Ready for Online Learning?

ERIC Educational Resources Information Center

Potts, Jessica Alison; Potts, Skip

2017-01-01

Virtual classrooms, which have grown at an unprecedented rate in recent years, represent a unique opportunity for gifted students who do not have appropriate educational options in their brick-and-mortar schools. Students who are engaged in online learning have access to flexible, high quality curricula and can be grouped with their intellectual…

Investigating Factors Affecting Group Processes in Virtual Learning Environments

ERIC Educational Resources Information Center

Hazari, Sunil; Thompson, Sandra

2015-01-01

With the widespread popularity of distance learning, there is a need to investigate elements of online courses that continue to pose significant challenges for educators. One of the challenges relates to creating and managing group projects. This study investigated business students' perceptions of group work in online classes. The constructs of…

Promoting Reflection in Asynchronous Virtual Learning Spaces: Tertiary Distance Tutors' Conceptions

ERIC Educational Resources Information Center

Rivers, Bethany Alden; Richardson, John T. E.; Price, Linda

2014-01-01

Increasingly, universities are embedding reflective activities into the curriculum. With the growth in online tertiary education, how effectively is reflection being promoted or used in online learning spaces? Based on the notion that teachers' beliefs will influence their approaches to teaching, this research sought to understand how a group of…

Does Online Game-Based Learning Work in Formal Education at School? A Case Study of VISOLE

ERIC Educational Resources Information Center

Jong, Morris S. Y.

2015-01-01

VISOLE (Virtual Interactive Student-Oriented Environment) is a teacher-facilitated pedagogical approach to integrating constructivist online game-based learning into formal curriculum teaching in school education. This paper reports a case study on the implementation of VISOLE in secondary Geography education. We compared the pedagogical…

Characteristics Leading to Student Success: A Study of Online Learning Environments

ERIC Educational Resources Information Center

Crawford, Deborah L.

2006-01-01

Background: Virtual learning has exploded with the growth in broadband connectivity. The challenge for today's educational leaders is to integrate the research indicating cognitive changes in today's students with online K-12 offerings in order to fully maximize technological advances and close access and academic gaps. Purpose: To inform both…

Virtual Project Management: Examining the Roles and Functions of Online Instructors in Creating Learning Applications with Value

ERIC Educational Resources Information Center

Barrett, Bob

2012-01-01

While many students and instructors are transitioning from the brick-and-mortar classrooms to virtual classrooms, labs, and simulations, this requires a higher-level of expertise, control, and perseverance by the instructor. Traditional methods of teaching, leading, managing, and organizing learn activities has changed in terms of the virtual…

Factors Contributing Pre-School Trainees Teachers Adoption of Virtual Learning Environment: Malaysian Evidence

ERIC Educational Resources Information Center

Mamat, Ibrahim; Yusoff, Ahmad Shidki Mat; Abdullah, Wan Salihin Wong; Razak, Fahmi Zaidi Abdul

2015-01-01

Virtual Learning Environment (VLE) has become the main mechanism in supporting on-line education either in primary or secondary school. Although VLE efforts are considered to be a significant corporate investment, many surveys indicate high drop-out rates or failures. This research uses an integrated model in order to assessing the influence of…

Value-Added in a Virtual Learning Environment: An Evaluation of a Virtual Charter School

ERIC Educational Resources Information Center

Lueken, Martin; Ritter, Gary; Beck, Dennis

2015-01-01

This paper evaluates an online charter school that serves children in grades K-8 in a southern state in the United States. We compare growth in math and literacy learning on state standardized assessments between students enrolled in this school and "matched twin" students enrolled in traditional public school students statewide each…

Enriching Project-Based Learning Environments with Virtual Manipulatives: A Comparative Study

ERIC Educational Resources Information Center

Çakiroglu, Ünal

2014-01-01

Problem statement: Although there is agreement on the potential of project based learning (PBL) and virtual manipulatives (VMs), their positive impact depends on how they are used. This study was based on supporting the use of online PBL environments and improving the efficacy of the instructional practices in PBL by combining the potentials of…

Computer-Assisted Culture Learning in an Online Augmented Reality Environment Based on Free-Hand Gesture Interaction

ERIC Educational Resources Information Center

Yang, Mau-Tsuen; Liao, Wan-Che

2014-01-01

The physical-virtual immersion and real-time interaction play an essential role in cultural and language learning. Augmented reality (AR) technology can be used to seamlessly merge virtual objects with real-world images to realize immersions. Additionally, computer vision (CV) technology can recognize free-hand gestures from live images to enable…

Real Learning in a Virtual World: A Case Study of the School of Information Studies' Learning Centre in Second Life

ERIC Educational Resources Information Center

Hay, Lyn; Pymm, Bob

2011-01-01

Following a review of the online delivery of distance education programs within the School of Information Studies (SIS) program at Charles Sturt University, a team of academics worked with an external consultant to design a purpose built SIS Learning Centre in Second Life (SL), a 3D virtual world environment in which people (via their avatars) may…

Online Instruction and Virtual Schools for Middle and High School Students: Twenty-First-Century Fads or Progressive Teaching Methods for Today's Pupils?

ERIC Educational Resources Information Center

Morgan, Hani

2015-01-01

Online education in K-12 settings has increased considerably in recent years, but there is little research supporting its use at this level. Online courses help students learn at their own pace, select different locations to do their work, and choose flexible times to complete assignments. However, some students learn best in a face-to-face…

Grounding Service-Learning in the Digital Age: Exploring a Virtual Sense of Geographic Place through Online Collaborative Mapping and Mixed Media

ERIC Educational Resources Information Center

Sandy, Marie G.; Franco, Zeno E.

2014-01-01

A sense of place has been an integral part of service-learning since the field's inception; it describes one's attachment to a particular geographic place and is often a precursor to engaging in action to care for localities and their inhabitants. But practicing service-learning in online environments requires reconsidering this core value. Should…

The Use of Edmodo in Creating an Online Learning Community of Practice for Learning to Teach Science

ERIC Educational Resources Information Center

Ekici, Didem Inel

2017-01-01

This study aimed to create an online community of practice by creating a virtual classroom in the Edmodo application and ascertain the opinions of pre-service primary teachers about the effects of Edmodo on their learning to teach science and availability of Edmodo. The research used a case study, which is one method of descriptive research.…

Quality Authorizing for Online and Blended-Learning Charter Schools. NACSA Monograph

ERIC Educational Resources Information Center

Watson, John; Rapp, Chris

2011-01-01

Online charter schools are one key subset of the K-12 online education landscape, which also includes state virtual schools, district-level online programs, private providers of both individual courses and entire schools, and others. As of late 2010, online and blended charter schools existed in more than 20 states, serving more than 100,000…

Building Community in Online Doctoral Classrooms: Instructor Practices That Support Community

ERIC Educational Resources Information Center

Berry, Sharla

2017-01-01

Instructors play a role in helping online students develop a sense of community in virtual classrooms, but little is known about instructors' roles in online graduate programs. To explore the ways in which online instructors helped students create a learning community, defined as a space of connection, closeness and interactivity, the researcher…

Utilization of virtual learning environments in the allied health professions.

PubMed

Butina, Michelle; Brooks, Donna; Dominguez, Paul J; Mahon, Gwendolyn M

2013-01-01

Multiple technology based tools have been used to enhance skill development in allied health education, which now includes virtual learning environments. The purpose of this study was to explore whether, and how, this latest instructional technology is being adapted in allied health education. An online survey was circulated to all Association of Schools of Allied Health Professions (ASAHP) member institutions and focused on three broad areas of virtual learning environments: the uses of, the perceived pros and cons of, and the outcomes of utilizing them. Results show 40% (17 of 42) of the respondent use some form of the technology. The use of virtual learning technology in other healthcare professions (e.g., medicine) demonstrates the potential benefits to allied health education.

The Development of a Virtual Farm for Applications in Elementary Science Education

ERIC Educational Resources Information Center

Tarng, Wernhuar; Chang, Mei-Yu; Ou, Kuo-Liang; Yu, Kein-Fu; Hsieh, Kuen-Rong

2012-01-01

The goal of this study is to develop a virtual farm for educational applications. Users can play the role of a farmer by planting vegetables and raising poultry on the virtual farm to observe their growth through online learning activities. The virtual farm possesses educational and entertaining functions, and it is designed by simulating the real…

Virtual Field Trips: Using Google Maps to Support Online Learning and Teaching of the History of Astronomy

ERIC Educational Resources Information Center

Fluke, Christopher J.

2009-01-01

I report on a pilot study on the use of Google Maps to provide virtual field trips as a component of a wholly online graduate course on the history of astronomy. The Astronomical Tourist Web site (http://astronomy.swin.edu.au/sao/tourist), themed around the role that specific locations on Earth have contributed to the development of astronomical…

Fostering Verbal and Non-Verbal Social Interactions in a 3D Collaborative Virtual Learning Environment: A Case Study of Youth with Autism Spectrum Disorders Learning Social Competence in iSocial

ERIC Educational Resources Information Center

Wang, Xianhui; Laffey, James; Xing, Wanli; Galyen, Krista; Stichter, Janine

2017-01-01

This case study describes the verbal and nonverbal social interaction of 11 youth with Autism Spectrum Disorders in a 3D Collaborative Virtual Learning Environment-iSocial. The youth were developing social competence through participation in a social competence intervention curriculum implemented online so as to provide access to high quality…

Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course

ERIC Educational Resources Information Center

Strang, Kenneth David

2011-01-01

Virtual learning is a popular teaching modality, and it has been reported in research that there is no significant difference in academic outcome as compared with face-to-face courses. Not all researchers agree with this assertion and some claim it is more difficult to teach math-oriented subjects online. Given that educational psychology theories…

Information Problem-Solving Skills in Small Virtual Groups and Learning Outcomes

ERIC Educational Resources Information Center

Garcia, Consuelo; Badia, Antoni

2017-01-01

This study investigated the frequency of use of information problem-solving (IPS) skills and its relationship with learning outcomes. During the course of the study, 40 teachers carried out a collaborative IPS task in small virtual groups in a 4-week online training course. The status of IPS skills was collected through self-reports handed in over…

Disrupting the Discussion: The Story of Disruptive Students in the Online Classroom

ERIC Educational Resources Information Center

Cowden, Belle Doyle

2011-01-01

Many online classrooms today are designed based on learner-centered principles. Implicit with this design perspective is the goal to create and facilitate a virtual learning community in which students learn from and share with each other through discussion-based computer conferencing. In the current literature, little has been shared on what…

Being an "Agent Provocateur": Utilising Online Spaces for Teacher Professional Development in Virtual Simulation Games

ERIC Educational Resources Information Center

deNoyelles, Aimee; Raider-Roth, Miriam

2016-01-01

This article details the results of an action research study which investigated how teachers used online learning community spaces to develop and support their teaching and learning of the Jewish Court of All Time (JCAT), a web-mediated, character-playing, simulation game that engages participants with social, historical and cultural curricula.…

Exploring the Use of Three-Dimensional Multi-User Virtual Environments for Online Problem-Based Learning

ERIC Educational Resources Information Center

Omale, Nicholas M.

2010-01-01

This exploratory case study examines how three media attributes in 3-D MUVEs--avatars, 3-D spaces and bubble dialogue boxes--affect interaction in an online problem-based learning (PBL) activity. The study participants were eleven undergraduate students enrolled in a 200-level, three-credit-hour technology integration course at a Midwestern…

Online Quizzes in a Virtual Learning Environment as a Tool for Formative Assessment

ERIC Educational Resources Information Center

Cohen, Donita; Sasson, Irit

2016-01-01

Assessment in education employing web tools, also known as e-assessment, deals with the effective use of technology to support successful instruction. The aim of this study was to investigate learning outcomes and the students' attitudes to online Moodle quizzes in order to improve instructional design. The research population included 204 college…

A Visualisation Tool to Aid Exploration of Students' Interactions in Asynchronous Online Communication

ERIC Educational Resources Information Center

Jyothi, Sujana; McAvinia, Claire; Keating, John

2012-01-01

Much research in recent years has focused on the introduction of virtual learning environments (VLEs) to universities, documenting practice, and sharing experience ([2], [9], [45] and [58]). Attention has been directed towards the importance of online dialogue for learning as a defining feature of the VLE. Communicative tools are an important…

Avatars Talking: The Use of Virtual Worlds within Communication Courses

ERIC Educational Resources Information Center

Sarachan, Jeremy; Burk, Nanci; Day, Kenneth; Trevett-Smith, Matthew

2013-01-01

Virtual worlds have become an invaluable space for online learning and the exploration of digital cultures. Communication departments can benefit from using these spaces to educate their students in the logistics of virtual worlds and as a way to better understand how the process of interpersonal and global communication functions in both online…

Virtual Schools. Literature Review

ERIC Educational Resources Information Center

Blazer, Christie

2009-01-01

The majority of school districts in the U.S. are providing some form of online learning for their students. In the past, virtual schools primarily targeted advanced students who didn't have access to certain courses in their regular schools. Recently, however, many virtual schools have shifted their focus to credit recovery as a way to provide…

Enrollment and Achievement in Ohio's Virtual Charter Schools

ERIC Educational Resources Information Center

Ahn, June

2016-01-01

This Fordham study, conducted by learning technology researcher June Ahn from NYU, dives into one of the most promising-and contentious-issues in education today: virtual schools. What type of students choose them? Which online courses do students take? Do virtual schools lead to improved outcomes for kids? With over thirty-five thousand students…

Collaborative Virtual Gaming Worlds in Higher Education

ERIC Educational Resources Information Center

Whitton, Nicola; Hollins, Paul

2008-01-01

There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multi-user virtual environments (MUVEs) and massively multi-player online role-playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider…

Situated Learning in Virtual Simulations: Researching the Authentic Dimension in Virtual Worlds

ERIC Educational Resources Information Center

Falconer, Liz

2013-01-01

This paper describes and discusses a case study of postgraduate students undertaking accident investigation and risk assessment exercises in an online virtual world as part of their course curriculum. These exercises were constructed to overcome the ethical and practical barriers inherent in real-world exercises. In particular this paper focusses…

Managing Multimodal Data in Virtual World Research for Language Learning

ERIC Educational Resources Information Center

Palomeque, Cristina; Pujolà, Joan-Tomàs

2018-01-01

The study of multimodality in communication has attracted the attention of researchers studying online multimodal environments such as virtual worlds. Specifically, 3D virtual worlds have especially attracted the interest of educators and academics due to the multiplicity of verbal channels, which are often comprised of text and voice channels, as…

Teaching Literature in Virtual Worlds: Immersive Learning in English Studies

ERIC Educational Resources Information Center

Webb, Allen, Ed.

2011-01-01

What are the realities and possibilities of utilizing on-line virtual worlds as teaching tools for specific literary works? Through engaging and surprising stories from classrooms where virtual worlds are in use, this book invites readers to understand and participate in this emerging and valuable pedagogy. It examines the experience of high…

Factors Influencing Virtual Patron Satisfaction with Online Library Resources and Services

ERIC Educational Resources Information Center

Tyler, Katherine; Hastings, Nancy B.

2011-01-01

College students are accessing virtual libraries whether they are on campus or learning from a distance. Academic institutions serving virtual patrons must remain focused on meeting the needs of those library users by continually examining their preferences, their searching behavior, and the information they seek. The purpose of this research was…

Factors Influencing Virtual Patron Satisfaction with Online Library Resources and Services

ERIC Educational Resources Information Center

Tyler, Katherine Mary

2010-01-01

College students are accessing virtual libraries whether they are on campus or learning from a distance. Academic institutions serving virtual patrons must remain focused on meeting the needs of those library users by continually examining their preferences, their searching behavior, and the information they seek. The purpose of this research was…

Students' Experiences of Learning in a Virtual Classroom

ERIC Educational Resources Information Center

Gedera, Dilani S. P.

2014-01-01

Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students' learning. This article attempts to develop a better…

Comparisons and Contrasts in Traditional versus On-Line Teaching in Management.

ERIC Educational Resources Information Center

Karber, David J.

2001-01-01

Based on the experience of the California State University/Dominguez Hills in offering an Internet master's of business administration, explores forces causing the shift toward online learning, unique characteristics of the virtual student, how the playing field is "leveled" in online education, the importance of communicating carefully…

Fla. Budget Threatens Online Ed. Mandate

ERIC Educational Resources Information Center

Manzo, Kathleen Kennedy

2009-01-01

As Florida school districts scramble to meet a looming state mandate to offer full-time online instruction for K-8 students, and as high school enrollments in such courses continue to climb, lawmakers are mulling restrictions and budget cuts for the state's nationally known virtual school. Together, online-learning advocates say, the growing…

Motivation, Empowerment, and Innovation: Teachers' Beliefs about How Participating in the Edmodo Math Subject Community Shapes Teaching and Learning

ERIC Educational Resources Information Center

Trust, Torrey

2017-01-01

Educators around the world participate in virtual communities, social media sites, and online networks in order to gain support and ideas for improving their practice. Many researchers have explored how and why teachers participate in these online spaces; however, there is limited research on how participation might impact teaching and learning.…

A Review of Internship Opportunities in Online Learning: Building a New Conceptual Framework for a Self-Regulated Internship in Hospitality

ERIC Educational Resources Information Center

Roy, Jan; Sykes, Diane

2017-01-01

The primary purpose of the article was to build a framework for an innovative approach to online internships after examining best practices in hospitality internships. Learning the ins and outs of an industry virtually, using contemporary internship methods strengthens the student's expertise and better prepares them for future workplace…

The Intersection of Social Presence and Impression Management in Online Learning Environments

ERIC Educational Resources Information Center

Houtman, Eveline; Makos, Alexandra; Meacock, Heather-Lynne

2014-01-01

In our day-to-day routines, we are being asked to extend ourselves into virtual environments that capture mere glimpses of who we are and what we think. As education focuses on the development of online learning environments, we are once again asked to recreate ourselves for another environment. This article explores aspects of social presence and…

Enhance Learning on Software Project Management through a Role-Play Game in a Virtual World

ERIC Educational Resources Information Center

Maratou, Vicky; Chatzidaki, Eleni; Xenos, Michalis

2016-01-01

This article presents a role-play game for software project management (SPM) in a three-dimensional online multiuser virtual world. The Opensimulator platform is used for the creation of an immersive virtual environment that facilitates students' collaboration and realistic interaction, in order to manage unexpected events occurring during the…

Mitigating Challenges of Using Virtual Reality in Online Courses: A Case Study

ERIC Educational Resources Information Center

Stewart, Barbara; Hutchins, Holly M.; Ezell, Shirley; De Martino, Darrell; Bobba, Anil

2010-01-01

Case study methodology was used to describe the challenges experienced in the development of a virtual component for a freshman-level undergraduate course. The purpose of the project was to use a virtual environment component to provide an interactive and engaging learning environment. While some student and faculty feedback was positive, this…

Virtual Worlds for Language Learning: From Theory to Practice. Telecollaboration in Education. Volume 2

ERIC Educational Resources Information Center

Sadler, Randall

2012-01-01

This book focuses on one area in the field of Computer-Mediated Communication that has recently exploded in popularity--Virtual Worlds. Virtual Worlds are online multiplayer three-dimensional environments where avatars represent their real world counterparts. In particular, this text explores the potential for these environments to be used for…

The Blended Classroom Revolution: Virtual Technology Goes to School

ERIC Educational Resources Information Center

Weil, Marty

2009-01-01

While virtual schools, which currently serve only a tiny fraction of the nation's 48 million K-12 students, get all the buzz, a much bigger, largely untold story of online learning is unfolding in America's brick-and-mortar classrooms: a simple yet profound merger of virtual-school technology and the traditional classroom is taking place. This…

Evaluating and Implementing Learning Environments: A United Kingdom Experience.

ERIC Educational Resources Information Center

Ingraham, Bruce; Watson, Barbara; McDowell, Liz; Brockett, Adrian; Fitzpatrick, Simon

2002-01-01

Reports on ongoing work at five universities in northeastern England that have been evaluating and implementing online learning environments known as virtual learning environments (VLEs) or managed learning environments (MLEs). Discusses do-it-yourself versus commercial systems; transferability; Web-based versus client-server; integration with…

Online Treatment and Virtual Therapists in Child and Adolescent Psychiatry

PubMed Central

Schueller, Stephen M.; Stiles-Shields, Colleen; Yarosh, Lana

2016-01-01

Summary Online and virtual therapies are a well-studied and efficacious treatment option for various mental and behavioral health conditions among children and adolescents. That said, many interventions have not concerned the unique affordances offered by technologies that might align with the capacities and interests of youth users. In this article, we discuss learnings from child-computer interaction that can inform future generations of interventions and guide developers, practitioners, and researchers how to best utilize new technologies for youth populations. We highlight issues related to usability and user experience including challenge and feedback, social interaction, and storytelling. We conclude with innovative examples illustrating future potentials of online and virtual therapies such as gaming and social networking. PMID:27837935

Being Mindful May Not Make You a Team Player: Does Meditation Help or Hurt Online Group Work?

ERIC Educational Resources Information Center

Tan, Yunzi; Molinari, Carol

2017-01-01

In higher education, more and more students take part in online courses that require them to engage in virtual work groups. Research has shown that online learners are likely to experience information overload and considerable challenges associated with online learning environments. These challenges are exacerbated when learners have to work as…

Delivering an Online Translation Course

ERIC Educational Resources Information Center

Campbell, Dermot F.

2004-01-01

This presentation is a discursive treatment of the migration of a classroom based translation class to online delivery using the Virtual Learning Environment WebCT. The main focus is not on the VLE itself, but on the pedagogical challenges posed by the move to online delivery and the course structure developed to retain as many of the advantages…

Virtual Teams in Higher Education: The Light and Dark Side

ERIC Educational Resources Information Center

Grinnell, Lynn; Sauers, Amy; Appunn, Frank; Mack, Larry

2012-01-01

Students and faculty are grappling with learning teams in the online environment - more than half of all higher education organizations offer online courses (Hoffman, 2006). As online course developers try to replicate the best practices of traditional classrooms, the asynchronous technology of the Internet has added great capability while also…

Teaching the Humanities Online: A Practical Guide to the Virtual Classroom

ERIC Educational Resources Information Center

Hoffman, Steven J., Ed.

2010-01-01

This practical guide is essential for anyone new to or intimidated by online instruction. It distills the wisdom of veteran instructors and program directors who have successfully navigated the transition from face-to-face classroom teaching to the online learning environment. Chapters cover all the bases from skills assessment to instructional…

Leadership Styles in Synchronous and Asynchronous Virtual Learning Environments

ERIC Educational Resources Information Center

Ruggieri, Stefano; Boca, Stefano; Garro, Maria

2013-01-01

A comparison of the effects of transactional and transformational leadership in synchronous and a synchronous online teamwork was conducted. In the study, groups of four participants interacted in online text chat and online text forum in problem solving tasks. The groups were lead by a confederate who acted as a transactional or a…

A Virtual Graduation Ceremony for Online Distance Students

ERIC Educational Resources Information Center

Mon, Lorri

2010-01-01

Many of today's colleges and universities are venturing into online education, with distance education enrollments in the United States having increased from 1.6 million students in 1998 to over 3.9 million in 2007. However, concerns over student frustrations and high attrition rates in online learning have led many educators to research and…

Establishing a Virtual Community of Practice in Simulation: The Value of Social Media.

PubMed

Thoma, Brent; Brazil, Victoria; Spurr, Jesse; Palaganas, Janice; Eppich, Walter; Grant, Vincent; Cheng, Adam

2018-04-01

Professional development opportunities are not readily accessible for most simulation educators, who may only connect with simulation experts at periodic and costly conferences. Virtual communities of practice consist of individuals with a shared passion who communicate via virtual media to advance their own learning and that of others. A nascent virtual community of practice is developing online for healthcare simulation on social media platforms. Simulation educators should consider engaging on these platforms for their own benefit and to help develop healthcare simulation educators around the world. Herein, we describe this developing virtual community of practice and offer guidance to assist educators to engage, learn, and contribute to the growth of the community.

Classifying K-12 Blended Learning

ERIC Educational Resources Information Center

Staker, Heather; Horn, Michael B.

2012-01-01

The growth of online learning in the K-12 sector is occurring both remotely through virtual schools and on campuses through blended learning. In emerging fields, definitions are important because they create a shared language that enables people to talk about the new phenomena. The blended-learning taxonomy and definitions presented in this paper…

Virtual OD: Facilitating Groups Online

ERIC Educational Resources Information Center

Milton, Judy; Watkins, Karen E.; Daley, Barbara J.

2005-01-01

This study examined the role of facilitators in nine virtual action learning groups. A qualitative analysis of the facilitators' interventions across all groups resulted in a typology that included group management, group process, and support interventions. A model showing the relationship among these categories proposes that effective…

A Method for the Analysis of Data from Online Educational Research

ERIC Educational Resources Information Center

Hramiak, Alison

2005-01-01

Much of what can be described as online learning research and analysis advocates the use of software not only to collect the data, for example via an application such as a virtual learning environment, but also to analyze it, using a package such as NUDIST© or NVivo©. The intention of this article is to provide an alternative method of data…

Virtual Team E-Leadership: The Effects of Leadership Style and Conflict Management Mode on the Online Learning Performance of Students in a Business-Planning Course

ERIC Educational Resources Information Center

Chang, Wen-Long; Lee, Chun-Yi

2013-01-01

The aim of this study was to investigate the influence of leadership style, whether transactional or transformational, and conflict management mode on the online learning performance of students in a business-planning course. Conflict management was performed using the following five approaches: (1) avoidance, (2) accommodation, (3) competition,…

Developing Online Problem-Based Resources for the Professional Development of Teachers of Children with Visual Impairment

ERIC Educational Resources Information Center

McLinden, Mike; McCall, Steve; Hinton, Danielle; Weston, Annette; Douglas, Graeme

2006-01-01

This article presents a summary of the results from phase 1 of a two-phase research project. Drawing on the principles of problem-based learning (PBL), the aims of phase 1 were to design, develop and evaluate a set of flexible online teaching resources for use within a virtual learning environment. Participants in the project (n = 10) were…

Creating a Virtual Community with PT3: College of Education Students' Beliefs, Expectations and Attitudes toward Online Learning.

ERIC Educational Resources Information Center

Kurubacak, Gulsun; Baptiste, H. Prentice

Through the Preparing Tomorrow's Teachers to Use Technology (PT3) project, online distance courses in College of Education at New Mexico State University (NMSU) have become an essential component of the Teacher Education Program. Pre-service teachers have been engaged in the process of learning with and about technology. The main purpose of this…

This is Not a Game - Social Virtual Worlds, Fun, and Learning

NASA Astrophysics Data System (ADS)

Bell, Mark W.; Smith-Robbins, Sarah; Withnail, Greg

This chapter asks a simple question: what is required to make learning fun in social virtual worlds? Several scholars have connected fun with learning but most of these have centered on the function of games in learning. Studies of learning in massive multiplayer online role playing games connect the game mechanics to how learning occurs. However, few have asked whether learning in a virtual world can be fun if there is no game. In a social virtual world, like Second Life (SL) there are no game mechanics (unlike game worlds like World of Warcraft [WoW]). There are no quests, challenges, rewards or other game elements in SL. So can a virtual world that has no game-content provided be a place where fun learning can take place? We define fun and explore how fun has been related to learning. We explore theories of fun from Koster, Crawford, Csíkszentmihályi and others as well as views of the ways fun is explored as related to the learning experience. With these models in mind, we explore how fun is different in a social virtual world. Drawing on definitions of fun from Castronova and others, we see game structures in virtual worlds may not be needed to have fun. These fun activities include game creation, business interactions, and most importantly, identity play and socialization in a social virtual world. Finally, we propose that if learning is to be successful and fun in a social virtual world it should pay close attention to these two activities.

Academic Instruction at a Distance: An Examination of Holistic Teacher Perceptions in a Virtual High School

ERIC Educational Resources Information Center

Flores, Serena; Walters, Nicole McZeal; Kiekel, Jean

2018-01-01

The purpose of this qualitative study was to examine holistic perceptions of teachers in a virtual high school who deliver secondary instruction using an online format. The demand for equitable learning spaces to support both teachers and students have led to the increased demand of virtual schools. The questionnaire administered to eight online…

Strategies to teach family assessment and intervention through an online international curriculum.

PubMed

Anderson, Kathryn Hoehn; Friedemann, Marie-Luise

2010-05-01

A Web-based certificate program for international health professionals to acquire understanding of family health and strategies to implement culturally sensitive health care of families is outlined. In four Web courses and a project, students progress interactively to apply culture, family, and interdisciplinary health system theories to assessments and clinical interventions with families in the interdisciplinary setting. Four online educational strategies to facilitate student success from the virtual classroom to actual clinical care are described: adjusting to the technology, communicating the learning progress openly, giving mutual feedback, and implementing evidence-based family care. Outcomes addressing student learning and skill enhancement, family interaction, and student and faculty experiences in the virtual learning environment are explored. Overall, students learned to work successfully with families in health care, experienced increasing comfort and competency in challenging situations, introduced family care in their work setting, and emerged as leaders while working in interdisciplinary teams.

Relevance Judging, Evaluation, and Decision Making in Virtual Libraries: A Descriptive Study.

ERIC Educational Resources Information Center

Fitzgerald, Mary Ann; Galloway, Chad

2001-01-01

Describes a study that investigated the cognitive processes undergraduates used to select information while using a virtual library, GALILEO (Georgia Library Learning Online). Discusses higher order thinking processes, relevance judging, evaluation (critical thinking), decision making, reasoning involving documents, relevance-related reasoning,…

A Hierarchy of Needs for a Virtual Class.

ERIC Educational Resources Information Center

Beise, Catherine; Wynekoop, Judy

Distance Learning (DL) initiatives are proceeding full speed ahead, both within traditional universities and in "virtual" institutions specializing in on-line course delivery. Much has been written about the virtues and limitations, the obstacles and enablers, and the "Do's" and "Don'ts" of DL. However, considerable…

Choosing Online Education: Good Policies Will Lead to Better Decisions about Virtual Learning Options

ERIC Educational Resources Information Center

Pape, Liz

2004-01-01

Online education recently has been receiving a lot of attention at the K-12 level. Some may see it as a remedy for school budgets that are overstretched. Others view it as another means for reaching and teaching students and teachers, and some view online course delivery as an alternative educational choice. In fact, online education is simply…

Cyber-Bullying in the Online Classroom: Instructor Perceptions of Aggressive Student Behavior

ERIC Educational Resources Information Center

Eskey, Michael T.; Taylor, Cathy L.; Eskey, Michael T., Jr.

2014-01-01

The advent of online learning has created the medium for cyber-bullying in the virtual classroom and also by e-mail. Bullying is usually expected in the workplace and between students in the classroom. Most recently, however, faculty members have become surprising targets of online bullying. For many, there are no established policies nor is…

Virtual Empathy? Anxieties and Connections Teaching and Learning Pastoral Care Online

ERIC Educational Resources Information Center

McGarrah Sharp, Melinda; Morris, Mary Ann

2014-01-01

Is it possible to teach pastoral care online? McGarrah Sharp and Morris describe their process of transforming a residential on-campus pastoral care course into the first online offering of the course at their seminary. They begin by describing a series of pedagogical choices made with the intent of facilitating dynamic movement between…

Virtually Stress Free: Keeping Online Graduate Management Students Healthy from Afar

ERIC Educational Resources Information Center

Martinak, M. Linda

2012-01-01

This article examines stress experienced by graduate management students in an online learning environment. I use qualitative methodology to examine data collected from 32 students in 2 sections of a graduate online course. Findings identify 6 categories of stressors experienced by the students as well as 6 categories of stress relief agents.…

Live Synchronous Web Meetings in Asynchronous Online Courses: Reconceptualizing Virtual Office Hours

ERIC Educational Resources Information Center

Lowenthal, Patrick R.; Snelson, Chareen; Dunlap, Joanna C.

2017-01-01

Most online courses rely solely on asynchronous text-based online communication. This type of communication can foster anytime, anywhere reflection, critical thinking, and deep learning. However, it can also frustrate participants because of the lack of spontaneity and visual cues and the time it takes for conversations to develop and feedback to…

New Theoretical Approach Integrated Education and Technology

ERIC Educational Resources Information Center

Ding, Gang

2010-01-01

The paper focuses on exploring new theoretical approach in education with development of online learning technology, from e-learning to u-learning and virtual reality technology, and points out possibilities such as constructing a new teaching ecological system, ubiquitous educational awareness with ubiquitous technology, and changing the…

Distinguishing the Learning Approaches Adopted by Undergraduates in Their Use of Online Resources

ERIC Educational Resources Information Center

Knight, Jasper

2010-01-01

This article reports a study which sought to evaluate the different learning strategies adopted by students when accessing virtual learning environment (VLE)-hosted resources because, if student achievement corresponds to the learning strategy that is adopted whilst accessing VLE resources, directed tasks can be put in place that will encourage…

Effects of Learning Analytics Dashboard: Analyzing the Relations among Dashboard Utilization, Satisfaction, and Learning Achievement

ERIC Educational Resources Information Center

Kim, Jeonghyun; Jo, Il-Hyun; Park, Yeonjeong

2016-01-01

The learning analytics dashboard (LAD) is a newly developed learning support tool for virtual classrooms that is believed to allow students to review their online learning behavior patterns intuitively through the provision of visual information. The purpose of this study was to empirically validate the effects of LAD. An experimental study was…

Virtual Teaching Dispositions in an Open Distance Learning Environment: Origins, Measurement and Impact

ERIC Educational Resources Information Center

Martins, Nico; Ungerer, Leona M.

2017-01-01

An understanding of the key characteristics and implicit competencies underlying online teaching is essential to distance education institutions that embark on the assertive use of technology in their tuition development and delivery. The Virtual Teaching Dispositions Scale (VTDS) assists in investigating professional teaching dispositions…

How Virtual Team Leaders Cope with Creativity Challenges

ERIC Educational Resources Information Center

Han, Soo Jeoung; Chae, Chungil; Macko, Patricia; Park, Woongbae; Beyerlein, Michael

2017-01-01

Purpose: As technology-mediated communication improves, many organizations increasingly use new types of collaborative online tools to promote team-based learning and performance. The purpose of this study is to explore how virtual team leaders cope with process challenges in developing a context for team creativity. Design/methodology/approach:…

Building a Collaborative Online Literary Experience

ERIC Educational Resources Information Center

Essid, Joe; Wilde, Fran

2011-01-01

Effective virtual simulations can embed participants in imaginary worlds. Researchers working in virtual worlds and gaming often refer to "immersion," a state in which a participant or player loses track of time and becomes one with the simulation. Immersive settings have been shown to deepen learning. Ken Hudson's work with students…

Course Design and Student Responses to an Online PBL Course in 3D Modelling for Mining Engineers

ERIC Educational Resources Information Center

McAlpine, Iain; Stothard, Phillip

2005-01-01

To enhance a course in 3D Virtual Reality (3D VR) modelling for mining engineers, and to create the potential for off campus students to fully engage with the course, a problem based learning (PBL) approach was applied to the course design and all materials and learning activities were provided online. This paper outlines some of the theoretical…

Learning in the Virtual World: The Pedagogical Potentials of Massively Multiplayer Online Role Playing Games

ERIC Educational Resources Information Center

Yu, Tao Wang

2009-01-01

A much more attractive way to use the internet was discovered. Users are represented by avatars in the fantasy persistent 3D world, and the avatars apparently come to occupy a special place in the hearts of their creators (Castronova, 2001). At present, millions of people worldwide have accounts to some kind of virtual environments. Virtual world…

Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance.

PubMed

de Araujo Guerra Grangeia, Tiago; de Jorge, Bruno; Franci, Daniel; Martins Santos, Thiago; Vellutini Setubal, Maria Silvia; Schweller, Marcelo; de Carvalho-Filho, Marco Antonio

2016-01-01

Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to the development of a Moodle-based online Emergency Medicine course, inspired by real clinical cases. Three consecutive classes (2013-2015) of sixth-year medical students (n = 304) participated in the course, during a curricular and essentially practical emergency rotation. "Virtual Rounds" provided weekly virtual patients in narrative format and meaningful schemata to chief complaints, in order to simulate real rounds at Emergency Unit. Additional activities such as Extreme Decisions, Emergency Quiz and Electrocardiographic challenge offered different views of emergency care. Authors assessed student´s participation and its correlation with their academic performance. A survey evaluated students´ opinions. Students graduating in 2015 answered an online questionnaire to investigate cognitive load and motivation. Each student produced 1965 pageviews and spent 72 hours logged on. Although Clinical Emergency rotation has two months long, students accessed the online course during an average of 5.3 months. Virtual Rounds was the most accessed activity, and there was positive correlations between the number of hours logged on the platform and final grades on Emergency Medicine. Over 90% of students felt an improvement in their clinical reasoning and considered themselves better prepared for rendering Emergency care. Considering a Likert scale from 1 (minimum load) to 7 (maximum load), the scores for total cognitive load were 4.79±2.2 for Virtual Rounds and 5.56±1.96 for real medical rounds(p<0,01). A real-world inspired online course, based on cognitive and motivational conceptual frameworks, seems to be a strong tool to engage students in learning. It may support them to manage the cognitive challenges involved in clinical care and increase their motivation for learning.

Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance

PubMed Central

de Araujo Guerra Grangeia, Tiago; de Jorge, Bruno; Franci, Daniel; Martins Santos, Thiago; Vellutini Setubal, Maria Silvia; Schweller, Marcelo; de Carvalho-Filho, Marco Antonio

2016-01-01

Background Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to the development of a Moodle-based online Emergency Medicine course, inspired by real clinical cases. Methods Three consecutive classes (2013–2015) of sixth-year medical students (n = 304) participated in the course, during a curricular and essentially practical emergency rotation. “Virtual Rounds” provided weekly virtual patients in narrative format and meaningful schemata to chief complaints, in order to simulate real rounds at Emergency Unit. Additional activities such as Extreme Decisions, Emergency Quiz and Electrocardiographic challenge offered different views of emergency care. Authors assessed student´s participation and its correlation with their academic performance. A survey evaluated students´ opinions. Students graduating in 2015 answered an online questionnaire to investigate cognitive load and motivation. Results Each student produced 1965 pageviews and spent 72 hours logged on. Although Clinical Emergency rotation has two months long, students accessed the online course during an average of 5.3 months. Virtual Rounds was the most accessed activity, and there was positive correlations between the number of hours logged on the platform and final grades on Emergency Medicine. Over 90% of students felt an improvement in their clinical reasoning and considered themselves better prepared for rendering Emergency care. Considering a Likert scale from 1 (minimum load) to 7 (maximum load), the scores for total cognitive load were 4.79±2.2 for Virtual Rounds and 5.56±1.96 for real medical rounds(p<0,01). Conclusions A real-world inspired online course, based on cognitive and motivational conceptual frameworks, seems to be a strong tool to engage students in learning. It may support them to manage the cognitive challenges involved in clinical care and increase their motivation for learning. PMID:27031859

Synchronous E-Learning: Reflections and Design Considerations

ERIC Educational Resources Information Center

Tabak, Filiz; Rampal, Rohit

2014-01-01

This paper is a personal reflection on the design, development, and delivery of online synchronous conferencing as a pedagogical tool complementing traditional, face-to-face content delivery and learning. The purpose of the paper is to demonstrate how instructors can combine collaborative and virtual learning principles in course design. In…

Widget, Widget on the Wall, Am I Performing Well at All?

ERIC Educational Resources Information Center

Scheffel, Maren; Drachsler, Hendrik; de Kraker, Joop

2017-01-01

In collaborative learning environments, students work together on assignments in virtual teams and depend on each other's contribution to achieve their learning objectives. The online learning environment, however, may not only facilitate but also hamper group communication, coordination, and collaboration. Group awareness widgets that visualize…

Automatically Producing Accessible Learning Objects

ERIC Educational Resources Information Center

Di Iorio, Angelo; Feliziani, Antonio Angelo; Mirri, Silvia; Salomoni, Paola; Vitali, Fabio

2006-01-01

The "Anywhere, Anytime, Anyway" slogan is frequently associated to e-learning with the aim to emphasize the wide access offered by on-line education. Otherwise, learning materials are currently created to be used with a specific technology or configuration, leaving out from the virtual classroom students who have limited access capabilities and,…

Studying the Effectiveness of Multi-User Immersive Environments for Collaborative Evaluation Tasks

ERIC Educational Resources Information Center

Lorenzo, Carlos-Miguel; Sicilia, Miguel Angel; Sanchez, Salvador

2012-01-01

Massively Multiuser On-line Learning (MMOL) Platforms, often called "virtual learning worlds", constitute a still unexplored context for communication-enhanced learning, where synchronous communication skills in an explicit social setting enhance the potential of effective collaboration. In this paper, we report on an experimental study of…

Mobile Learning: At the Tipping Point

ERIC Educational Resources Information Center

Franklin, Teresa

2011-01-01

Mobile technologies are interfacing with all aspects of our lives including Web 2.0 tools and applications, immersive virtual world environments, and online environments to present educational opportunities for 24/7 learning at the learner's discretion. Mobile devices are allowing educators to build new community learning ecosystems for and by…

Cytopathology whole slide images and adaptive tutorials for senior medical students: a randomized crossover trial.

PubMed

Van Es, Simone L; Kumar, Rakesh K; Pryor, Wendy M; Salisbury, Elizabeth L; Velan, Gary M

2016-01-08

Diagnostic cytopathology is an essential part of clinical decision-making. However, due to a combination of factors including curriculum reform and shortage of pathologists to teach introductory cytopathology, this area of pathology receives little or no formal attention in most medical school curricula. We have previously described the successful use of efficient and effective digital learning resources, including whole slide images (WSI) and virtual microscopy adaptive tutorials (VMATs), to teach cytopathology to pathology specialist trainees - a group that had prior exposure to cytopathology in their day to day practice. Consequently, in the current study we attempted to demonstrate the efficiency and efficacy of this eLearning resource in a cohort of senior medical students that was completely naïve to the subject matter (cytopathology). We evaluated both the quantitative and qualitative impact of these digital educational materials for learning cytopathology compared with existing resources (e-textbooks and online atlases). The senior medical students were recruited from The University of New South Wales Australia for a randomized cross-over trial. Online assessments, administered after each arm of the trial, contained questions which related directly to a whole slide image. Two categories of questions in the assessments (focusing on either diagnosis or identification of cellular features) were utilized to determine efficacy. User experience and perceptions of efficiency were evaluated using online questionnaires containing Likert scale items and open-ended questions. For this cohort of senior medical students, virtual microscopy adaptive tutorials (VMATs) proved to be at least as effective as existing digital resources for learning cytopathology. Importantly, virtual microscopy adaptive tutorials had superior efficacy in facilitating accurate diagnosis on whole slide images. Student perceptions of VMATs were positive, particularly regarding the immediate feedback, interactivity and equity of learning which this learning resource provides. Virtual microscopy adaptive tutorials have the potential to improve the efficacy of learning microscopic pathology for medical students. The enhanced learning experience provided by these eLearning tools merits further investigation of their utility for other cohorts, including specialist trainees.

Bullying in Virtual Learning Communities.

PubMed

Nikiforos, Stefanos; Tzanavaris, Spyros; Kermanidis, Katia Lida

2017-01-01

Bullying through the internet has been investigated and analyzed mainly in the field of social media. In this paper, it is attempted to analyze bullying in the Virtual Learning Communities using Natural Language Processing (NLP) techniques, mainly in the context of sociocultural learning theories. Therefore four case studies took place. We aim to apply NLP techniques to speech analysis on communication data of online communities. Emphasis is given on qualitative data, taking into account the subjectivity of the collaborative activity. Finally, this is the first time such type of analysis is attempted on Greek data.

The reality of virtual learning for nurses in the largest integrated health care system in the nation.

PubMed

Rick, Cathy; Kearns, Martha A; Thompson, Nancy A

2003-01-01

The health care network and hospital system within the Department of Veterans Affairs (VA), the Veterans Health Administration (VHA), provides employment to more than 56,000 nursing personnel and serves as clinical education site to countless other nursing and health professional students. Nurse administrators and educators are posed with the challenge of providing an environment in which each nurse is able to gain needed knowledge, learn new skills, and share and communicate this knowledge with other colleagues. The education of nurses improves the health status of veterans while also realizing individual professional enhancement. Regional and cultural diversity of the system present challenges to education, in both delivery and content. VHA's learning organizations, the Employee Education System and the Office of Special Projects, have maximized new technologies and information systems to provide innovative, virtual education opportunities, capitalizing on the benefits of informal and formal learning, thus moving VHA to the forefront in knowledge sharing and dissemination. The Virtual Learning Center, VA Knowledge Network, Learning Catalog, and VA Learning Online provide VHA's nurses with interactive, desktop virtual learning opportunities.

An Inverse MOOC Model: Small Virtual Field Geology Classes with Many Teachers (Invited)

NASA Astrophysics Data System (ADS)

De Paor, D. G.; Whitmeyer, S. J.; Bentley, C.

2013-12-01

In the Massive Open Online Courses (MOOCs) mode of instruction, one or a small group of collaborating instructors lecture online to a large (often extremely large) number of students. We are experimenting with an inverse concept: an online classroom in which a small group of collaborating students are taught by dozens of collaborating instructors. This experiment is part of a new NSF TUES Type 3 project titled 'Google Earth for Onsite and Distance Education (GEODE).' Among the goals of the project are the development of an online course called the 'Grand Tour.' We are inviting dozens of colleagues to record virtual field trips (VFTs) and upload them to Google Earth. Students enrolled in the course will be assigned to a small group and tasked with a research project--for example to write a report on foreland thrust belts. They will select a small subset of available VFTs to follow and will be scaffolded by virtual specimens, emergent cross sections, analytical simulations (virtual tricorders), and a game style environment. Instant feedback based on auto-logging will enable adaptive learning. The design is suited to both onsite and distance education and will facilitate access to iconic geologic sites around the world to persons with mobility constraints. We invite input from the community to help guide the design phase of this project. Prototypes of the above-listed learning resources have already been developed and are freely available at http://www.DigitalPlanet.org.

Narratives from the Online Frontier: A K-12 Student's Experience in an Online Learning Environment

ERIC Educational Resources Information Center

Barbour, Michael; Siko, Jason; Sumara, JaCinda; Simuel-Everage, Kaye

2012-01-01

Despite a large increase in the number of students enrolled in online courses, published research on student experiences in these environments is minimal. This article reports the narrative analysis of a series of interviews conducted with a female student at a brick-and-mortar school enrolled in a single virtual school course. Her narratives…

MOOC & B-Learning: Students' Barriers and Satisfaction in Formal and Non-Formal Learning Environments

ERIC Educational Resources Information Center

Gutiérrez-Santiuste, Elba; Gámiz-Sánchez, Vanesa-M.; Gutiérrez-Pérez, Jose

2015-01-01

The study presents a comparative analysis of two virtual learning formats: one non-formal through a Massive Open Online Course (MOOC) and the other formal through b-learning. We compare the communication barriers and the satisfaction perceived by the students (N = 249) by developing a qualitative analysis using semi-structured questionnaires and…

Student Activity and Learning Outcomes in a Virtual Learning Environment

ERIC Educational Resources Information Center

Romanov, Kalle; Nevgi, Anne

2008-01-01

The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

A case study of learning writing in service-learning through CMC

NASA Astrophysics Data System (ADS)

Li, Yunxiang; Ren, LiLi; Liu, Xiaomian; Song, Yinjie; Wang, Jie; Li, Jiaxin

2011-06-01

Computer-mediated communication ( CMC ) through online has developed successfully with its adoption by educators. Service Learning is a teaching and learning strategy that integrates community service with academic instruction and reflection to enrich students further understanding of course content, meet genuine community needs, develop career-related skills, and become responsible citizens. This study focuses on an EFL writing learning via CMC in an online virtual environment of service places by taking the case study of service Learning to probe into the scoring algorithm in CMC. The study combines the quantitative and qualitative research to probe into the practical feasibility and effectiveness of EFL writing learning via CMC in service learning in China.

Assessing Elementary Prospective Teachers' Mathematical Explanations after Engagement in Online Mentoring Modules

ERIC Educational Resources Information Center

Wall, Jennifer; Selmer, Sarah; Bingham Brown, Amy

2016-01-01

Prospective elementary teachers at three universities engaged in online modules called the Virtual Field Experience, created by the Math Forum. The prospective teachers learned about problem solving and mentoring elementary students in composing solutions and explanations to nonroutine challenge problems. Finally, through an asynchronous online…

Comparison of Student and Instructor Perceptions of Social Presence

ERIC Educational Resources Information Center

Mathieson, Kathleen; Leafman, Joan S.

2014-01-01

As enrollment in online courses continues to grow and online education is increasingly recognized as an established instructional mode, the unique challenges posed by this learning environment should be addressed. A primary challenge for virtual educators is developing social presence such that participants feel a sense of human connection with…

A Comparison of Electronic and Paper-Based Assignment Submission and Feedback

ERIC Educational Resources Information Center

Bridge, Pete; Appleyard, Rob

2008-01-01

This paper presents the results of a study evaluating student perceptions of online assignment submission. 47 students submitted assignments and received feedback via features within the Virtual Learning Environment Blackboard[TM]. The students then completed questionnaires comparing their experience of online submission and feedback with…

Online Professional Skills Workshops: Perspectives from Distance Education Graduate Students

ERIC Educational Resources Information Center

Gauvreau, Sarah; Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela

2016-01-01

While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking,…

International Cross-Cultural Online Learning and Teaching: Effective Tools and Approaches

ERIC Educational Resources Information Center

Titarenko, Larissa; Little, Craig B.

2017-01-01

"Study abroad" college programs can transform domestic students into a kind of "global citizens" with international experience and cross-cultural competences demanded in the emerging global market. Can a full-time international online undergraduate class serve as a virtual alternative to study abroad experience? Two questions…

Motivating Distance Learners in Online Gaming Worlds

ERIC Educational Resources Information Center

Marvel, Michele D.

2012-01-01

Massively multiplayer online games (MMOGs) have potential as educational tools. Existing literature shows that MMOG-based courses can foster a more immediate sense of community among students than traditional distance learning interfaces. The immersive technology of MMOGs opens the door for students to be able to virtually walk through the college…

Exploring the Effectiveness of Online Education in K-12 Environments

ERIC Educational Resources Information Center

Heafner, Tina L., Ed.; Hartshorne, Richard, Ed.; Petty, Teresa, Ed.

2015-01-01

The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. "Exploring the Effectiveness of Online Education in K-12 Environments" combines…

Inspiring Equal Contribution and Opportunity in a 3D Multi-User Virtual Environment: Bringing Together Men Gamers and Women Non-Gamers in Second Life[R

ERIC Educational Resources Information Center

deNoyelles, Aimee; Seo, Kay Kyeong-Ju

2012-01-01

A 3D multi-user virtual environment holds promise to support and enhance student online learning communities due to its ability to promote global synchronous interaction and collaboration, rich multisensory experience and expression, and elaborate design capabilities. Second Life[R], a multi-user virtual environment intended for adult users 18 and…

Interactive, Online, Adsorption Lab to Support Discovery of the Scientific Process

NASA Astrophysics Data System (ADS)

Carroll, K. C.; Ulery, A. L.; Chamberlin, B.; Dettmer, A.

2014-12-01

Science students require more than methods practice in lab activities; they must gain an understanding of the application of the scientific process through lab work. Large classes, time constraints, and funding may limit student access to science labs, denying students access to the types of experiential learning needed to motivate and develop new scientists. Interactive, discovery-based computer simulations and virtual labs provide an alternative, low-risk opportunity for learners to engage in lab processes and activities. Students can conduct experiments, collect data, draw conclusions, and even abort a session. We have developed an online virtual lab, through which students can interactively develop as scientists as they learn about scientific concepts, lab equipment, and proper lab techniques. Our first lab topic is adsorption of chemicals to soil, but the methodology is transferrable to other topics. In addition to learning the specific procedures involved in each lab, the online activities will prompt exploration and practice in key scientific and mathematical concepts, such as unit conversion, significant digits, assessing risks, evaluating bias, and assessing quantity and quality of data. These labs are not designed to replace traditional lab instruction, but to supplement instruction on challenging or particularly time-consuming concepts. To complement classroom instruction, students can engage in a lab experience outside the lab and over a shorter time period than often required with real-world adsorption studies. More importantly, students can reflect, discuss, review, and even fail at their lab experience as part of the process to see why natural processes and scientific approaches work the way they do. Our Media Productions team has completed a series of online digital labs available at virtuallabs.nmsu.edu and scienceofsoil.com, and these virtual labs are being integrated into coursework to evaluate changes in student learning.

What Do You Mean You Never Got Any Feedback?

ERIC Educational Resources Information Center

Jones, Irma S.; Blankenship, Dianna

2014-01-01

Students are continuously using their cell phones, iPads and text or video messaging services to obtain instant feedback on virtually every aspect of their lives. This mindset of gaining an immediate response to questions asked translates into the classroom environment as well. Although online learning and virtual classes offer students freedom…

Self-Reflection and Math Performance in an Online Learning Environment

ERIC Educational Resources Information Center

Choi, Jinnie; Walters, Alyssa; Hoge, Pat

2017-01-01

According to recent reports, K-12 full-time virtual school students have shown lower performance in math than their counterparts in brick-and-mortar schools. However, research is lacking in what kind of programmatic interventions virtual schools might be particularly well-suited to provide to improve math performance. Engaging students in…

Educational MOO: Text-Based Virtual Reality for Learning in Community. ERIC Digest.

ERIC Educational Resources Information Center

Turbee, Lonnie

MOO stands for "Multi-user domain, Object-Oriented." Early multi-user domains, or "MUDs," began as net-based dungeons-and-dragons type games, but MOOs have evolved from these origins to become some of cyberspace's most fascinating and engaging online communities. MOOs are social environments in a text-based virtual reality…

Examining Factors that Affect Knowledge Sharing and Students' Attitude toward Their Learning Experience within Virtual Teams

ERIC Educational Resources Information Center

He, Jinxia

2009-01-01

This study examined factors that might impact student knowledge sharing within virtual teams through online discussion boards. These factors included: trust, mutual influence, conflict, leadership, and cohesion. A path model was developed to determine whether relationships exist among knowledge sharing from asynchronous group discussion and the…

Virtual Ed. Biz Seeks Mainstream

ERIC Educational Resources Information Center

Gustke, Constance

2010-01-01

The for-profit e-learning company K12 Inc. grew 40 percent last year, generating $385 million in revenue by providing virtual courses to 70,000 students across the country. Connections Academy, another such provider, generated about $120 million in revenue serving up online courses to some 20,000 students. And last month, the education technology…

Online International Learning: Internationalising the Curriculum through Virtual Mobility at Coventry University

ERIC Educational Resources Information Center

Villar-Onrubia, Daniel; Rajpal, Brinder

2016-01-01

Virtual mobility initiatives are one of the most flexible, versatile and inclusive approaches in the provision of international experience opportunities. Given that in most universities only a small fraction of students can benefit from forms of academic mobility that involve travelling abroad, Internet-based intercultural interactions prove to be…

An Initial Exploration of a Virtual Personal Fitness Course

ERIC Educational Resources Information Center

Mosier, Brian; Lynn, Susan

2012-01-01

The incredible growth rates and increased enrollments in virtual physical education (VPE), otherwise known as K-12 online physical education, continue to rise. VPE has the potential to service K-12 student learning in independent and self-paced curriculum. However, VPE brings a healthy skepticism among the profession. To this point, it is…

Distributed Administration of Online Learning Accounts

ERIC Educational Resources Information Center

Gamrat, Betsy

2004-01-01

Distance learning is a vital part of today's educational environment. Using complex technology, schools are able to connect instructors and students across geographic, physical, and temporal boundaries. Sophisticated software and world-wide connectivity create virtual classrooms that span the globe. These large, accessible, asynchronous,…

Assessing Online Collaborative Discourse.

PubMed

Breen, Henny

2015-01-01

This qualitative study using transcript analysis was undertaken to clarify the value of Harasim's Online Collaborative Learning Theory as a way to assess the collaborative process within nursing education. The theory incorporated three phases: (a) idea generating; (b) idea organizing; and (c) intellectual convergence. The transcripts of asynchronous discussions from a 2-week module about disaster nursing using a virtual community were analyzed and formed the data for this study. This study supports the use of Online Collaborative Learning Theory as a framework for assessing online collaborative discourse. Individual or group outcomes were required for the students to move through all three phases of the theory. The phases of the Online Collaborative Learning Theory could be used to evaluate the student's ability to collaborate. It is recommended that group process skills, which have more to do with interpersonal skills, be evaluated separately from collaborative learning, which has more to do with cognitive skills. Both are required for practicing nurses. When evaluated separately, the student learning needs are more clearly delineated. © 2014 Wiley Periodicals, Inc.

Persuasive technology in teaching acute pain assessment in nursing: Results in learning based on pre and post-testing.

PubMed

Alvarez, Ana Graziela; Dal Sasso, Grace T Marcon; Iyengar, M Sriram

2017-03-01

Thousands of patients seek health services every day with complaints of pain. However, adequate pain assessment is still flawed, a fact that is partly related to gaps in professional learning on this topic. Innovative strategies such as the use of a virtual learning object mediated by persuasive technology in the learning of undergraduate nursing students can help to fill these gaps and to provide different ways of learning to learn. To evaluate the results in learning among undergraduate nursing students about assessment of acute pain in adults and newborns, before and after an online educational intervention. This is a quasi-experimental, non-equivalent study using pre-and post-testing. Federal University of Santa Catarina, Brazil. 75 undergraduate nursing students. Our study was conducted in three steps (pre-test, education intervention, post-test). Data were collected from November 2013 to February 2014. The educational intervention was performed using online access to virtual learning object about acute pain assessment, which students accessed on their mobile devices. A significant difference was seen in student learning (p<0.001) in the post-test compared with the pre-test results. The students understood the importance of the topic, and were satisfied and motivated by the technology and method applied. The use of persuasive technology such as small mobile devices as mediators of online educational interventions broadens learning spaces in an innovative, flexible, motivational, and promising manner. Copyright © 2016 Elsevier Ltd. All rights reserved.

EarthShapes: Potential for Place-Based Teacher Learning between the Virtual and the Actual

ERIC Educational Resources Information Center

Triggs, Valerie

2009-01-01

This contribution investigates a recent research project involving in-service teacher learning as experienced through an online/offline art studio in which common experiences of relationships to particular local landforms generate imaginative and collaborative processes and practices of teaching and learning. EarthShapes Studio is both a…

Transactional Distance and Second Life: The Effects of Video Game Experience

ERIC Educational Resources Information Center

Atkinson, Mark

2013-01-01

As a subset of distance education, online learning takes place primarily in learning management systems through asynchronous interaction, that can cause transactional distance between instructor and learners. This study investigated how transactional distance may be affected by the use of Second Life, a 3-D virtual world, as a learning environment…

From Bricks to Clicks: Blurring Classroom/Cyber Lines

ERIC Educational Resources Information Center

Pape, Liz

2006-01-01

In recent years, thanks to the evolution of the Internet, wide availability of classroom computers and increased broadband access, blended learning is emerging as a new tool in the K-12 educational toolkit. Defined as learning that combines online and face-to-face approaches, blended learning is accomplished through the combined use of virtual and…

Promoting Positive Academic Dispositions Using a Web-Based PBL Environment: The GlobalEd 2 Project

ERIC Educational Resources Information Center

Brown, Scott W.; Lawless, Kimberly A.; Boyer, Mark A.

2013-01-01

Problem-based learning (PBL) is an instructional design approach for promoting student learning, understanding and knowledge development in context rich settings. Previous PBL research has primarily focused on face-to-face learning environments, but current technologies afford PBL designers the opportunities to create online, virtual, PBL…

Immersive Learning Technologies: Realism and Online Authentic Learning

ERIC Educational Resources Information Center

Herrington, Jan; Reeves, Thomas C.; Oliver, Ron

2007-01-01

The development of immersive learning technologies in the form of virtual reality and advanced computer applications has meant that realistic creations of simulated environments are now possible. Such simulations have been used to great effect in training in the military, air force, and in medical training. But how realistic do problems need to be…

Design and Development of a Learning Design Virtual Internship Program

ERIC Educational Resources Information Center

Ruggiero, Dana; Boehm, Jeff

2016-01-01

Incorporation of practical experience in learning design and technology education has long been accepted as an important step in the developmental process of future learning designers. The proliferation of adult online education has increased the number of graduate students who are in need of a practical internship placement but have limited…

Developing Global Leaders: Building Effective Global- Intercultural Collaborative Online Learning Environments

ERIC Educational Resources Information Center

Ivy, Karen Lynne-Daniels

2017-01-01

This paper shares the findings of a study conducted on a virtual inter-cultural global leadership development learning project. Mixed Methods analysis techniques were used to examine the interviews of U.S. and Uganda youth project participants. The study, based on cultural and social constructivist learning theories, investigated the effects of…

CliniSpace: a multiperson 3D online immersive training environment accessible through a browser.

PubMed

Dev, Parvati; Heinrichs, W LeRoy; Youngblood, Patricia

2011-01-01

Immersive online medical environments, with dynamic virtual patients, have been shown to be effective for scenario-based learning (1). However, ease of use and ease of access have been barriers to their use. We used feedback from prior evaluation of these projects to design and develop CliniSpace. To improve usability, we retained the richness of prior virtual environments but modified the user interface. To improve access, we used a Software-as-a-Service (SaaS) approach to present a richly immersive 3D environment within a web browser.

Transforming clinical imaging and 3D data for virtual reality learning objects: HTML5 and mobile devices implementation.

PubMed

Trelease, Robert B; Nieder, Gary L

2013-01-01

Web deployable anatomical simulations or "virtual reality learning objects" can easily be produced with QuickTime VR software, but their use for online and mobile learning is being limited by the declining support for web browser plug-ins for personal computers and unavailability on popular mobile devices like Apple iPad and Android tablets. This article describes complementary methods for creating comparable, multiplatform VR learning objects in the new HTML5 standard format, circumventing platform-specific limitations imposed by the QuickTime VR multimedia file format. Multiple types or "dimensions" of anatomical information can be embedded in such learning objects, supporting different kinds of online learning applications, including interactive atlases, examination questions, and complex, multi-structure presentations. Such HTML5 VR learning objects are usable on new mobile devices that do not support QuickTime VR, as well as on personal computers. Furthermore, HTML5 VR learning objects can be embedded in "ebook" document files, supporting the development of new types of electronic textbooks on mobile devices that are increasingly popular and self-adopted for mobile learning. © 2012 American Association of Anatomists.

Blended learning in health education: three case studies.

PubMed

de Jong, Nynke; Savin-Baden, Maggi; Cunningham, Anne Marie; Verstegen, Daniëlle M L

2014-09-01

Blended learning in which online education is combined with face-to-face education is especially useful for (future) health care professionals who need to keep up-to-date. Blended learning can make learning more efficient, for instance by removing barriers of time and distance. In the past distance-based learning activities have often been associated with traditional delivery-based methods, individual learning and limited contact. The central question in this paper is: can blended learning be active and collaborative? Three cases of blended, active and collaborative learning are presented. In case 1 a virtual classroom is used to realize online problem-based learning (PBL). In case 2 PBL cases are presented in Second Life, a 3D immersive virtual world. In case 3 discussion forums, blogs and wikis were used. In all cases face-to-face meetings were also organized. Evaluation results of the three cases clearly show that active, collaborative learning at a distance is possible. Blended learning enables the use of novel instructional methods and student-centred education. The three cases employ different educational methods, thus illustrating diverse possibilities and a variety of learning activities in blended learning. Interaction and communication rules, the role of the teacher, careful selection of collaboration tools and technical preparation should be considered when designing and implementing blended learning.

User-Centered Design Strategies for Massive Open Online Courses (MOOCs)

ERIC Educational Resources Information Center

Mendoza-Gonzalez, Ricardo, Ed.

2016-01-01

In today's society, educational opportunities have evolved beyond the traditional classroom setting. Most universities have implemented virtual learning environments in an effort to provide more opportunities for potential or current students seeking alternative and more affordable learning solutions. "User-Centered Design Strategies for…

A Skype-Buddy Model for Blended Learning

ERIC Educational Resources Information Center

Macharaschwili, Carmen E.; Coggin, Linda Skidmore

2013-01-01

Online learning in higher education allows distance education students to complete degree requirements in virtual environments. Universities are challenged with providing quality education experiences for these students and meet the students' needs for engagement and challenge within a collaborative framework. This study proposes how Voice over…

Connectivism: 21st Century's New Learning Theory

ERIC Educational Resources Information Center

Kropf, Dorothy C.

2013-01-01

Transformed into a large collaborative learning environment, the Internet is comprised of information reservoirs namely, (a) online classrooms, (b) social networks, and (c) virtual reality or simulated communities, to expeditiously create, reproduce, share, and deliver information into the hands of educators and students. Most importantly, the…

Using Game-Based Cooperative Learning to Improve Learning Motivation: A Study of Online Game Use in an Operating Systems Course

ERIC Educational Resources Information Center

Jong, Bin-Shyan; Lai, Chien-Hung; Hsia, Yen-Teh; Lin, Tsong-Wuu; Lu, Cheng-Yu

2013-01-01

Many researchers have studied the use of game-based learning. Game-based learning takes many forms, including virtual reality, role playing, and performing tasks. For students to learn specific course content, it is important that the selected game be suited to the course. Thus far, no studies have investigated the use of game-based cooperative…

Are Mash-Ups the Future for Online Learning Platforms? Psychology A-Level Students' Judgements about VLE and MUPPLE Interfaces

ERIC Educational Resources Information Center

Jarvis, Matt; Gauntlett, Lizzie; Collins, Hayley

2011-01-01

Virtual Learning Environments (VLEs) have become ubiquitous in colleges and universities but have failed to consistently improve learning (Machin, 2007). An alternative interface can be provided in the form of a mashed-up personal learning environment (MUPPLE). The aim of this study was to investigate student perceptions of its desirability and…

Virtual Patients in a Behavioral Medicine Massive Open Online Course (MOOC): A Qualitative and Quantitative Analysis of Participants' Perceptions.

PubMed

Berman, Anne H; Biguet, Gabriele; Stathakarou, Natalia; Westin-Hägglöf, Beata; Jeding, Kerstin; McGrath, Cormac; Zary, Nabil; Kononowicz, Andrzej A

2017-10-01

The purpose of this article is to explore learners' perceptions of using virtual patients in a behavioral medicine Massive Open Online Course (MOOCs) and thereby describe innovative ways of disseminating knowledge in health-related areas. A 5-week MOOC on behavioral medicine was hosted on the edX platform. The authors developed two branched virtual patients consisting of video recordings of a live standardized patient, with multiple clinical decision points and narration unfolding depending on learners' choices. Students interacted with the virtual patients to treat stress and sleep problems. Answers to the exit survey and participant comments from the discussion forum were analyzed qualitatively and quantitatively. In total, 19,236 participants enrolled in the MOOC, out of which 740 received the final certificate. The virtual patients were completed by 2317 and 1640 participants respectively. Among survey respondents (n = 442), 83.1% agreed that the virtual patient exercise was helpful. The qualitative analysis resulted in themes covering what it was like to work with the virtual patient, with subthemes on learner-centered education, emotions/eustress, game comparisons, what the participants learned, what surprised them, how confident participants felt about applying interventions in practice, suggestions for improvement, and previous experiences of virtual patients. Students were enthusiastic about interacting with the virtual patients as a means to apply new knowledge about behavioral medicine interventions. The most common suggestion was to incorporate more interactive cases with various levels of complexity. Further research should include patient outcomes and focus on interprofessional aspects of learning with virtual patients in a MOOC.

Web-based e-learning and virtual lab of human-artificial immune system.

PubMed

Gong, Tao; Ding, Yongsheng; Xiong, Qin

2014-05-01

Human immune system is as important in keeping the body healthy as the brain in supporting the intelligence. However, the traditional models of the human immune system are built on the mathematics equations, which are not easy for students to understand. To help the students to understand the immune systems, a web-based e-learning approach with virtual lab is designed for the intelligent system control course by using new intelligent educational technology. Comparing the traditional graduate educational model within the classroom, the web-based e-learning with the virtual lab shows the higher inspiration in guiding the graduate students to think independently and innovatively, as the students said. It has been found that this web-based immune e-learning system with the online virtual lab is useful for teaching the graduate students to understand the immune systems in an easier way and design their simulations more creatively and cooperatively. The teaching practice shows that the optimum web-based e-learning system can be used to increase the learning effectiveness of the students.

Determining if Instructional Delivery Model Differences Exist in Remedial English

ERIC Educational Resources Information Center

Carter, LaTanya Woods

2012-01-01

The purpose of this causal comparative study is to test the theory of no significant difference that compares pre- and post-test assessment scores, controlling for the instructional delivery model of online and face-to-face students at a Mid-Atlantic university. Online education and virtual distance learning programs have increased in popularity…

Mediating the Tensions of Online Learning with "Second Life"

ERIC Educational Resources Information Center

Evans, Nancy; Mulvihill, Thalia M.; Brooks, Nancy J.

2008-01-01

The future of education will be shaped by innovative online communication tools that will change both the context and the nature of the relationships that influence education. In this article, Nancy Evans, Thalia M. Mulvihill, and Nancy J. Brooks explore the educational possibilities of "Second Life", a three-dimensional virtual online…

The Transition to Diverse Online Teaching and Student Learning in Higher Education

ERIC Educational Resources Information Center

Miller, Melissa L.

2015-01-01

This paper addresses the concern of educating diverse university students in an increasingly digital environment. Specifically, educators question the quality of student online research skills and how to address gaps in research skills in both the virtual and physical classroom. A 2012 survey conducted by the Pew Research Center in collaboration…

Educational Online Technologies in Blended Tertiary Environments: A Review of Literature

ERIC Educational Resources Information Center

Tuapawa, Kimberley N.

2013-01-01

This is a review of the literature surrounding five popular media-rich educational online technologies (EOTs) currently being used by educationalists to support blended learning within tertiary environments. This review considers the following EOTs: 1) connective media, 2) interactive gaming, 3) virtual worlds, 4) web conferencing and 5) learning…

Gender and Power Issues in On-Line Learning Environments.

ERIC Educational Resources Information Center

Machanic, Mindy

The Internet (Net) and World Wide Web (WWW) have developed a variety of cultures and communities. Although most early users of the Net (mostly males) were well-intentioned and well-mannered, their social conventions (some blatantly sexist, others in the nature of macho posturing) have continued in many online chat rooms and virtual gaming…

Innovations in Education and Entertainment Settings: A Quest for Convergence

ERIC Educational Resources Information Center

Fanning, Elizabeth; Bunch, John; Brighton, Catherine

2011-01-01

The purpose of this study was to compare the production processes and approaches for user engagement of virtual environments created for learning or commercial and entertainment purposes, specifically through online games and 3-D online spaces. This study used a qualitative, multiple case study approach based on interviews with developers of…

Promoting Socialization in Distance Education

ERIC Educational Resources Information Center

Tucker, Shelia Y.

2012-01-01

Learners enjoy the convenience of being able to take online courses, yet many reports missing the face-to-face contact with their peers. This researcher has sought to tap into the vision of Ferratt & Hall (2009) whereby educators and technology designers are encouraged to extend the vision of online learning to "virtually being there and…

Affordable Online Maths Tuition: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Torgerson, Carole; Ainsworth, Hannah; Buckley, Hannah; Hampden-Thompson, Gillen; Hewitt, Catherine; Humphry, Deborah; Jefferson, Laura; Mitchell, Natasha; Torgerson, David

2016-01-01

"Affordable Online Maths Tuition" is a one-to-one tutoring programme where pupils receive maths tuition over the internet from trained maths graduates in India and Sri Lanka. It is delivered by the organisation Third Space Learning (TSL). Tutors and pupils communicate using video calling and a secure virtual classroom. Before each…

Online learning: the brave new world of massive open online courses and the role of the health librarian.

PubMed

Spring, Hannah

2016-03-01

In a wired, virtual and information rich society, MOOCs (Massive Open Online Courses) are leading us into a brave new world in which their key role is to support lifelong networked learning. This feature looks at the broad role of MOOCs and considers them within the context of health, and health librarianship. In particular, it provides examples of where health librarians have developed MOOCs and what opportunities there are in the future for health librarians to collaborate in the development and delivery of health MOOCs. H.S. © 2016 Health Libraries Group.

Teaching health assessment in the virtual classroom.

PubMed

Lashley, Mary

2005-08-01

Health assessment skills are vital to professional nursing practice. Health assessment has traditionally been taught using lecture, teacher-developed tests, practice and live demonstration, and interactive and computer-based learning materials. Rapid advances in information technology during the past decade have greatly expanded distance learning options in higher education. Although much nursing education now uses the Internet, there has been limited use of the Web to teach psychomotor and clinical skills. This article describes how online instruction can be integrated into a health assessment course to teach physical examination skills. The development of instructional videos that can be digitally streamed onto the Web for ready and repeated access can also enhance online learning of technical and clinical skills. Student evaluation of this Web-enhanced course revealed that online assignments enabled them to pace their learning, thereby promoting greater flexibility and independence. Students were able to master the technical skills of working online with minimal difficulty and reported that working online was no more stressful than attending class. The most helpful aspect of the online course was the instructor-developed video that was digitally streamed online.

ASK4Labs: A Web-Based Repository for Supporting Learning Design Driven Remote and Virtual Labs Recommendations

ERIC Educational Resources Information Center

Zervas, Panagiotis; Fiskilis, Stefanos; Sampson, Demetrios G.

2014-01-01

Over the past years, Remote and Virtual Labs (RVLs) have gained increased attention for their potential to support technology-enhanced science education by enabling science teachers to improve their day-to-day science teaching. Therefore, many educational institutions and scientific organizations have invested efforts for providing online access…

Lost in Interaction in IMS Learning Design Runtime Environments

ERIC Educational Resources Information Center

Derntl, Michael; Neumann, Susanne; Oberhuemer, Petra

2014-01-01

Educators are exploiting the advantages of advanced web-based collaboration technologies and massive online interactions. Interactions between learners and human or nonhuman resources therefore play an increasingly important pedagogical role, and the way these interactions are expressed in the user interface of virtual learning environments is…

Online teaching of inflammatory skin pathology by a French-speaking International University Network

PubMed Central

2014-01-01

Introduction Developments in technology, web-based teaching and whole slide imaging have broadened the teaching horizon in anatomic pathology. Creating online learning material including many types of media such as radiologic images, whole slides, videos, clinical and macroscopic photographs, is now accessible to most universities. Unfortunately, a major limiting factor to maintain and update the learning material is the amount of resources needed. In this perspective, a French-national university network was initiated in 2011 to build joint online teaching modules consisting of clinical cases and tests. The network has since expanded internationally to Québec, Switzerland and Ivory Coast. Method One of the first steps of the project was to build a learning module on inflammatory skin pathology for interns and residents in pathology and dermatology. A pathology resident from Québec spent 6 weeks in France and Switzerland to develop the contents and build the module on an e-learning Moodle platform under the supervision of two dermatopathologists. The learning module contains text, interactive clinical cases, tests with feedback, virtual slides, images and clinical photographs. For that module, the virtual slides are decentralized in 2 universities (Bordeaux and Paris 7). Each university is responsible of its own slide scanning, image storage and online display with virtual slide viewers. Results The module on inflammatory skin pathology includes more than 50 web pages with French original content, tests and clinical cases, links to over 45 virtual images and more than 50 microscopic and clinical photographs. The whole learning module is being revised by four dermatopathologists and two senior pathologists. It will be accessible to interns and residents in the spring of 2014. The experience and knowledge gained from that work will be transferred to the next international resident whose work will be aimed at creating lung and breast pathology learning modules. Conclusion The challenges of sustaining a project of this scope are numerous. The technical aspect of whole-slide imaging and storage needs to be developed by each university or group. The content needs to be regularly updated and its accuracy reviewed by experts in each individual domain. The learning modules also need to be promoted within the academic community to ensure maximal benefit for trainees. A collateral benefit of the project was the establishment of international partnerships between French-speaking universities and pathologists with the common goal of promoting pathology education through the use of multi-media technology including whole slide imaging. PMID:25564778

Online teaching of inflammatory skin pathology by a French-speaking International University Network.

PubMed

Perron, Emilie; Battistella, Maxime; Vergier, Béatrice; Fiche, Maryse; Bertheau, Philippe; Têtu, Bernard

2014-01-01

Developments in technology, web-based teaching and whole slide imaging have broadened the teaching horizon in anatomic pathology. Creating online learning material including many types of media such as radiologic images, whole slides, videos, clinical and macroscopic photographs, is now accessible to most universities. Unfortunately, a major limiting factor to maintain and update the learning material is the amount of resources needed. In this perspective, a French-national university network was initiated in 2011 to build joint online teaching modules consisting of clinical cases and tests. The network has since expanded internationally to Québec, Switzerland and Ivory Coast. One of the first steps of the project was to build a learning module on inflammatory skin pathology for interns and residents in pathology and dermatology. A pathology resident from Québec spent 6 weeks in France and Switzerland to develop the contents and build the module on an e-learning Moodle platform under the supervision of two dermatopathologists. The learning module contains text, interactive clinical cases, tests with feedback, virtual slides, images and clinical photographs. For that module, the virtual slides are decentralized in 2 universities (Bordeaux and Paris 7). Each university is responsible of its own slide scanning, image storage and online display with virtual slide viewers. The module on inflammatory skin pathology includes more than 50 web pages with French original content, tests and clinical cases, links to over 45 virtual images and more than 50 microscopic and clinical photographs. The whole learning module is being revised by four dermatopathologists and two senior pathologists. It will be accessible to interns and residents in the spring of 2014. The experience and knowledge gained from that work will be transferred to the next international resident whose work will be aimed at creating lung and breast pathology learning modules. The challenges of sustaining a project of this scope are numerous. The technical aspect of whole-slide imaging and storage needs to be developed by each university or group. The content needs to be regularly updated and its accuracy reviewed by experts in each individual domain. The learning modules also need to be promoted within the academic community to ensure maximal benefit for trainees. A collateral benefit of the project was the establishment of international partnerships between French-speaking universities and pathologists with the common goal of promoting pathology education through the use of multi-media technology including whole slide imaging.

Global Channels of Evidence for Learning and Assessment in Complex Game Environments

ERIC Educational Resources Information Center

Nelson, Brian C.; Erlandson, Benjamin; Denham, Andre

2011-01-01

In this paper, we take a designer's look at how the activities and data of learning and assessment can be structured in immersive virtual game environments called Massively Multi-Player Online Games (MMOG). In doing so, we examine the channels of evidence through which learning and assessment activities are derived in MMOGs, offering examples of…

A Framework for Developing Competencies in Open and Distance Learning

ERIC Educational Resources Information Center

Arinto, Patricia B.

2013-01-01

Many open universities and distance education institutions have shifted from a predominantly print-based mode of delivery to an online mode characterised by the use of virtual learning environments and various web technologies. This paper describes the impact of the shift to open and distance e-learning (ODeL), as this trend might be called, on…

A Virtual Learning Application of the Schoolwide Enrichment Model and High-End Learning Theory

ERIC Educational Resources Information Center

Renzulli, Joseph S.; Reis, Sally M.

2012-01-01

Remarkable advances in instructional communication technology (ICT) have now made it possible to provide high levels of enrichment services to students online. This paper describes an Internet-based enrichment program based on a high-end learning theory that focuses on the development of creative productivity through the "application" of knowledge…

New Technology, New Pedagogy? Employing Video Podcasts in Learning and Teaching about Exotic Ecosystems

ERIC Educational Resources Information Center

Hill, Jennifer L.; Nelson, Amanda

2011-01-01

This paper examines the experiences of undergraduate university students in response to the employment of video podcasts to support learning and teaching about exotic ecosystems. Six, 15-20-minute podcasts were made accessible to students through a virtual learning environment, either online or to download to mobile technology. The students were…

Facilitating Social Collaboration in Mobile Cloud-Based Learning: A Teamwork as A Service (TaaS) Approach

ERIC Educational Resources Information Center

Sun, Geng; Shen, Jun

2014-01-01

Mobile learning is an emerging trend that brings many advantages to distributed learners, enabling them to achieve collaborative learning, in which the virtual teams are usually built to engage multiple learners working together towards the same pedagogical goals in online courses. However, the socio-technical mechanisms to enhance teamwork…

Assessing Students' Learning Outcomes, Self-Efficacy and Attitudes toward the Integration of Virtual Science Laboratory in General Physics

ERIC Educational Resources Information Center

Ghatty, Sundara L.

2013-01-01

Over the past decade, there has been a dramatic rise in online delivery of higher education in the United States. Recent developments in web technology and access to the internet have led to a vast increase in online courses. For people who work during the day and whose complicated lives prevent them from taking courses on campus, online courses…

Remember the days in the old school yard: from lectures to online learning.

PubMed

Reynolds, P A; Mason, R; Eaton, K A

2008-04-26

Claims have been made that the traditional classroom/lecture-room mode of teaching is under threat with the future being purely online-based. There is no doubt that the impact of ICT systems and services have and will continue to transform teaching practice. From PowerPoint slides introduced to enliven lectures to virtual reality models accessed remotely, technology is bringing about new educational paradigms. The result is the emergence of new forms of distance learning with terms such as flexible learning, blended learning and full online instruction. All are making major contributions to the student experience, allowing access to more information and greater resources as well as opportunities for learning in a manner and timescale that is more attuned to their aims, abilities and lifestyles. In dental education the transition is providing undergraduates, postgraduates and CPD students with a greater variety of courses, access to more expertise and the opportunity for lifetime learning.

Advanced Networks in Dental Rich Online MEDiA (ANDROMEDA)

NASA Astrophysics Data System (ADS)

Elson, Bruce; Reynolds, Patricia; Amini, Ardavan; Burke, Ezra; Chapman, Craig

There is growing demand for dental education and training not only in terms of knowledge but also skills. This demand is driven by continuing professional development requirements in the more developed economies, personnel shortages and skills differences across the European Union (EU) accession states and more generally in the developing world. There is an excellent opportunity for the EU to meet this demand by developing an innovative online flexible learning platform (FLP). Current clinical online systems are restricted to the delivery of general, knowledge-based training with no easy method of personalization or delivery of skill-based training. The PHANTOM project, headed by Kings College London is developing haptic-based virtual reality training systems for clinical dental training. ANDROMEDA seeks to build on this and establish a Flexible Learning Platform that can integrate the haptic and sensor based training with rich media knowledge transfer, whilst using sophisticated technologies such as including service-orientated architecture (SOA), Semantic Web technologies, knowledge-based engineering, business intelligence (BI) and virtual worlds for personalization.

Online Peer Feedback between Colombian and New Zealand FL Beginners: A Comparison and Lessons Learned (Retroalimentación virtual de pares entre aprendices principiantes de lengua de Colombia y Nueva Zelanda: una comparación y lecciones aprendidas)

ERIC Educational Resources Information Center

Tolosa, Constanza; Ordóñez, Claudia Lucía; Alfonso, Tania

2015-01-01

We report on an exploratory study comparing the performance as online tutors of two groups of beginner eleven-year-old students of English in Colombia and Spanish in New Zealand. The native speaker students of the foreign language the others were learning corrected paragraphs written by their peers. The feedback provided by each group of tutors…

Virtual microscopy-The future of teaching histology in the medical curriculum?

PubMed

Paulsen, Friedrich P; Eichhorn, Michael; Bräuer, Lars

2010-12-20

Conventional continuing education in microscopic anatomy, histopathology, hematology and microbiology has hitherto been carried out using numerous sets of sectioned tissue specimens in a microscopy laboratory. In comparison, after digitalization of the sections it would be possible to access teaching specimens via virtual microscopy and the internet at any time and place. This would make it possible to put innumerable new learning scenarios into practice. The present article elucidates the advantages of virtual microscopy in histology instruction and presents a concept of how virtual microscopy could be introduced into the teaching of microscopic anatomy in several steps. Initially, the presently existing microscopic teaching specimens would be digitalized and made available on-line without restriction. In a second step, instruction would be shifted to an emphasis on virtual microscopy, utilizing all of the advantages offered by the technique. In a third step, the microscopic contents could be networked with other anatomical, radiological and clinical content on-line, thus opening new learning perspectives for students of human and dental medicine as well as those of medically related courses of study. The advantages and disadvantages of such a concept as well as some possibly arising consequences are discussed in the following. 2010 Elsevier GmbH. All rights reserved.

Students' Perceptions of Learning Mode in Mathematics

ERIC Educational Resources Information Center

Krishnan, Saras

2016-01-01

Blended courses or hybrid courses have gained popularity over the years because of their flexibility and convenience. Technology use in the online component of the blended/hybrid courses is another influence particularly to the younger generation of learners who enjoy learning interactively in a virtual environment. However, depending on the…

Researching Hybrid Learning Communities in the Digital Age through Educational Ethnography

ERIC Educational Resources Information Center

James, Nalita; Busher, Hugh

2013-01-01

This paper discusses the complexities of investigating the experiences of participants in hybrid (online/offline) learning communities through educational ethnography. In these communities, people construct small cultures in the liminal spaces or "border crossings" between the virtually real and "actually" real, using computer-mediated and…

Qualitative Research on "Mediated Dialogism" among Educators and Pupils

ERIC Educational Resources Information Center

Hansson, Thomas

2004-01-01

The relevance of qualitative research to virtual practices rests on subject knowledge and practical know-how on operations for exchange, growth, learning, and dialogue. Highlighting the discursive perspective, this paper covers theory on emerging didactics for online learning. In doing so, the contents show how computer-mediated learning…

The Role of Affective and Motivational Factors in Designing Personalized Learning Environments

ERIC Educational Resources Information Center

Kim, ChanMin

2012-01-01

In this paper, guidelines for designing virtual change agents (VCAs) are proposed to support students' affective and motivational needs in order to promote personalized learning in online remedial mathematics courses. Automated, dynamic, and personalized support is emphasized in the guidelines through maximizing "interactions" between VCAs and…

Virtual Schooling...A Closer Look from the inside of an Indiana Charter Virtual School Examining the Teachers' Perceptions of the Characteristics of Its Teachers and Students

ERIC Educational Resources Information Center

Sturgeon, David Brian

2013-01-01

The focus of this research is in the area of virtual schooling at the K-12 level, specifically looking into teachers' perceptions of important traits of teacher effectiveness and student progress in this online learning environment. Such a study is important in Indiana, as this is the first time in public school history when there is now a new…

Comparison of student achievement among two science laboratory types: traditional and virtual

NASA Astrophysics Data System (ADS)

Reese, Mary Celeste

Technology has changed almost every aspect of our daily lives. It is not surprising then that technology has made its way into the classroom. More and more educators are utilizing technological resources in creative ways with the intent to enhance learning, including using virtual laboratories in the sciences in place of the "traditional" science laboratories. This has generated much discussion as to the influence on student achievement when online learning replaces the face-to-face contact between instructor and student. The purpose of this study was to discern differences in achievement of two laboratory instruction types: virtual laboratory and a traditional laboratory. Results of this study indicate statistical significant differences in student achievement defined by averages on quiz scores in virtual labs compared with traditional face-to-face laboratories and traditional laboratories result in greater student learning gains than virtual labs. Lecture exam averages were also greater for students enrolled in the traditional laboratories compared to students enrolled in the virtual laboratories. To account for possible differences in ability among students, a potential extraneous variable, GPA and ACT scores were used as covariates.

Applying Gaming and Simulation Techniques to the Design of Online Instruction

ERIC Educational Resources Information Center

Rude-Parkins, Carolyn; Miller, Karen Hughes; Ferguson, Karen; Bauer, Robert

2006-01-01

Critical in virtually all educational arenas, gaming and simulation techniques and distance learning are major areas of interest in today's U.S. Army training. The U.S. Army Armor School at Ft. Knox, KY contracted with the University of Louisville and Northrop Grumman Mission Systems in 2003 to develop online training for Army Captains. They…

MBA Online: Is Challenging Peer Work Motivating? Is It Mastered?

ERIC Educational Resources Information Center

Akhras, Caroline

2012-01-01

Deciding to go the extra mile to continue self-development does not necessarily mean learning to assimilate online technology into one's field of expertise though it has been found that general-purpose social networking sites are a popular venue for peer socialization where goals are shared, integrated, and mastered virtually. It has been found…

Fostering Online Social Construction of Science Knowledge with Primary Pre-Service Teachers Working in Virtual Teams

ERIC Educational Resources Information Center

Nicholas, Howard; Ng, Wan

2009-01-01

As many primary pre-service teachers enter teacher education courses with little science background, it is essential in teacher education courses to provide opportunities for them to learn more science independently. The purpose of this study is to investigate an online pedagogical activity that fosters the social construction of science knowledge…

An Evaluation of a Training Program to Prepare Faculty for Online Instruction

ERIC Educational Resources Information Center

McGee-Swope, Kinyata

2010-01-01

The expansion of distance education makes it necessary for many faculty to take on the role of online instructor. As a result, higher education institutions face the challenge of training their faculty to make a shift from teaching in traditional to virtual environments. The Higher Learning Commission's Best Practices for Electronically Offered…

Role of Faculty Development Forums in Virtual Teaching Environment: A Case Study of Marketing Research & Case Group

ERIC Educational Resources Information Center

Sandhu, Rizwan Saleem; Hussain, Sajid

2016-01-01

The online learning has broadened the teaching spectrum from Face-to-Face to virtual environment, and this move has brought traditional teacher-centered instruction to learner-centered instruction. This paradigm shift appears to place demands on faculty to modify faculty's instruction roles that are different from those encountered in Face-to-Face…

Navigating Massively Multiplayer Online Games: Evaluating 21st Century Skills for Learning within Virtual Environments

ERIC Educational Resources Information Center

McCreery, Michael P.; Schrader, P. G.; Krach, S. Kathleen

2011-01-01

There is a substantial and growing interest in immersive virtual spaces as contexts for 21st century skills like problem solving, communication, and collaboration. However, little consideration has been given to the ways in which users become proficient in these environments or what types of target behaviors are associated with 21st century…

School Quality in the Cloud: Guidelines for Authorizing Virtual Charter Schools. Authorizing Matters. Issue Brief. Cyber Series

ERIC Educational Resources Information Center

Lin, Margaret

2011-01-01

This Issue Brief, an update of "Authorizing Virtual Charter Schools: Rules of the Road on the Digital Highway" by Gregg Vanourek, is part of NACSA's Cyber series, which addresses issues in policy and practice that concern authorizing online schools and blended learning. It aims to improve authorizer understanding and oversight of online…

The Promise and the Reality: Exploring Virtual Schooling in Rural Juristictions

ERIC Educational Resources Information Center

Barbour, Michael K.

2011-01-01

The history of online learning at the K-12 level is almost as long as its history at the post-secondary level, with the first virtual school programs beginning in the early 1990s. While these opportunities were designed as a way to provide rural students with access to more specialized courses, as opportunities have become organized into virtual…

Impact of a Paper vs Virtual Simulated Patient Case on Student-Perceived Confidence and Engagement

PubMed Central

Gallimore, Casey E.; Pitterle, Michael; Morrill, Josh

2016-01-01

Objective. To evaluate online case simulation vs a paper case on student confidence and engagement. Design. Students enrolled in a pharmacotherapy laboratory course completed a patient case scenario as a component of an osteoarthritis laboratory module. Two laboratory sections used a paper case (n=53); three sections used an online virtual case simulation (n=81). Student module performance was assessed through a submitted subjective objective assessment plan (SOAP) note. Students completed pre/post surveys to measure self-perceived confidence in providing medication management. The simulation group completed postmodule questions related to realism and engagement of the online virtual case simulation. Group assessments were performed using chi-square and Mann Whitney tests. Assessment. A significant increase in all 13 confidence items was seen in both student groups following completion of the laboratory module. The simulation group had an increased change of confidence compared to the paper group in assessing medication efficacy and documenting a thorough assessment. Comparing the online virtual simulation to a paper case, students agreed the learning experience increased interest, enjoyment, relevance, and realism. The simulation group performed better on the subjective SOAP note domain though no differences in total SOAP note scores was found between the two groups. Conclusion. Virtual case simulations result in increased student engagement and may lead to improved documentation performance in the subjective domain of SOAP notes. However, virtual patient cases may offer limited benefit over paper cases in improving overall student self-confidence to provide medication management. PMID:26941442

Impact of a Paper vs Virtual Simulated Patient Case on Student-Perceived Confidence and Engagement.

PubMed

Barnett, Susanne G; Gallimore, Casey E; Pitterle, Michael; Morrill, Josh

2016-02-25

To evaluate online case simulation vs a paper case on student confidence and engagement. Students enrolled in a pharmacotherapy laboratory course completed a patient case scenario as a component of an osteoarthritis laboratory module. Two laboratory sections used a paper case (n=53); three sections used an online virtual case simulation (n=81). Student module performance was assessed through a submitted subjective objective assessment plan (SOAP) note. Students completed pre/post surveys to measure self-perceived confidence in providing medication management. The simulation group completed postmodule questions related to realism and engagement of the online virtual case simulation. Group assessments were performed using chi-square and Mann Whitney tests. A significant increase in all 13 confidence items was seen in both student groups following completion of the laboratory module. The simulation group had an increased change of confidence compared to the paper group in assessing medication efficacy and documenting a thorough assessment. Comparing the online virtual simulation to a paper case, students agreed the learning experience increased interest, enjoyment, relevance, and realism. The simulation group performed better on the subjective SOAP note domain though no differences in total SOAP note scores was found between the two groups. Virtual case simulations result in increased student engagement and may lead to improved documentation performance in the subjective domain of SOAP notes. However, virtual patient cases may offer limited benefit over paper cases in improving overall student self-confidence to provide medication management.

Understanding Glocal Learning Spaces. An Empirical Study of Languaging and Transmigrant Positions in the Virtual Classroom

ERIC Educational Resources Information Center

Messina Dahlberg, Giulia; Bagga-Gupta, Sangeeta

2014-01-01

The use of digital tools like computers and tablets in institutional learning arenas give rise to forms of flexibility where time and space boundaries become diffuse. Online learning sites are understood as being crucial today, especially in large parts of the Global North, where anyone anywhere potentially can become a student and have access to…

Effect of an Animated Classroom Story Embedded in Online Discussion on Helping Mathematics Teachers Learn to Notice

ERIC Educational Resources Information Center

Chieu, Vu Minh; Herbst, Patricio; Weiss, Michael

2011-01-01

Rich-media representations of teaching using animated cartoons can be effective at stimulating teachers' discussion about practice and hence help them learn productively from one another about their profession. Our research aims to design web-based interactive rich-media virtual settings for teachers to learn to do the practice of teaching. For…

Teachers' Perspectives on Online Virtual Labs vs. Hands-On Labs in High School Science

NASA Astrophysics Data System (ADS)

Bohr, Teresa M.

This study of online science teachers' opinions addressed the use of virtual labs in online courses. A growing number of schools use virtual labs that must meet mandated laboratory standards to ensure they provide learning experiences comparable to hands-on labs, which are an integral part of science curricula. The purpose of this qualitative case study was to examine teachers' perceptions of the quality and effectiveness of high school virtual labs. The theoretical foundation was constructivism, as labs provide student-centered activities for problem solving, inquiry, and exploration of phenomena. The research questions focused on experienced teachers' perceptions of the quality of virtual vs. hands-on labs. Data were collected through survey questions derived from the lab objectives of The Next Generation Science Standards . Eighteen teachers rated the degree of importance of each objective and also rated how they felt virtual labs met these objectives; these ratings were reported using descriptive statistics. Responses to open-ended questions were few and served to illustrate the numerical results. Many teachers stated that virtual labs are valuable supplements but could not completely replace hands-on experiences. Studies on the quality and effectiveness of high school virtual labs are limited despite widespread use. Comprehensive studies will ensure that online students have equal access to quality labs. School districts need to define lab requirements, and colleges need to specify the lab experience they require. This study has potential to inspire positive social change by assisting science educators, including those in the local school district, in evaluating and selecting courseware designed to promote higher order thinking skills, real-world problem solving, and development of strong inquiry skills, thereby improving science instruction for all high school students.

Mapping the Arctic: Online Undergraduate Education Using Scientific Research in International Policy

NASA Astrophysics Data System (ADS)

Reed, D. L.; Edwards, B. D.; Gibbons, H.

2011-12-01

Ocean science education has the opportunity to span traditional academic disciplines and undergraduate curricula because of its interdisciplinary approach to address contemporary issues on a global scale. Here we report one such opportunity, which involves the development of a virtual oceanographic expedition to map the seafloor in the Arctic Ocean for use in the online Global Studies program at San Jose State University. The U.S. Extended Continental Shelf Project provides an extensive online resource to follow the activities of the third joint U.S. and Canada expedition in the Arctic Ocean, the 2010 Extended Continental Shelf survey, involving the icebreakers USCGC Healy and CCGS Louis S. St-Laurent. In the virtual expedition, students join the work of scientists from the U.S. Geological Survey and the Canadian Geological Survey by working through 21 linked web pages that combine text, audio, video, animations and graphics to first learn about the U.N. Convention on the Law of the Sea (UNCLOS). Then, students gain insight into the complexity of science and policy interactions by relating the UNCLOS to issues in the Arctic Ocean, now increasingly accessible to exploration and development as a result of climate change. By participating on the virtual expedition, students learn the criteria contained in Article 76 of UNCLOS that are used to define the extended continental shelf and the scientific methods used to visualize the seafloor in three-dimensions. In addition to experiencing life at sea aboard a research vessel, at least virtually, students begin to interpret the meaning of seafloor features and the use of seafloor sediment samples to understand the application of ocean science to international issues, such as the implications of climate change, national sovereign rights as defined by the UNCLOS, and marine resources. The virtual expedition demonstrates that ocean science education can extend beyond traditional geoscience courses by taking advantage of emerging academic disciplines, contemporary global issues and new learning delivery systems.

An Online Bioinformatics Curriculum

PubMed Central

Searls, David B.

2012-01-01

Online learning initiatives over the past decade have become increasingly comprehensive in their selection of courses and sophisticated in their presentation, culminating in the recent announcement of a number of consortium and startup activities that promise to make a university education on the internet, free of charge, a real possibility. At this pivotal moment it is appropriate to explore the potential for obtaining comprehensive bioinformatics training with currently existing free video resources. This article presents such a bioinformatics curriculum in the form of a virtual course catalog, together with editorial commentary, and an assessment of strengths, weaknesses, and likely future directions for open online learning in this field. PMID:23028269

Factors that Contribute towards Improving Learning Effectiveness Using a Specific Learning Management System (LMS) at the Military Academy (MA): A Demonstration

ERIC Educational Resources Information Center

Pretorius, Andre

2010-01-01

Purpose: The purpose of this paper is to explore the factors that contribute towards learning effectiveness in e-learning courses. A review of previous studies was carried out to determine those factors that are most applicable to a tertiary teaching environment and to propose a model to assess effectiveness in online courses. The virtual learning…

Learning to Swim in New Waters: A Meta-Narrative about the Design and Implementation of a Virtual Learning Environment for Language Learning and Teaching

ERIC Educational Resources Information Center

MacKinnon, Teresa

2015-01-01

In the past 5 years, the Language Centre at the University of Warwick has designed and implemented a blended learning environment in order to meet two important challenges to our Institution-Wide Language Programme (IWLP) language teaching mission. These were to connect teachers and learners together online in order to better support progress…

Virtual Record Keeping: Should Teachers Keep Online Grade Books?

ERIC Educational Resources Information Center

Lacina, Jan

2006-01-01

Teaching and learning radically changed with advances in technology. Research shows that the computer can be an effective tool in both teaching and learning, and for that reason, school districts throughout the United States support schools by purchasing computers and software for individual classrooms. As a result, many school districts are using…

Blended Identities: Identity Work, Equity and Marginalization in Blended Learning

ERIC Educational Resources Information Center

Heikoop, Will

2013-01-01

This article is a theoretical study of the self-presentation strategies employed by higher education students online; it examines student identity work via profile information and avatars in a blended learning environment delivered through social networking sites and virtual worlds. It argues that students are faced with difficult choices when…

Discussing the Factors Contributing to Students' Involvement in an EFL Collaborative Wiki Project

ERIC Educational Resources Information Center

Lee, Hsiao-chien; Wang, Pei-ling

2013-01-01

A growing number of researchers have acknowledged the potential for using wikis in online collaborative language learning. While researchers appreciate the wikis platform for engaging students in virtual team work and authentic language learning, many also have recognized the limitations of using wikis to promote student collaboration (Alyousef…

To Enhance Collaborative Learning and Practice Network Knowledge with a Virtualization Laboratory and Online Synchronous Discussion

ERIC Educational Resources Information Center

Hwang, Wu-Yuin; Kongcharoen, Chaknarin; Ghinea, Gheorghita

2014-01-01

Recently, various computer networking courses have included additional laboratory classes in order to enhance students' learning achievement. However, these classes need to establish a suitable laboratory where each student can connect network devices to configure and test functions within different network topologies. In this case, the Linux…

Using a Virtual National Park to Teach Workplace Skills in Conservation Management

ERIC Educational Resources Information Center

Howard, Jonathon Leigh

2011-01-01

Teaching conservation management means more than just learning about solving complex and difficult environmental issues. Such learning must also consider the likely administrative context that students will end up working in. This article outlines the development of a role-play that uses online technology to teach several administrative processes…

E-Learning 2010: E-Educators Evolving

ERIC Educational Resources Information Center

Bushweller, Kevin, Ed.

2010-01-01

This special report, the second in a three-part series on e-learning, aims to answer questions related to the growing role of e-educators in K-12 education. It provides perspectives and advice from state policymakers and virtual school providers navigating through the new and often murky policy waters of online-only education, and features…

Institutional Factors for Supporting Electronic Learning Communities

ERIC Educational Resources Information Center

Linton, Jayme N.

2017-01-01

This study was designed to explore how the electronic learning community (eLC) process at an established state virtual high school (SVHS) supported new and veteran online high school teachers through the communities of practice (CoP) framework. Specifically, this study focused on the institutionally-driven nature of the eLC process, using Wenger's…

Virtual Learning and Instructional Tools: Perfecting the Weekly Roadmap

ERIC Educational Resources Information Center

Cicco, Gina

2015-01-01

This article will provide details on the importance of providing structure within an online graduate counseling course in the form of a weekly roadmap tool. There are various instructional tools that may be useful in providing students with differing levels of structure, to meet their learning style preferences for structural stimuli (Cicco,…

Army Learning Concept 2015: These Are Not the Droids You Are Looking For

DTIC Science & Technology

2011-06-07

instruction, gaming, video , interactive multimedia instruction, virtual worlds, massively multiplayer online games, simulations, and others.” A wide...games, buying stuff on E-Bay and surfing the net for porn ? “These are not the “an” droids we are looking for…” 24 ALC 2015 should enhance learning

A Phenomenology of Learning Large: The Tutorial Sphere of xMOOC Video Lectures

ERIC Educational Resources Information Center

Adams, Catherine; Yin, Yin; Vargas Madriz, Luis Francisco; Mullen, C. Scott

2014-01-01

The current discourse surrounding Massive Open Online Courses (MOOCs) is powerful. Despite their rapid and widespread deployment, research has yet to confirm or refute some of the bold claims rationalizing the popularity and efficacy of these large-scale virtual learning environments. Also, MOOCs' reputed disruptive, game-changing potential…

Awareness of Cognitive and Social Behaviour in a CSCL Environment

ERIC Educational Resources Information Center

Kirschner, P. A.; Kreijns, K.; Phielix, C.; Fransen, J.

2015-01-01

Most distributed and virtual online environments for and pedagogies of computer-supported collaborative learning (CSCL) neglect the social and social-emotional aspects underlying the group dynamics of learning and working in a CSCL group. These group dynamics often determine whether the group will develop into a well-performing team and whether a…

Examining a Massive Multiplayer Online Role-Playing Game as a Digital Game-Based Learning Platform

ERIC Educational Resources Information Center

Wu, Min Lun; Richards, Kari; Saw, Guan Kung

2014-01-01

A concurrent triangulation mixed-method research design was used to investigate 19 casual gamers' or non-gamers' use of a popular massive multiplayer online role-playing game (MMORPG), Everquest 2, as an alternative pedagogical tool to support communicative use of the English language. This study poses that MMORPGs could serve as a virtually rich…

Competing for the Virtual Student

ERIC Educational Resources Information Center

Waters, John K.

2011-01-01

Most K-12 school districts know that they are losing children who are going to other programs to get their needs met, and they know that they are going to have to offer some kind of online program to meet those needs if they are going to survive. K-12 districts have not exactly been sitting on the online-learning sidelines. In fact, by pioneering…

A digital library of radiology images.

PubMed

Kahn, Charles E

2006-01-01

A web-based virtual library of peer-reviewed radiological images was created for use in education and clinical decision support. Images were obtained from open-access content of five online radiology journals and one e-learning web site. Figure captions were indexed by Medical Subject Heading (MeSH) codes, imaging modality, and patient age and sex. This digital library provides a new, valuable online resource.

Online Distributed Leadership: A Content Analysis of Interaction and Teacher Reflections on Computer-Supported Learning

ERIC Educational Resources Information Center

Gallego-Arrufat, María-Jesús; Gutiérrez-Santiuste, Elba; Campaña-Jiménez, Rafael-Luis

2015-01-01

This study performs a content analysis of the communication that develops in online educational situations. It focuses on two aspects of communication in a context in which we observe instructional leadership: how leadership is seen in the virtual classroom and how teachers view their role. The study attempts to answer the question of how teachers…

Utilising a Collaborative Macro-Script to Enhance Student Engagement: A Mixed Method Study in a 3D Virtual Environment

ERIC Educational Resources Information Center

Bouta, Hara; Retalis, Symeon; Paraskeva, Fotini

2012-01-01

This study examines the effect of using an online 3D virtual environment in teaching Mathematics in Primary Education. In particular, it explores the extent to which student engagement--behavioral, affective and cognitive--is fostered by such tools in order to enhance collaborative learning. For the study we used a purpose-created 3D virtual…

The Effect of 3D Virtual Learning Environment on Secondary School Third Grade Students' Attitudes toward Mathematics

ERIC Educational Resources Information Center

Simsek, Irfan

2016-01-01

With this research, in Second Life environment which is a three dimensional online virtual world, it is aimed to reveal the effects of student attitudes toward mathematics courses and design activities which will enable the third grade students of secondary school (primary education seventh grade) to see the 3D objects in mathematics courses in a…

Can virtual science foster real skills? A study of inquiry skills in a virtual world

NASA Astrophysics Data System (ADS)

Dodds, Heather E.

Online education has grown into a part of the educational market answering the demand for learning at the learner's choice of time and place. Inquiry skills such as observing, questioning, collecting data, and devising fair experiments are an essential element of 21st-century online science coursework. Virtual immersive worlds such as Second Life are being used as new frontiers in science education. There have been few studies looking specifically at science education in virtual worlds that foster inquiry skills. This quantitative quasi-experimental nonrandomized control group pretest and posttest study explored what affect a virtual world experience had on inquiry skills as measured by the TIPS (Test of Integrated Process Skills) and TIPS II (Integrated Process Skills Test II) instruments. Participants between the ages of 18 and 65 were recruited from educator mailing lists and Second Life discussion boards and then sorted into the experimental group, which received instructions to utilize several displays in Mendelian genetics at the Genome Island location within Second Life, or the control group, which received text-based PDF documents of the same genetics course content. All participants, in the form of avatars, were experienced Second Life residents to reduce any novelty effect. This study found a greater increase in inquiry skills in the experimental group interacting using a virtual world to learn science content (0.90 points) than a control group that is presented only with online text-based content (0.87 points). Using a mixed between-within ANOVA (analysis of variance), with an alpha level of 0.05, there was no significant interaction between the control or experimental groups and inquiry skills, F (1, 58) = .783, p = .380, partial eta squared = .013, at the specified .05 alpha level suggesting no significant difference as a result of the virtual world exercise. However, there is not enough evidence to state that there was no effect because there was a greater increase in scores for the group that experienced a virtual world exercise. This study adds to the increasing body of knowledge about virtual worlds and inquiry skills, particularly with adult learners.

Supporting student mental health nurses in clinical placement through virtual in-practice support (VIPS): Innovation uptake and the 'VIPS' project.

PubMed

Hardy, Sally; Mushore, Manyara; Goddard, Linda

2016-11-01

The integration of technology in nurse education has become an essential element of academic practice. Yet innovation uptake between academic institutions across the four countries of the UK and their clinical practice partners has proved problematic, leading to a slow introduction of digitally enhanced teaching and learning innovations, particularly in the area of clinical decision making and leadership. The Virtual in Practice Support (VIPS) project involved two academic institutions working with the same mental health care service partner aiming to maximise student clinical placement learning. Student nurses in their final year of training were invited to take part in testing the viability of distance e-tutoring (via computer access to academic nurse lecturers) for facilitated critical reflection. An evaluation of the use of video linked conference sessions, set up for students to undertake a group based online (i.e. virtual) group tutorial is presented. All participants completed an evaluation data sheet using a five point Likert scale and free text evaluation feedback form completed at the end of each online tutorial session. Students were also invited to a focus group and all tutors were interviewed at the completion of the project. The VIPS project findings highlight; i) the importance of a clear project vision for innovation uptake ii) consequences of working with innovation champions and iii) how technology can be used to maximise student learning across geographical distance through online facilitated group critical discussion. VIPS' participants were able to articulate positive outcomes as a result of engaging in a multi-institutional project that capitalised on the richness of nursing clinical practice learning experience for both the students and the academics involved as innovation champions. Copyright © 2016 Elsevier Ltd. All rights reserved.

Beyond xMOOCs in healthcare education: study of the feasibility in integrating virtual patient systems and MOOC platforms.

PubMed

Stathakarou, Natalia; Zary, Nabil; Kononowicz, Andrzej A

2014-01-01

Background. Massive Open Online Courses (MOOCs) are an emerging trend in online learning. However, their technology is not yet completely adjusted to the needs of healthcare education. Integration of Virtual Patients within MOOCs to increase interactivity and foster clinical reasoning skills training, has been discussed in the past, but not verified by a practical implementation. Objective. To investigate the technical feasibility of integrating MOOCs with Virtual Patients for the purpose of enabling further research into the potential pedagogical benefits of this approach. Methods. We selected OpenEdx and Open Labyrinth as representative constituents of a MOOC platform and Virtual Patient system integration. Based upon our prior experience we selected the most fundamental technical requirement to address. Grounded in the available literature we identified an e-learning standard to guide the integration. We attempted to demonstrate the feasibility of the integration by designing a "proof-of-concept" prototype. The resulting pilot implementation was subject of verification by two test cases. Results. A Single Sign-On mechanism connecting Open Labyrinth with OpenEdx and based on the IMS LTI standard was successfully implemented and verified. Conclusion. We investigated the technical perspective of integrating Virtual Patients with MOOCs. By addressing this crucial technical requirement we set a base for future research on the educational benefits of using virtual patients in MOOCs. This provides new opportunities for integrating specialized software in healthcare education at massive scale.

Beyond xMOOCs in healthcare education: study of the feasibility in integrating virtual patient systems and MOOC platforms

PubMed Central

Zary, Nabil; Kononowicz, Andrzej A.

2014-01-01

Background. Massive Open Online Courses (MOOCs) are an emerging trend in online learning. However, their technology is not yet completely adjusted to the needs of healthcare education. Integration of Virtual Patients within MOOCs to increase interactivity and foster clinical reasoning skills training, has been discussed in the past, but not verified by a practical implementation. Objective. To investigate the technical feasibility of integrating MOOCs with Virtual Patients for the purpose of enabling further research into the potential pedagogical benefits of this approach. Methods. We selected OpenEdx and Open Labyrinth as representative constituents of a MOOC platform and Virtual Patient system integration. Based upon our prior experience we selected the most fundamental technical requirement to address. Grounded in the available literature we identified an e-learning standard to guide the integration. We attempted to demonstrate the feasibility of the integration by designing a “proof-of-concept” prototype. The resulting pilot implementation was subject of verification by two test cases. Results. A Single Sign-On mechanism connecting Open Labyrinth with OpenEdx and based on the IMS LTI standard was successfully implemented and verified. Conclusion. We investigated the technical perspective of integrating Virtual Patients with MOOCs. By addressing this crucial technical requirement we set a base for future research on the educational benefits of using virtual patients in MOOCs. This provides new opportunities for integrating specialized software in healthcare education at massive scale. PMID:25405078

Using distance technology to learn across borders: a virtual travel course in nursing.

PubMed

Gallagher-Lepak, Susan; Block, Derryl; Rojas, Yrene Esperanza Urbina; Birkholz, Lorri; Melgar Morán, Carlos Christian

2011-08-01

A 6-week online course was developed and delivered to nursing students and instructors at universities in two countries. The course exposed students and faculty to nursing and health concerns in both countries. All course communications were conducted in both English and Spanish, with support from online translation software as needed. Course content covered professional nursing, global health issues, and nursing interventions used with clinical problems. Although students were initially intimidated by the course language requirements, students valued the opportunity to learn about cultural and health issues. Faculty experienced a learning curve as well and enjoyed this international experience. Copyright 2011, SLACK Incorporated.

Best practices for creating social presence and caring behaviors online.

PubMed

Plante, Kathleen; Asselin, Marilyn E

2014-01-01

To identify best practices and evidence-based strategies for creating an online learning environment that encompasses caring behaviors and promotes social presence. Faculty who teach online classes are challenged to create a sense of social presence and caring behaviors in a virtual world in which students feel connected and part of the learning environment. To extrapolate evidence to support best practices, a review of literature was conducted focused on social presence and caring online. Faculty messages that are respectful, positive, encouraging, timely, and frequent foster social presence and caring behaviors while also allowing for caring interactions, mutual respect, and finding meaning in relationships. A variety of measures to emulate caring online intertwine with social presence to promote a sense of caring and belonging. More research is needed to support the evidence for these strategies.

Virtual Reference at a Global University: An Analysis of Patron and Question Type

ERIC Educational Resources Information Center

Rawson, Joseph; Davis, Megan A.; Harding, Julie; Miller, Clare

2013-01-01

This paper covers material presented at the 15th Annual Off-Campus conference (formerly known as the Off Campus Library Services Conference) in Memphis, Tennessee. During the course of this presentation, participants learned how both chat and instant messaging reference are being conducted and evaluated at a major online learning university. This…

Effective Implementation of ePortfolios: The Development of ePortfolios to Support Online Learning

ERIC Educational Resources Information Center

Cote, Kyle; Emmett, Tara

2015-01-01

This article discusses the ePortfolio system for grades 9-12 at the Virtual Learning Academy Charter School (VLACS). ePortfolio implementation at VLACS developed from an Advisory course curriculum that supports students' journey toward becoming college, career, and citizenship ready. We provide a unique perspective for implementation in that VLACS…

Effects of Virtual Education on Academic Culture: Perceived Advantages and Disadvantages

ERIC Educational Resources Information Center

Jefferson, Renee N.; Arnold, Liz W.

2009-01-01

The perceived advantages and disadvantages of courses taught in online and face-to-face learning environments were explored for students taking an accounting and a data collection and analysis course. Both courses were taught in a face-to-face learning environment at the main or satellite campus. It was hypothesized that there would be…

Virtual Friendships and Social Distress among Adolescents with and without Learning Disabilities: The Subtyping Approach

ERIC Educational Resources Information Center

Sharabi, Adi; Margalit, Malka

2011-01-01

Many adolescents spend time online, communicating with friends, family members and strangers, and these social activities have been often related with their loneliness experience. The goals of this study were to examine the social distress expressed by adolescents with and without learning disabilities (LD) and to distinguish between unique…

Language Learning Effects through the Integration of Synchronous Online Communication: The Case of Video Communication and Second Life

ERIC Educational Resources Information Center

Canto, Silvia; Jauregi Ondarra, Kristi

2017-01-01

This article attempts to shed some light on the possible learning benefits for language acquisition and intercultural development of authentic social interaction with expert peers through computer mediated communication (CMC) tools. The environments used in this study are video communication and the 3D virtual world "Second Life." For…

Community of Practice or Affinity Space: A Case Study of a Professional Development MOOC

ERIC Educational Resources Information Center

Jones, Kyle M. L.; Stephens, Michael; Branch-Mueller, Jennifer; de Groot, Joanne

2016-01-01

Massive Open Online Courses (MOOCs) have brought about new questions regarding the construction of virtual learning environments and course delivery systems. One such question that researchers and instructors alike are considering is the role of community in learning spaces. This paper uses a professional development (PD) MOOC as a case study to…

Gaming as Extramural English L2 Learning and L2 Proficiency among Young Learners

ERIC Educational Resources Information Center

Sylven, Liss Kerstin; Sundqvist, Pia

2012-01-01

Today, playing digital games is an important part of many young people's everyday lives. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as…

Developing a Virtual Learning Community for LSP Applications

ERIC Educational Resources Information Center

Panagiotidis, Panagiotis

2013-01-01

Foreign language teachers are nowadays required to respond to the changes provoked by the advent of web 2.0 and the developments it has introduced in the learning behaviour of users, and to adopt a new teaching approach, integrating users' online social activities in their educational practice. In this new educational approach, users must be able…

JGME-ALiEM Hot Topics in Medical Education: Analysis of a Multimodal Online Discussion About Team-Based Learning.

PubMed

Riddell, Jeff; Patocka, Catherine; Lin, Michelle; Sherbino, Jonathan

2017-02-01

Team-based learning (TBL) is an instructional method that is being increasingly incorporated in health professions education, although use in graduate medical education (GME) has been more limited. To curate and describe themes that emerged from a virtual journal club discussion about TBL in GME, held across multiple digital platforms, while also evaluating the use of social media in online academic discussions. The Journal of Graduate Medical Education ( JGME ) and the Academic Life in Emergency Medicine blog facilitated a weeklong, open-access, virtual journal club on the 2015 JGME article "Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching." Using 4 stimulus questions (hosted on a blog as a starting framework), we facilitated discussions via the blog, Twitter, and Google Hangouts on Air platforms. We evaluated 2-week web analytics and performed a thematic analysis of the discussion. The virtual journal club reached a large international audience as exemplified by the blog page garnering 685 page views from 241 cities in 42 countries. Our thematic analysis identified 4 domains relevant to TBL in GME: (1) the benefits and barriers to TBL; (2) the design of teams; (3) the role of assessment and peer evaluation; and (4) crowdsourced TBL resources. The virtual journal club provided a novel forum across multiple social media platforms, engaging authors, content experts, and the health professions education community in a discussion about the importance, impediments to implementation, available resources, and logistics of adopting TBL in GME.

Foreign Language Vocabulary Development through Activities in an Online 3D Environment

ERIC Educational Resources Information Center

Milton, James; Jonsen, Sunniva; Hirst, Steven; Lindenburn, Sharn

2012-01-01

On-line virtual 3D worlds offer the opportunity for users to interact in real time with native speakers of the language they are learning. In principle, this ought to be of great benefit to learners, and mimicking the opportunity for immersion that real-life travel to a foreign country offers. We have very little research to show whether this is…

Learning in 3-D Multiuser Virtual Environments: Exploring the Use of Unique 3-D Attributes for Online Problem-Based Learning

ERIC Educational Resources Information Center

Omale, Nicholas; Hung, Wei-Chen; Luetkehans, Lara; Cooke-Plagwitz, Jessamine

2009-01-01

The purpose of this article is to present the results of a study conducted to investigate how the attributes of 3-D technology such as avatars, 3-D space, and comic style bubble dialogue boxes affect participants' social, cognitive, and teaching presences in a blended problem-based learning environment. The community of inquiry model was adopted…

Mixed methods student evaluation of an online systemic human anatomy course with laboratory.

PubMed

Attardi, Stefanie M; Choi, Suwhan; Barnett, John; Rogers, Kem A

2016-05-06

A fully online section of an existing face-to-face (F2F) systemic human anatomy course with a prosection laboratory was offered for the first time in 2012-2013. Lectures for F2F students (N = 365) were broadcast in both live and archived format to online students (N = 40) using virtual classroom software. Laboratories were delivered online by a teaching assistant who manipulated 3D computer models in the virtual classroom environment. An exploratory sequential mixed methods approach was undertaken to determine the most important deciding factors that drive students' preferences for a given format and then to generate theory on the strengths and weaknesses of the online format. Students (20 online; 310 F2F) volunteered to participate in a crossover period of one week to expose them to the course section in which they were not originally registered. Open ended interviews (20 online; 20 F2F) and quantitative surveys (270 F2F) were conducted following a crossover. Students valued pace control, schedule, and location flexibility of learning from archived materials and being assessed online. In the online laboratory they had difficulty using the 3D models and preferred the unique and hands-on experiences of cadaveric specimens. The F2F environment was conducive to learning in both lecture and laboratory because students felt more engaged by instructors in person and were less distracted by their surroundings. These results suggest the need to improve the online experience by increasing the quality of student-instructor communication and in turn student-content interaction with the 3D models. Anat Sci Educ 9: 272-285. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Can online conference systems improve veterinary education? A study about the capability of online conferencing and its acceptance.

PubMed

Koch, Michael; Fischer, Martin R; Tipold, Andrea; Ehlers, Jan P

2012-01-01

In veterinary medicine, there is an ongoing need for students, educators, and veterinarians to exchange the latest knowledge in their respective fields and to learn about unusual cases, emerging diseases, and treatment. Networking among veterinary faculties is developing rapidly, but conferences and meetings can be difficult to attend because of time limitations and travel costs. The current study examines acceptance of synchronous online conferences, seminars, meetings, and lectures by veterinarians and students. First, an online survey on the use of communication technology in veterinary medicine was made available for 15 weeks to every German-speaking veterinary university and via professional journals and an online veterinary forum. A total of 1,776 persons (620 veterinarians and 1,156 students) participated. Most reported using the Internet at least once per day; more than half reported using instant messengers. Most participants used the Internet for communication, but less than half used Skype. Second, to test the spectrum of tools for online conferences, a variety of "virtual classroom" systems (netucate systems iLinc, Adobe Acrobat Connect Pro, Cisco WebEx, Skype) were used to deliver student lectures, veterinary continuing-education courses, and academic conferences at the University of Veterinary Medicine, Hannover (TiHo). Of 591 participants in 63 online events, 99.4% rated the virtual events as enjoyable, 96.1% found them useful, and 92.4% said that they learned a lot. Participants noted that the courses were not tied to a certain place, and thus saved time and travel costs. Online conference systems thus offer new opportunities to provide information in veterinary medicine.

Managing in the Virtual World: How Second Life is Rewriting the Rules of "Real Life" Business

NASA Astrophysics Data System (ADS)

Wyld, David C.

In this paper, we will explore the growth of virtual worlds - one of the most exciting and fast-growing concepts in the Web 2.0 era. We will see that while there has been significant growth across all demographic groups, online gaming in MMOGs (Massively Multiplayer Online Games) are finding particular appeal in today's youth - the so-called "digital native" generation. We then overview the today's virtual world marketplace, both in the youth and adult-oriented markets. Second Life is emerging as the most important virtual world today, due to the intense interest amongst both large organizations and individual entrepreneurs to conduct real business in the virtual environment. Due to its prominence today and its forecasted growth over the next decade, we take a look at the unscripted world of Second Life, examining the corporate presence in-world, as well as the economic, technical, legal, ethical and security issues involved for companies doing business in the virtual world. In conclusion, we present an analysis of where we stand in terms of virtual world development today and a projection of where we will be heading in the near future. Finally, we present advice to management practitioners and academicians on how to learn about virtual worlds and explore the world of opportunities in them.

Enhancement of a Virtual Geology Field Guide of Georgia Initiative Using Gigapan© and ArcGIS Online's Story Map

NASA Astrophysics Data System (ADS)

Mobasher, K.; Turk, H. J.; Witherspoon, W.; Tate, L.; Hoynes, J.

2015-12-01

A GIS geology geodatabase of Georgia was developed using ArcGIS 10.2. The geodatabase for each physiographic provinces of Georgia contains fields designed to store information regarding geologic features. Using ArcGIS online, the virtual field guide is created which provides an interactive learning experience for students to allow in real time photography, description, mapping and sharing their observations with the instructor and peers. Gigapan© facilitates visualizing geologic features at different scales with high resolutions and in their larger surrounding context. The classroom applications of the Gigapan© are limitless when teaching students the entire range of geologic structures from showcasing crystalline structures of minerals to understanding the geological processes responsible for formation of an entire mountain range. The addition of the Story Map enhances the virtual experience when you want to present a geo-located story point narrative featuring images or videos. The virtual field component and supplementary Gigapan© imagery coupled with Story Map added significantly to the detailed realism of virtual field guide further allowing students to more fully understand geological concepts at various scales. These technologies peaked students interest and facilitated their learning and preparation to function more effectively in the geosciences by developing better observations and new skills. These technologies facilitated increased student engagement in the geosciences by sharing, enhancing and transferring lecture information to actual field knowledge and experiences. This enhanced interactive learning experience not only begins to allow students to understand and recognize geologic features in the field but also increased their collaboration, enthusiasm and interest in the discipline. The increased interest and collaboration occurred as students assisted in populating a geologic geodatabase of Georgia.

Virtual lab for learning equipment and treatment of experimental measurements of rainfall, runoff and erosion in small rural catchments

NASA Astrophysics Data System (ADS)

Ángel Bajo, José; Redel-Macías, María Dolores; Nichols, Mary; Pérez, Rafael; Bellido, Francisco; Marín-Moreno, Víctor; Taguas, Encarnación V.

2017-04-01

A virtual lab for learning to use devices and to treat experimental measurements of hydrological and erosive processes in small agricultural catchments was created to support the practical content of the subject Restoration of Forest Ecosystems of the Master of Forest Engineer (University of Cordoba). The objective was to build a virtual place representing a real site equipped to make measurements of rainfall, runoff and sediment concentration. The virtual lab included pictures, videos and explanations that facilitate learning. Moreover, some practical cases were proposed to apply the explained terms. The structure of menu consisted of: Experimental measurements in catchments; Gallery of videos; Equipment; Practical case; Glossary and Additional Information. Their contents were carefully carried out by professors and scientists of Hydrology and Electronics. The main advantages of the virtual lab were its compatibility with on-line platforms such as Moodle and the presentation of examples for the direct analysis as a basis for solving the proposed practical cases. It has been successfully used for two years and was well-values by the students due the opportunities offered by self-access learning tools. In addition, constraints associated with field trips such as logistical complexity and economic aspects are removed.

Which Social Elements Are Visible in Virtual Groups? Addressing the Categorization of Social Expressions

ERIC Educational Resources Information Center

Perez-Mateo, M.; Guitert, M.

2012-01-01

Learning is a social process. That is why it is extremely important to understand how students interact socially in online courses and how it affects the learning process. However, social aspects, understood as those expressions or comments that go beyond strictly academic interaction, i.e. the need to carry out group work, are not clearly…

Virtual Learning in the Biological Sciences: Pitfalls of Simply "Putting Notes on the Web"

ERIC Educational Resources Information Center

Evans, Chris; Gibbons, Nicola J.; Shah, Kavita; Griffin, Darren K.

2004-01-01

Computer-based learning (CBL) is well established and its benefits are widely reported. It has found considerable utility in recent years with the explosion in interest in the use of the Web as a knowledge medium. Many online courses, however, consist merely of a series of textual notes and pictures with little navigational information or choice.…

What Leads People to Keep on E-Learning? An Empirical Analysis of Users' Experiences and Their Effects on Continuance Intention

ERIC Educational Resources Information Center

Rodríguez-Ardura, Inma; Meseguer-Artola, Antoni

2016-01-01

User retention is a major goal for higher education institutions running their teaching and learning programmes online. This is the first investigation into how the senses of presence and flow, together with perceptions about two central elements of the virtual education environment (didactic resource quality and instructor attitude), facilitate…

Feasibility Study for Ballet E-Learning: Automatic Composition System for Ballet "Enchainement" with Online 3D Motion Data Archive

ERIC Educational Resources Information Center

Umino, Bin; Longstaff, Jeffrey Scott; Soga, Asako

2009-01-01

This paper reports on "Web3D dance composer" for ballet e-learning. Elementary "petit allegro" ballet steps were enumerated in collaboration with ballet teachers, digitally acquired through 3D motion capture systems, and categorised into families and sub-families. Digital data was manipulated into virtual reality modelling language (VRML) and fit…

Planning for the Digital Classroom and Distributed Learning: Policies and Planning for Online Instructional Resources

ERIC Educational Resources Information Center

McGee, Patricia; Diaz, Veronica

2005-01-01

In an era of state budget cuts and a tight economy, distributed learning is often seen as a way to address the needs of colleges and universities looking for additional revenue sources. Likewise, budding virtual universities, consortia, and corporate partnerships are now providing new ways for institutions to share resources across campuses. The…

E-Tutorial Support for Collaborative Online Learning: An Explorative Study on Experienced and Inexperienced E-Tutors

ERIC Educational Resources Information Center

Kopp, Birgitta; Matteucci, Maria Cristina; Tomasetto, Carlo

2012-01-01

The e-tutor plays a major role in supporting virtual collaborative learning, as he/she supervises learners in collaboratively solving tasks, acquiring new skills, and applying new knowledge. This study is aimed at gaining further insights into the daily support practices of e-tutors. Seventy-six e-tutors from 17 different European countries were…

Overview of codes and tools for nuclear engineering education

NASA Astrophysics Data System (ADS)

Yakovlev, D.; Pryakhin, A.; Medvedeva, L.

2017-01-01

The recent world trends in nuclear education have been developed in the direction of social education, networking, virtual tools and codes. MEPhI as a global leader on the world education market implements new advanced technologies for the distance and online learning and for student research work. MEPhI produced special codes, tools and web resources based on the internet platform to support education in the field of nuclear technology. At the same time, MEPhI actively uses codes and tools from the third parties. Several types of the tools are considered: calculation codes, nuclear data visualization tools, virtual labs, PC-based educational simulators for nuclear power plants (NPP), CLP4NET, education web-platforms, distance courses (MOOCs and controlled and managed content systems). The university pays special attention to integrated products such as CLP4NET, which is not a learning course, but serves to automate the process of learning through distance technologies. CLP4NET organizes all tools in the same information space. Up to now, MEPhI has achieved significant results in the field of distance education and online system implementation.

The essential skills required by librarians to support medical virtual learning programs.

PubMed

Soleymani, Mohammad Reza; Akbari, Zahra; Mojiri, Shahin

2016-01-01

Background: With the recent spread of virtual learning programs in universities, especially in the field of medical sciences, libraries play a crucial role to support these programs. This study aimed at investigating the skills required by librarians to support virtual learning programs in Isfahan University and Isfahan University of Medical Sciences. Methods: This was an applied survey study. The population of the study includes all librarians working in Isfahan University and Isfahan University of Medical Sciences. A sample of 89 librarians was selected by stratified random sampling. Data were collected by a researcher-made questionnaire, the validity of which was confirmed by specialists in the fields of librarianship and information sciences and virtual learning, and its reliability was determined to be 0.92, using Cronbach's Alpha. The questionnaire consisted of 51 items designed to evaluate the librarians' virtual learning skills using Likert scale. Descriptive and inferential statistics were used to analyze the findings. Results: The findings of this study revealed that librarians had low level of skills with respect to the online reference services, and familiarity with virtual learning environment. They also showed low and average level of skills with respect to their general information technology, communication skills, ability to teach electronic information literacy and ability to create access to electronic resources. The results revealed no significant difference between the librarians of the two universities, or between male and female librarians. However, librarians with educational background in librarianship and information sciences were significantly more skillful and competent than their colleagues. Conclusion: Despite the crucial role of libraries in supporting virtual learning programs, the librarians in Isfahan University and Isfahan University of Medical Sciences had low-level skills to play such an important role. Therefore, it is essential to provide on-the-job virtual training courses for librarians to improve their job performance and the quality of library services.

The essential skills required by librarians to support medical virtual learning programs

PubMed Central

Soleymani, Mohammad Reza; Akbari, Zahra; Mojiri, Shahin

2016-01-01

Background: With the recent spread of virtual learning programs in universities, especially in the field of medical sciences, libraries play a crucial role to support these programs. This study aimed at investigating the skills required by librarians to support virtual learning programs in Isfahan University and Isfahan University of Medical Sciences. Methods: This was an applied survey study. The population of the study includes all librarians working in Isfahan University and Isfahan University of Medical Sciences. A sample of 89 librarians was selected by stratified random sampling. Data were collected by a researcher-made questionnaire, the validity of which was confirmed by specialists in the fields of librarianship and information sciences and virtual learning, and its reliability was determined to be 0.92, using Cronbach's Alpha. The questionnaire consisted of 51 items designed to evaluate the librarians' virtual learning skills using Likert scale. Descriptive and inferential statistics were used to analyze the findings. Results: The findings of this study revealed that librarians had low level of skills with respect to the online reference services, and familiarity with virtual learning environment. They also showed low and average level of skills with respect to their general information technology, communication skills, ability to teach electronic information literacy and ability to create access to electronic resources. The results revealed no significant difference between the librarians of the two universities, or between male and female librarians. However, librarians with educational background in librarianship and information sciences were significantly more skillful and competent than their colleagues. Conclusion: Despite the crucial role of libraries in supporting virtual learning programs, the librarians in Isfahan University and Isfahan University of Medical Sciences had low-level skills to play such an important role. Therefore, it is essential to provide on-the-job virtual training courses for librarians to improve their job performance and the quality of library services. PMID:28491838

One University Making a Difference in Graduate Education: Caring in the Online Learning Environment.

PubMed

Brown, Cynthia J; Wilson, Carol B

2016-12-01

As online education gains momentum, strategies to promote student engagement, develop social presence, and create a virtual community are essential for students' successful learning. A university with a philosophy grounded in caring developed two strategies for the graduate online education setting. These two strategies intentionally promote caring for self and others as a means to foster engagement, social presence, and a vibrant online community. One strategy was online Caring Groups, that is, small groups of four to five nursing students created each semester in one of the students' required courses in the online setting. The second strategy was the creation of two Caring Connections online sites, one for master of science in nursing students and one for doctorate in education nursing students. The sites were developed external to required courses to provide support for the online students throughout the graduate programs. Each site provides an ongoing space for students and faculty to post and discuss inspirational quotes, self-care tips, music, and photographs. The online Caring Groups and Caring Connections sites will be described, including how they were created, how they are used by students, how faculty support students, lessons learned, and how Caring Groups are integrated into the curriculum. © The Author(s) 2016.

Linking Immersive Virtual Field Trips with an Adaptive Learning Platform

NASA Astrophysics Data System (ADS)

Bruce, G.; Taylor, W.; Anbar, A. D.; Semken, S. C.; Buxner, S.; Mead, C.; El-Moujaber, E.; Summons, R. E.; Oliver, C.

2016-12-01

The use of virtual environments in science education has been constrained by the difficulty of guiding a learner's actions within the those environments. In this work, we demonstrate how advances in education software technology allow educators to create interactive learning experiences that respond and adapt intelligently to learner input within the virtual environment. This innovative technology provides a far greater capacity for delivering authentic inquiry-driven educational experiences in unique settings from around the world. Our immersive virtual field trips (iVFT) bring students virtually to geologically significant but inaccessible environments, where they learn through authentic practices of scientific inquiry. In one recent example, students explore the fossil beds in Nilpena, South Australia to learn about the Ediacaran fauna. Students interactively engage in 360° recreations of the environment, uncover the nature of the historical ecosystem by identifying fossils with a dichotomous key, explore actual fossil beds in high resolution imagery, and reconstruct what an ecosystem might have looked like millions of years ago in an interactive simulation. With the new capacity to connect actions within the iVFT to an intelligent tutoring system, these learning experiences can be tracked, guided, and tailored individually to the immediate actions of the student. This new capacity also has great potential for learning designers to take a data-driven approach to lesson improvement and for education researchers to study learning in virtual environments. Thus, we expect iVFT will be fertile ground for novel research. Such iVFT are currently in use in several introductory classes offered online at Arizona State University in anthropology, introductory biology, and astrobiology, reaching thousands of students to date. Drawing from these experiences, we are designing a curriculum for historical geology that will be built around iVFT-based exploration of Earth history.

Blended E-learning in a Web-based virtual hospital: a useful tool for undergraduate education in urology.

PubMed

Horstmann, M; Renninger, M; Hennenlotter, J; Horstmann, C C; Stenzl, A

2009-08-01

E-learning is a teaching tool used successfully in many medical subspecialties. Experience with its use in urology, however, is scarce. We present our teaching experience with the INMEDEA simulator to teach urological care to medical students. The INMEDEA simulator is an interactive e-learning system built around a virtual hospital which includes a department of urology. It allows students to solve virtual patient cases online. In this study, students were asked to prepare two urological cases prior to discussion of the cases in small groups. This blended teaching approach was evaluated by students through anonymous questionnaires. Of 70 4th year medical students 76% judged this teaching method as good or very good. Eighty-seven percent felt that it offered a good way to understand urological diseases better and 72% felt that learning with this method was fun. Nevertheless, 30 out of 70 free text statements revealed that further improvements of the program, including an easier and more comfortable navigation and a faster supply of information are necessary. Virtual patient cases offer a practicable solution for teaching based on problem solving in urology with a high acceptance rate by students.

Digital curation and online resources: digital scanning of surgical tools at the royal college of physicians and surgeons of Glasgow for an open university learning resource.

PubMed

Earley, Kirsty; Livingstone, Daniel; Rea, Paul M

2017-01-01

Collection preservation is essential for the cultural status of any city. However, presenting a collection publicly risks damage. Recently this drawback has been overcome by digital curation. Described here is a method of digitisation using photogrammetry and virtual reality software. Items were selected from the Royal College of Physicians and Surgeons of Glasgow archives, and implemented into an online learning module for the Open University. Images were processed via Agisoft Photoscan, Autodesk Memento, and Garden Gnome Object 2VR. Although problems arose due to specularity, 2VR digital models were developed for online viewing. Future research must minimise the difficulty of digitising specular objects.

JGME-ALiEM Hot Topics in Medical Education: Analysis of a Multimodal Online Discussion About Team-Based Learning

PubMed Central

Riddell, Jeff; Patocka, Catherine; Lin, Michelle; Sherbino, Jonathan

2017-01-01

Background  Team-based learning (TBL) is an instructional method that is being increasingly incorporated in health professions education, although use in graduate medical education (GME) has been more limited. Objective  To curate and describe themes that emerged from a virtual journal club discussion about TBL in GME, held across multiple digital platforms, while also evaluating the use of social media in online academic discussions. Methods  The Journal of Graduate Medical Education (JGME) and the Academic Life in Emergency Medicine blog facilitated a weeklong, open-access, virtual journal club on the 2015 JGME article “Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching.” Using 4 stimulus questions (hosted on a blog as a starting framework), we facilitated discussions via the blog, Twitter, and Google Hangouts on Air platforms. We evaluated 2-week web analytics and performed a thematic analysis of the discussion. Results  The virtual journal club reached a large international audience as exemplified by the blog page garnering 685 page views from 241 cities in 42 countries. Our thematic analysis identified 4 domains relevant to TBL in GME: (1) the benefits and barriers to TBL; (2) the design of teams; (3) the role of assessment and peer evaluation; and (4) crowdsourced TBL resources. Conclusions  The virtual journal club provided a novel forum across multiple social media platforms, engaging authors, content experts, and the health professions education community in a discussion about the importance, impediments to implementation, available resources, and logistics of adopting TBL in GME. PMID:28261403

Nursing student's evaluation of a virtual classroom experience in support of their learning Bioscience.

PubMed

O'Flaherty, Jacqueline A; Laws, Thomas A

2014-11-01

Face-to-face communication with students remains the gold standard in teaching; the effectiveness of this approach to learning is commonly and regularly assessed by students' evaluation of teaching and peer reviews of teaching. Critics note that increases in on-line education are driven more by economic forces than consistent evidence to show their long-term effectiveness or acceptance by students. Numerous studies report that students in higher education found their external studies comparatively more challenging than face-to-face delivery. Identifying how educators might best provide sufficient and effective personal support for students studying in the external mode continues to challenge educators. Opportunities do exist for blending on-line course work with synchronous interactions between students and their teachers but evaluations of these innovations rarely appear in the literature. In this study, a web-based virtual classroom simulated the synchronous face-to-face discussions that occur between Bachelor of Nursing students and tutors. First year students enrolled externally in a biological science course interacted in a virtual classroom for 13 weeks completing an 'evaluation of experience' survey following their final assessment. A comparison was made between 'on-campus' and 'external to campus' students to determine the relationship between i) overall satisfaction with the course and ii) final grades, as well as their experience of the virtual class. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Primary Traits of Oral Business Presentation: Translatable Use for Assessment in a Virtual Learning Environment

ERIC Educational Resources Information Center

Leeds, Elke M.; Raven, Arjan; Brawley, Dorothy

2007-01-01

As more and more classes are taught on-line, new challenges for assessment of student learning have come about. In this paper on the use of digital video (DV) as an acceptable means to assess student oral business presentation skills, content analysis was used to test for the presence of primary traits inherent in effective formal business…

Any Time, Any Place, Any Pace-Really? Examining Mobile Learning in a Virtual School Environment

ERIC Educational Resources Information Center

Barbour, Michael K.; Grzebyk, Tamme Quinn; Eye, John

2014-01-01

Over the past decade, the number of K-12 students engaged in online learning has increased from between 40,000 and 50,000 to more than two million. Students have also gained increased access to mobile devices throughout recent years, and educators have actively looked for ways to capitalize on this trend. A case study of students enrolled in an…

Who Attends and Completes Virtual Universities: The Case of the Open University of Catalonia (UOC)

ERIC Educational Resources Information Center

Carnoy, Martin; Rabling, Brenda Jarillo; Castano-Munoz, Jonatan; Montoliu, Josep Maria Duart; Sancho-Vinuesa, Teresa

2012-01-01

A highly touted feature of the so-called global "revolution" in higher education is the trend to use information technology to reach a broader clientele. Although there is evidence that students may be learning the material in on-line courses as well as in traditional face-to-face universities, how well students learn content is not the…

The Primary Student Teachers' Views about a Blended Learning Application in a Basic Physics Course

ERIC Educational Resources Information Center

Taskin Ekici, Fatma; Kara, Izzet; Ekici, Erhan

2012-01-01

In this study we present an overview of the undergraduate blended Physics course that has been supported by the Moodle platform. The course that has been applied is a basic physics course for primary student teachers. The aim of Moodle is to create an online learning environment which helps students to have a virtual space where they can share…

"I'm Not Much of an Expert, Myself": Situated Learning in an Informal Online Community of Practice

ERIC Educational Resources Information Center

Boven, David T.

2014-01-01

This article represents an attempt to more fully understand the interactions of individuals in a specific community of practice on the World Wide Web. It attempts to answer questions about whether norms of participation and learning developed over time have been established in this virtual community of practice. It also explores how the perceived…

Developing a Model of Conflict in Virtual Learning Communities in the Context of a Democratic Pedagogy

ERIC Educational Resources Information Center

Ozturk, Tugba H.; Hodgson, Vivien

2017-01-01

In this paper, we argue that in order to get a fuller understanding of the complexity of conflict in democratic pedagogies in online and blended learning settings, it is important to know not only how to manage or resolve it, but also how it is triggered and can be avoided. The emancipatory nature of democratic pedagogies fosters differences, and…

The use of high technology in STEM education

NASA Astrophysics Data System (ADS)

Lakshminarayanan, Vasudevan; McBride, Annette C.

2015-10-01

There has been a huge increase in the use of high technology in education. In this paper we discuss some aspects of technology that have major applications in STEM education, namely, (a) virtual reality systems, (b) personal electronic response systems aka "clickers", (c) flipped classrooms, (d) mobile learning "m-Learning", (e) massive open online courses "MOOCS", (f) internet-of-things and (g) cloud computing.

Virtual Doors to Brick and Mortar Learning

NASA Astrophysics Data System (ADS)

Shaw, M. S.; Gay, P. L.; Meyer, D. T.; Zamfirescu, J. D.; Smith, J. E.; MIT Educational Studies Program Team

2005-12-01

The MIT Educational Studies Program (ESP) has spent the past year developing an online gateway for outreach programs. The website has a five-fold purpose: to introduce the organization to potential students, teachers, volunteers and collaborators; to allow teachers to create, design and interact with classes and to allow students to register for and dialogue with these classes; to provide an online forum for continuing dialogue; and to provide organizers a wiki for documenting program administration. What makes our site unique is the free and flexible nature of our easily edited and expanded code. In its standard installation, teachers setup classes, and administrators can approve/edit classes and make classes visible in an online catalogues. Student registration is completely customizable - students can register for self-selected classes, or they can register for a program and later get placed into teacher-selected classes. Free wiki software allows users to interactively create and edit documentation and knowledgebases. This allows administrators to track online what has been done while at the same time creating instant documentation for future programs. The online forum is a place where students can go after our programs end to learn more, interact with their classmates, and continue dialogues started in our classrooms. We also use the forum to get feedback on past and future programs. The ease with which the software handles program creation, registration, communications and more allows programs for roughly 3000 students per year to be handled by about 20 volunteering undergraduates. By combining all these elements - promotion, class creation, program registration, an organizational wiki, and student forums - we create a one-stop virtual entryway into face-to-face learning that allows students to continue their experience after they leave the classroom. The code for this site is available for free upon request to other organizations.

The photoelectric effect and study of the diffraction of light: Two new experiments in UNILabs virtual and remote laboratories network

NASA Astrophysics Data System (ADS)

Pedro Sánchez, Juan; Sáenz, Jacobo; de la Torre, Luis; Carreras, Carmen; Yuste, Manuel; Heradio, Rubén; Dormido, Sebastián

2016-05-01

This work describes two experiments: "study of the diffraction of light: Fraunhofer approximation" and "the photoelectric effect". Both of them count with a virtual, simulated, version of the experiment as well as with a real one which can be operated remotely. The two previous virtual and remote labs (built using Easy Java(script) Simulations) are integrated in UNILabs, a network of online interactive laboratories based on the free Learning Management System Moodle. In this web environment, students can find not only the virtual and remote labs but also manuals with related theory, the user interface description for each application, and so on.

Teaching Basic Field Skills Using Screen-Based Virtual Reality Landscapes

NASA Astrophysics Data System (ADS)

Houghton, J.; Robinson, A.; Gordon, C.; Lloyd, G. E. E.; Morgan, D. J.

2016-12-01

We are using screen-based virtual reality landscapes, created using the Unity 3D game engine, to augment the training geoscience students receive in preparing for fieldwork. Students explore these landscapes as they would real ones, interacting with virtual outcrops to collect data, determine location, and map the geology. Skills for conducting field geological surveys - collecting, plotting and interpreting data; time management and decision making - are introduced interactively and intuitively. As with real landscapes, the virtual landscapes are open-ended terrains with embedded data. This means the game does not structure student interaction with the information as it is through experience the student learns the best methods to work successfully and efficiently. These virtual landscapes are not replacements for geological fieldwork rather virtual spaces between classroom and field in which to train and reinforcement essential skills. Importantly, these virtual landscapes offer accessible parallel provision for students unable to visit, or fully partake in visiting, the field. The project has received positive feedback from both staff and students. Results show students find it easier to focus on learning these basic field skills in a classroom, rather than field setting, and make the same mistakes as when learning in the field, validating the realistic nature of the virtual experience and providing opportunity to learn from these mistakes. The approach also saves time, and therefore resources, in the field as basic skills are already embedded. 70% of students report increased confidence with how to map boundaries and 80% have found the virtual training a useful experience. We are also developing landscapes based on real places with 3D photogrammetric outcrops, and a virtual urban landscape in which Engineering Geology students can conduct a site investigation. This project is a collaboration between the University of Leeds and Leeds College of Art, UK, and all our virtual landscapes are freely available online at www.see.leeds.ac.uk/virtual-landscapes/.

The MAHE Journal, 1995.

ERIC Educational Resources Information Center

Clagett, Craig A., Ed.

1995-01-01

This annual serial issue contains seven articles on technology and higher education at institutions in Maryland. "A Faculty Development Model for the Virtual Campus" (Diane E. Davies) describes a seminar that helps instructors at the University of Maryland University College adapt to on-line teaching and learning. "The Maryland…

[The inter-university learning website: a national university network for online teaching of pathology].

PubMed

Gauchotte, Guillaume; Ameisen, David; Boutonnat, Jean; Battistella, Maxime; Copie, Christiane; Garcia, Stéphane; Rigau, Valérie; Galateau-Sallé, Françoise; Terris, Benoit; Vergier, Béatrice; Wendum, Dominique; Bertheau, Philippe

2013-06-01

Building online teaching materials is a highly time and energy consuming task for teachers of a single university. With the help of the Collège des pathologistes, we initiated a French national university network for building mutualized online teaching pathology cases, tests and other pedagogic resources. Nineteen French universities are associated to this project, initially funded by UNF3S (http://www.unf3s.org/). One national e-learning Moodle platform (http://virtual-slides.univ-paris7.fr/moodle/) contains texts, medias and URL pointing toward decentralized virtual slides. The Moodle interface has been explained to the teachers since september 2011 using web-based conferences with screen-sharing. The following contents have been created: 20 clinical cases, several tests with multiple choices and short answer questions, and gross examination videos. A survey with 16 teachers and students showed a 94 % satisfaction rate, most of the 16 participants being favorable to the development of e-learning, in parallel with other courses in classroom. These tools will be further developed for the different study levels of pathology. In conclusion, these tools offer very interesting perspectives for pathology teaching. The organization of a national inter-university network is a useful way to create and share numerous and good-quality pedagogic resources. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

Virtual Workshop Experiences for Faculty: Lessons Learned from On the Cutting Edge

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Kirk, K. B.; Mogk, D. W.; Bruckner, M. Z.

2010-12-01

The On the Cutting Edge professional development program for geoscience faculty has begun offering online workshops as a supplement to its face-to-face workshop series. Following a few initial forays since 2005, Cutting Edge launched a suite of four virtual workshops in 2010: Teaching Geoscience with Service Learning, Understanding the Deep Earth, Designing Effective and Innovative Courses in the Geosciences, and Teaching Geoscience Online. Each workshop was presented over 1-2 weeks and included pre-workshop web postings, synchronous whole-group presentations, live small-group discussions, asynchronous input via threaded discussions or editable web pages, and personal time for reflection and writing. Synchronous sessions were facilitated through the Elluminate software platform which includes tools for viewing presentations, screen sharing, real-time participant response, and an ongoing chat-room discussion. Audio was provided through a separate telephone conference service. In addition, many asynchronous conversations on workshop topics were held via a threaded discussion board on the Cutting Edge website and in Wiki-like, editable web pages designed to support collaborative work. A number of challenges to running online workshops exist, primarily involving participants’ time management. It is difficult for participants to set aside enough time to complete workshop activities when they are still enmeshed in their everyday lives. It also requires new skills for speakers, participants and support staff to prepare web-based materials and navigate the technology required for the online presentations. But there are also a number of opportunities presented by these experiences. With no travel needed, an online workshop is less expensive for participants, which allows Cutting Edge to extend its commitment to providing workshop materials to a wider audience of interested faculty. Also, synchronous sessions can be recorded and posted on the website for broader community access. In terms of best practices, the most important lesson learned is the need to make the experience as “real” as possible so that participants stay engaged and feel connected to the workshop experience. This can be accomplished by making the presentations interactive, continued leader participation in threaded discussions and break out groups, and providing multiple channels for contribution and participation. Despite some initial hesitation in jumping into a virtual environment, participants gained experience and became more comfortable with collaboration via online technologies. Participants had access to their own scientific and instructional materials at their home offices, and as a result could design and complete new teaching resources more effectively during the workshop. Peer review of new instructional resources was also completed during the workshop, and virtual networks were established to support continuing work. Online workshops can be used to effectively minimize costs, extend participation, build and sustain community networks, and develop thematic collections of instructional resources and activities. Based on the success of the 2010 workshops, more online workshops are planned for the coming years.

Developing a Virtual Rock Deformation Laboratory

NASA Astrophysics Data System (ADS)

Zhu, W.; Ougier-simonin, A.; Lisabeth, H. P.; Banker, J. S.

2012-12-01

Experimental rock physics plays an important role in advancing earthquake research. Despite its importance in geophysics, reservoir engineering, waste deposits and energy resources, most geology departments in U.S. universities don't have rock deformation facilities. A virtual deformation laboratory can serve as an efficient tool to help geology students naturally and internationally learn about rock deformation. Working with computer science engineers, we built a virtual deformation laboratory that aims at fostering user interaction to facilitate classroom and outreach teaching and learning. The virtual lab is built to center around a triaxial deformation apparatus in which laboratory measurements of mechanical and transport properties such as stress, axial and radial strains, acoustic emission activities, wave velocities, and permeability are demonstrated. A student user can create her avatar to enter the virtual lab. In the virtual lab, the avatar can browse and choose among various rock samples, determine the testing conditions (pressure, temperature, strain rate, loading paths), then operate the virtual deformation machine to observe how deformation changes physical properties of rocks. Actual experimental results on the mechanical, frictional, sonic, acoustic and transport properties of different rocks at different conditions are compiled. The data acquisition system in the virtual lab is linked to the complied experimental data. Structural and microstructural images of deformed rocks are up-loaded and linked to different deformation tests. The integration of the microstructural image and the deformation data allows the student to visualize how forces reshape the structure of the rock and change the physical properties. The virtual lab is built using the Game Engine. The geological background, outstanding questions related to the geological environment, and physical and mechanical concepts associated with the problem will be illustrated on the web portal. In addition, some web based data collection tools are available to collect student feedback and opinions on their learning experience. The virtual laboratory is designed to be an online education tool that facilitates interactive learning.; Virtual Deformation Laboratory

Our Watershed

ERIC Educational Resources Information Center

Marcum-Dietrich, Nanette; Kerlin, Steve; Staudt, Carolyn; Daniels, Melinda

2018-01-01

Science becomes engaging when students know that what they learn in the classroom relates to their own lives and communities. This article describes a project in which students use field exploration and online software to design virtual solutions to improve the hydrology of their school yard. The project is called Teaching Environmental…

The Virtual University: Organizing To Survive in the 21st Century.

ERIC Educational Resources Information Center

Stallings, Dees

2001-01-01

Discusses the growth of electronic education and the need to educate in a new environment. Topics include ways to learn; knowledge workers; distance education and globalization; the online education market; government's role; foundations; accreditation commissions; future challenges; content provider versus context provider; profit versus…

Disseminating Innovations in Teaching Value-Based Care Through an Online Learning Network.

PubMed

Gupta, Reshma; Shah, Neel T; Moriates, Christopher; Wallingford, September; Arora, Vineet M

2017-08-01

A national imperative to provide value-based care requires new strategies to teach clinicians about high-value care. We developed a virtual online learning network aimed at disseminating emerging strategies in teaching value-based care. The online Teaching Value in Health Care Learning Network includes monthly webinars that feature selected innovators, online discussion forums, and a repository for sharing tools. The learning network comprises clinician-educators and health system leaders across North America. We conducted a cross-sectional online survey of all webinar presenters and the active members of the network, and we assessed program feasibility. Six months after the program launched, there were 277 learning community members in 22 US states. Of the 74 active members, 50 (68%) completed the evaluation. Active members represented independently practicing physicians and trainees in 7 specialties, nurses, educators, and health system leaders. Nearly all speakers reported that the learning network provided them with a unique opportunity to connect with a different audience and achieve greater recognition for their work. Of the members who were active in the learning network, most reported that strategies gleaned from the network were helpful, and some adopted or adapted these innovations at their home institutions. One year after the program launched, the learning network had grown to 364 total members. The learning network helped participants share and implement innovations to promote high-value care. The model can help disseminate innovations in emerging areas of health care transformation, and is sustainable without ongoing support after a period of start-up funding.

Acceptance of Technology and Its Impact on Teachers' Activities in Virtual Classroom: Integrating UTAUT and CoI into a Combined Model

ERIC Educational Resources Information Center

Radovan, Marko; Kristl, Nina

2017-01-01

This study examines the acceptance and use of learning management systems (LMS) among higher-education teachers and the relation between their use of such systems and their teaching approaches in the context of online learning, following the community of inquiry (CoI) framework. A total of 326 teachers at University of Ljubljana completed a…

"Immersive Education" Submerges Students in Online Worlds Made for Learning

ERIC Educational Resources Information Center

Foster, Andrea L.

2007-01-01

Immersive Education is a multimillion-dollar project devoted to build virtual-reality software exclusively for education within commercial and nonprofit fantasy spaces like Second Life. The project combines interactive three-dimensional graphics, Web cameras, Internet-based telephony, and other digital media. Some critics have complained that…

Incorporating a Collaborative Web-Based Virtual Laboratory in an Undergraduate Bioinformatics Course

ERIC Educational Resources Information Center

Weisman, David

2010-01-01

Face-to-face bioinformatics courses commonly include a weekly, in-person computer lab to facilitate active learning, reinforce conceptual material, and teach practical skills. Similarly, fully-online bioinformatics courses employ hands-on exercises to achieve these outcomes, although students typically perform this work offsite. Combining a…

Open Classes to Local Communities: A Reflection Analysis of a School Environmental Project

ERIC Educational Resources Information Center

Kalathaki, Maria

2017-01-01

School projects of environmental education promote discovery learning, through teamwork, by involving local communities, scientists, organizations, authorities, and bodies and are carried out largely online in virtual environments. This research aimed to identify and highlight those characteristics of local communities that can be exploited by…

Equalizing Educational Opportunities by ICT

ERIC Educational Resources Information Center

Delgado García, Ana María; Torrubia Chalmeta, Blanca

2016-01-01

The Open University of Catalonia (UOC) is a pioneer university in the use of technology for online learning. The virtual teaching system enables to acquire professionalizing competences and facilitates the practitioners the update of knowledge in an optimum way. That is possible, on one hand, thanks to the resources for theoretical and practical…

Understanding Teachers' Cognitive Processes during Online Professional Learning: A Methodological Comparison

ERIC Educational Resources Information Center

Beach, Pamela; Willows, Dale

2017-01-01

This study examined the effectiveness of three types of think aloud methods for understanding elementary teachers' cognitive processes as they used a professional development website. A methodology combining a retrospective think aloud procedure with screen capture technology (referred to as the virtual revisit) was compared with concurrent and…

Feminist Art Curriculum: Politicizing the Personal via Cyberpost Activism

ERIC Educational Resources Information Center

Motter, Jennifer L.

2012-01-01

Exploring the theory the personal is political, this critical emancipatory case study seeks to empower women and disrupt virtual world discourses via women's intervention of voice and visibility in informal learning sites. Using critical emancipatory methodology, I worked with five women to develop strategic online social network…

Curating and Nudging in Virtual CLIL Environments

ERIC Educational Resources Information Center

Nielsen, Helle Lykke

2014-01-01

Foreign language teachers can benefit substantially from the notions of curation and nudging when scaffolding CLIL activities on the internet. This article shows how these principles can be integrated into CLILstore, a free multimedia-rich learning tool with seamless access to online dictionaries, and presents feedback from first and second year…

Using Computer-Mediated Communication to Establish Social and Supportive Environments in Teacher Education

ERIC Educational Resources Information Center

Arnold, Nike; Ducate, Lara; Lomicka, Lara; Lord, Gillian

2005-01-01

This article examines social presence in virtual asynchronous learning communities among foreign language teachers. We present the findings of two studies investigating cross-institutional asynchronous forums created to engage participants in online dialogues regarding their foreign language teacher preparation experiences in and out of the…

Online Learning: Expanding the Possibilities while Simplifying the Process

ERIC Educational Resources Information Center

Berger, Sandra

2007-01-01

Following on the heels of charter schools, virtual high schools have gradually become more common. Typically, they are technology-driven magnet schools with competitive admission. Many are free and actively recruit traditionally underserved students. Parents of highly gifted children often cobble together academic solutions--a college class here,…

New developments in digital pathology: from telepathology to virtual pathology laboratory.

PubMed

Kayser, Klaus; Kayser, Gian; Radziszowski, Dominik; Oehmann, Alexander

2004-01-01

To analyse the present status and future development of computerized diagnostic pathology in terms of work-flow integrative telepathology and virtual laboratory. Telepathology has left its childhood. The technical development of telepathology is mature, in contrast to that of virtual pathology. Two kinds of virtual pathology laboratories are emerging: a) those with distributed pathologists and distributed (>=1) laboratories associated to individual biopsy stations/surgical theatres, and b) distributed pathologists working in a centralized laboratory. Both are under technical development. Telepathology can be used for e-learning and e-training in pathology, as exemplarily demonstrated on Digital Lung Pathology Pathology (www.pathology-online.org). A virtual pathology institution (mode a) accepts a complete case with the patient's history, clinical findings, and (pre-selected) images for first diagnosis. The diagnostic responsibility is that of a conventional institution. The internet serves as platform for information transfer, and an open server such as the iPATH (http://telepath.patho.unibas.ch) for coordination and performance of the diagnostic procedure. The size of images has to be limited, and usual different magnifications have to be used. A group of pathologists is "on duty", or selects one member for a predefined duty period. The diagnostic statement of the pathologist(s) on duty is retransmitted to the sender with full responsibility. First experiences of a virtual pathology institution group working with the iPATH server (Dr. L. Banach, Dr. G. Haroske, Dr. I. Hurwitz, Dr. K. Kayser, Dr. K.D. Kunze, Dr. M. Oberholzer,) working with a small hospital of the Salomon islands are promising. A centralized virtual pathology institution (mode b) depends upon the digitalisation of a complete slide, and the transfer of large sized images to different pathologists working in one institution. The technical performance of complete slide digitalisation is still under development and does not completely fulfil the requirements of a conventional pathology institution at present. VIRTUAL PATHOLOGY AND E-LEARNING: At present, e-learning systems are "stand-alone" solutions distributed on CD or via internet. A characteristic example is the Digital Lung Pathology CD (www.pathology-online.org), which includes about 60 different rare and common lung diseases and internet access to scientific library systems (PubMed), distant measurement servers (EuroQuant), or electronic journals (Elec J Pathol Histol). A new and complete data base based upon this CD will combine e-learning and e-teaching with the actual workflow in a virtual pathology institution (mode a). The technological problems are solved and do not depend upon technical constraints such as slide scanning systems. Telepathology serves as promotor for a new landscape in diagnostic pathology, the so-called virtual pathology institution. Industrial and scientific efforts will probably allow an implementation of this technique within the next two years.

Practice makes perfect? The pedagogic value of online independent phonetic transcription practice for speech and language therapy students.

PubMed

Titterington, Jill; Bates, Sally

2018-01-01

Accuracy of phonetic transcription is a core skill for speech and language therapists (SLTs) worldwide (Howard & Heselwood, 2002). The current study investigates the value of weekly independent online phonetic transcription tasks to support development of this skill in year one SLT students. Using a mixed methods observational design, students enrolled in a year one phonetics module completed 10 weekly homework activities in phonetic transcription on a stand-alone tutorial site (WebFon (Bates, Matthews & Eagles, 2010)) and 5 weekly online quizzes (the 'Ulster Set' (Titterington, unpublished)). Student engagement with WebFon was measured in terms of the number of responses made to 'sparks' on the University's Virtual Learning Environment Discussion Board. Measures of phonetic transcription accuracy were obtained for the 'Ulster Set' and for a stand-alone piece of coursework at the end of the module. Qualitative feedback about experience with the online learning was gathered via questionnaire. A positive significant association was found between student engagement with WebFon and performance in the 'Ulster Set', and between performance in the 'Ulster Set' and final coursework. Students valued both online independent learning resources as each supported different learning needs. However, student compliance with WebFon was significantly lower than with the 'Ulster Set'. Motivators and inhibitors to engagement with the online resources were investigated identifying what best maximised engagement. These results indicate that while 'independent' online learning can support development of phonetic transcription skills, the activities must be carefully managed and constructively aligned to assessment providing the level of valance necessary to ensure effective engagement.

Using a virtual training program to train community neurologist on EEG reading skills.

PubMed

Ochoa, Juan; Naritoku, Dean K

2012-01-01

EEG training requires iterative exposure of different patterns with continuous feedback from the instructor. This training is traditionally acquired through a traditional fellowship program, but only 28% of neurologists in training plan to do a fellowship in EEG. The purpose of this study was to determine the value of online EEG training to improve EEG knowledge among general neurologists. The participants were general neurologists invited through bulk e-mail and paid a fee to enroll in the virtual EEG program. A 40-question pretest exam was performed before training. The training included 4 online learning units about basic EEG principles and 40 online clinical EEG tutorials. In addition there were weekly live teleconferences for Q&A sessions. At the end of the program, the participants were asked to complete a posttest exam. Fifteen of 20 participants successfully completed the program and took both the pre- and posttest exams. All the subjects scored significantly higher in the posttest compared to their baseline score. The average score in the pretest evaluation was 61.7% and the posttest average was 87.8% (p = .0002, two-tailed). Virtual EEG training can improve EEG knowledge among community neurologists.

Blended Learning Educational Format for Third-Year Pediatrics Clinical Rotation.

PubMed

Langenau, Erik E; Lee, Robert; Fults, Marci

2017-04-01

Traditional medical education is shifting to incorporate learning technologies and online educational activities with traditional face-to-face clinical instruction to engage students, especially at remote clinical training sites. To describe and evaluate the effectiveness of the blended learning format (combining online and face-to-face instruction) for third-year osteopathic medical students during their pediatric rotation. Third-year medical students who completed the 4-week clerkship in pediatrics during the 2014-2015 academic year were divided into a standard learning group and a blended learning group with online activities (discussion boards, blogs, virtual patient encounters, narrated video presentations, and online training modules). Comprehensive Osteopathic Medical Achievement Test scores and final course grades were compared between the standard learning and blended learning groups. Students in the blended learning group completed a postsurvey regarding their experiences. Of 264 third-year students who completed the 4-week clerkship in pediatrics during the 2014-2015 academic year, 78 (29.5%) participated in the blended learning supplement with online activities. Of 53 students who completed the postsurvey in the blended learning group, 44 (83.0%) agreed or strongly agreed that "The integration of e-learning and face-to-face learning helped me learn pediatrics." Open-ended comments supported this overall satisfaction with the course format; however, 26 of 100 comments reflected a desire to increase the amount of clinical exposure and face-to-face time with patients. No statistical differences were seen between the standard learning (n=186) and blended learning (n=78) groups with regard to Comprehensive Osteopathic Medical Achievement Test scores (P=.321). Compared with the standard learning group, more students in the blended learning group received a final course grade of honors (P=.015). Results of this study support the use of blended learning in a clinical training environment. As more medical educators use blended learning, it is important to investigate the best balance between learning with technology and learning in a face-to-face setting. Online activities may enhance but should never fully replace face-to-face learning with real patients.

Integration of Traditional and E-Learning Methods to Improve Learning Outcomes for Dental Students in Histopathology.

PubMed

Ariana, Armin; Amin, Moein; Pakneshan, Sahar; Dolan-Evans, Elliot; Lam, Alfred K

2016-09-01

Dental students require a basic ability to explain and apply general principles of pathology to systemic, dental, and oral pathology. Although there have been recent advances in electronic and online resources, the academic effectiveness of using self-directed e-learning tools in pathology courses for dental students is unclear. The aim of this study was to determine if blended learning combining e-learning with traditional learning methods of lectures and tutorials would improve students' scores and satisfaction over those who experienced traditional learning alone. Two consecutive cohorts of Bachelor of Dentistry and Oral Health students taking the general pathology course at Griffith University in Australia were compared. The control cohort experienced traditional methods only, while members of the study cohort were also offered self-directed learning materials including online resources and online microscopy classes. Final assessments for the course were used to compare the differences in effectiveness of the intervention, and students' satisfaction with the teaching format was evaluated using questionnaires. On the final course assessments, students in the study cohort had significantly higher scores than students in the control cohort (p<0.01). Analysis of questionnaire results showed improved student satisfaction with the course in the study cohort. These findings suggest that the use of e-learning tools such as virtual microscopy and interactive online resources for delivering pathology instruction can be an effective supplement for developing dental students' competence, confidence, and satisfaction.

iVFTs - immersive virtual field trips for interactive learning about Earth's environment.

NASA Astrophysics Data System (ADS)

Bruce, G.; Anbar, A. D.; Semken, S. C.; Summons, R. E.; Oliver, C.; Buxner, S.

2014-12-01

Innovations in immersive interactive technologies are changing the way students explore Earth and its environment. State-of-the-art hardware has given developers the tools needed to capture high-resolution spherical content, 360° panoramic video, giga-pixel imagery, and unique viewpoints via unmanned aerial vehicles as they explore remote and physically challenging regions of our planet. Advanced software enables integration of these data into seamless, dynamic, immersive, interactive, content-rich, and learner-driven virtual field explorations, experienced online via HTML5. These surpass conventional online exercises that use 2-D static imagery and enable the student to engage in these virtual environments that are more like games than like lectures. Grounded in the active learning of exploration, inquiry, and application of knowledge as it is acquired, users interact non-linearly in conjunction with an intelligent tutoring system (ITS). The integration of this system allows the educational experience to be adapted to each individual student as they interact within the program. Such explorations, which we term "immersive virtual field trips" (iVFTs), are being integrated into cyber-learning allowing science teachers to take students to scientifically significant but inaccessible environments. Our team and collaborators are producing a diverse suite of freely accessible, iVFTs to teach key concepts in geology, astrobiology, ecology, and anthropology. Topics include Early Life, Biodiversity, Impact craters, Photosynthesis, Geologic Time, Stratigraphy, Tectonics, Volcanism, Surface Processes, The Rise of Oxygen, Origin of Water, Early Civilizations, Early Multicellular Organisms, and Bioarcheology. These diverse topics allow students to experience field sites all over the world, including, Grand Canyon (USA), Flinders Ranges (Australia), Shark Bay (Australia), Rainforests (Panama), Teotihuacan (Mexico), Upheaval Dome (USA), Pilbara (Australia), Mid-Atlantic Ridge (Iceland), and Mauna Kea (Hawaii). iVFTs are being beta-tested and used at ASU in several large-enrollment courses to assess its usability and effectiveness in meeting specific learning objectives. We invite geoscience educators to partake of this resource and find new applications to their own teaching.

Safety in numbers 3: Authenticity, Building knowledge & skills and Competency development & assessment: the ABC of safe medication dosage calculation problem-solving pedagogy.

PubMed

Weeks, Keith W; Meriel Hutton, B; Coben, Diana; Clochesy, John M; Pontin, David

2013-03-01

When designing learning and assessment environments it is essential to articulate the underpinning education philosophy, theory, model and learning style support mechanisms that inform their structure and content. We elaborate on original PhD research that articulates the design rationale of authentic medication dosage calculation problem-solving (MDC-PS) learning and diagnostic assessment environments. These environments embody the principles of authenticity, building knowledge and skills and competency assessment and are designed to support development of competence and bridging of the theory-practice gap. Authentic learning and diagnostic assessment environments capture the features and expert practices that are located in real world practice cultures and recreate them in authentic virtual clinical environments. We explore how this provides students with a safe virtual authentic environment to actively experience, practice and undertake MDC-PS learning and assessment activities. We argue that this is integral to the construction and diagnostic assessment of schemata validity (mental constructions and frameworks that are an individual's internal representation of their world), bridging of the theory-practice gap and cognitive and functional competence development. We illustrate these principles through the underpinning pedagogical design of two online virtual authentic learning and diagnostic assessment environments (safeMedicate and eDose™). Copyright © 2012. Published by Elsevier Ltd.

Real World Connections Through Videoconferences

NASA Technical Reports Server (NTRS)

Peterson, Ruth; Lytle, John (Technical Monitor)

2002-01-01

The Learning Technologies Project (LTP) is a partner in the National Aeronautics and Space Administration's (NASA's) educational technology program unit, an electronic community center that fosters interaction, collaboration, and sharing among educators, learners, and scientists. The goal of the NASA Glenn Research Center's Learning Technologies Project is to increase students' interest and proficiency in mathematics, science, and technology through the use of computing and communications technology and by using NASA's mission in aerospace technology as a theme. The primary components are: (1) Beginner's Guide to Aeronautics, including interactive simulation packages and teacher-created online activities. (2) NASA Virtual Visits, videoconferences (with online pre-post-conference activities) connecting students and teachers to NASA scientists and researchers.

Evaluation of virtual simulation in a master's-level nurse education certificate program.

PubMed

Foronda, Cynthia; Lippincott, Christine; Gattamorta, Karina

2014-11-01

Master's-level, nurse education certificate students performed virtual clinical simulations as a portion of their clinical practicum. Virtual clinical simulation is an innovative pedagogy using avatars in Web-based platforms to provide simulated clinical experiences. The purpose of this mixed-methods study was to evaluate nurse educator students' experience with virtual simulation and the effect of virtual simulation on confidence in teaching ability. Aggregated quantitative results yielded no significant change in confidence in teaching ability. Individually, some students indicated change of either increased or decreased confidence, whereas others exhibited no change in confidence after engaging in virtual simulation. Qualitative findings revealed a process of precursors of anxiety and frustration with technical difficulties followed by outcomes of appreciation and learning. Instructor support was a mediating factor to decrease anxiety and technical difficulties. This study served as a starting point regarding the application of a virtual world to teach the art of instruction. As the movement toward online education continues, educators should further explore use of virtual simulation to prepare nurse educators.

Increasing Accessibility to the Blind of Virtual Environments, Using a Virtual Mobility Aid Based On the "EyeCane": Feasibility Study

PubMed Central

Maidenbaum, Shachar; Levy-Tzedek, Shelly; Chebat, Daniel-Robert; Amedi, Amir

2013-01-01

Virtual worlds and environments are becoming an increasingly central part of our lives, yet they are still far from accessible to the blind. This is especially unfortunate as such environments hold great potential for them for uses such as social interaction, online education and especially for use with familiarizing the visually impaired user with a real environment virtually from the comfort and safety of his own home before visiting it in the real world. We have implemented a simple algorithm to improve this situation using single-point depth information, enabling the blind to use a virtual cane, modeled on the “EyeCane” electronic travel aid, within any virtual environment with minimal pre-processing. Use of the Virtual-EyeCane, enables this experience to potentially be later used in real world environments with identical stimuli to those from the virtual environment. We show the fast-learned practical use of this algorithm for navigation in simple environments. PMID:23977316

Problem-based learning in an on-line biotechnology course

NASA Astrophysics Data System (ADS)

Cheaney, James Daniel

Problem-based learning (PBL) is a pedagogical tool that uses a "real world" problem or situation as a context for learning. PBL encourages student development of critical thinking skills, a high professional competency, problem-solving ability, knowledge acquisition, the ability to work productively as a team member and make decisions in unfamiliar situations, and the acquisition of skills that support self-directed life-long learning, metacognition, and adaptation to change. However, little research has focused on the use of PBL in on-line "virtual" classes. We conducted two studies exploring the use of PBL in an on-line biotechnology course. In the first study, ethical, legal, social, and human issues were used as a motivation for learning about DNA testing technologies, applications, and bioethical issues. In the second study, we combined PBL pedagogy with a rich multimedia environment of streaming video interviews, physical artifacts, and extensive links to articles and databases to create a multidimensional immersive PBL environment called "Robert's World". In "Robert's World", a man is determining whether to undergo a pre-symptomatic DNA test for an untreatable, incurable, fatal genetic disease for which he has a family history. In both studies, design and implementation issues of the on-line PBL environment are discussed, as are differences between on-line PBL and face-to-face PBL. Both studies provide evidence to suggest that PBL stimulates higher-order learning in students. However, in both studies, student performance on an exam testing acquisition of lower-order factual learning was lower for PBL students than for students who learned the same material through a traditional lecture-based approach. Possible reasons for this lower level of performance are explored. Student feedback expressed engagement with the issues and material covered, with reservations about some aspects of the PBL format, such as the lack of flexibility provided in cooperative learning. We conclude that on-line PBL is a powerful tool in helping to develop higher-order learning in students. The reasons for the decrease in student understanding of factual information are unclear. However, there are certain circumstances unique to on-line classes to keep in mind when implementing on-line PBL. These are summarized in concluding recommendations.

Design and implementation of an online systemic human anatomy course with laboratory.

PubMed

Attardi, Stefanie M; Rogers, Kem A

2015-01-01

Systemic Human Anatomy is a full credit, upper year undergraduate course with a (prosection) laboratory component at Western University Canada. To meet enrollment demands beyond the physical space of the laboratory facility, a fully online section was developed to run concurrently with the traditional face to face (F2F) course. Lectures given to F2F students are simultaneously broadcasted to online students using collaborative software (Blackboard Collaborate). The same collaborative software is used by a teaching assistant to deliver laboratory demonstrations in which three-dimensional (3D) virtual anatomical models are manipulated. Ten commercial software programs were reviewed to determine their suitability for demonstrating the virtual models, resulting in the selection of Netter's 3D Interactive Anatomy. Supplementary online materials for the central nervous system were developed by creating 360° images of plastinated prosected brain specimens and a website through which they could be accessed. This is the first description of a fully online undergraduate anatomy course with a live, interactive laboratory component. Preliminary data comparing the online and F2F student grades suggest that previous student academic performance, and not course delivery format, predicts performance in anatomy. Future qualitative studies will reveal student perceptions about their learning experiences in both of the course delivery formats. © 2014 American Association of Anatomists.

Online Recorded Data-Based Composite Neural Control of Strict-Feedback Systems With Application to Hypersonic Flight Dynamics.

PubMed

Xu, Bin; Yang, Daipeng; Shi, Zhongke; Pan, Yongping; Chen, Badong; Sun, Fuchun

2017-09-25

This paper investigates the online recorded data-based composite neural control of uncertain strict-feedback systems using the backstepping framework. In each step of the virtual control design, neural network (NN) is employed for uncertainty approximation. In previous works, most designs are directly toward system stability ignoring the fact how the NN is working as an approximator. In this paper, to enhance the learning ability, a novel prediction error signal is constructed to provide additional correction information for NN weight update using online recorded data. In this way, the neural approximation precision is highly improved, and the convergence speed can be faster. Furthermore, the sliding mode differentiator is employed to approximate the derivative of the virtual control signal, and thus, the complex analysis of the backstepping design can be avoided. The closed-loop stability is rigorously established, and the boundedness of the tracking error can be guaranteed. Through simulation of hypersonic flight dynamics, the proposed approach exhibits better tracking performance.

Online and Certifiable Spectroscopy Courses Using Information and Communication Tools. a Model for Classrooms and Beyond

NASA Astrophysics Data System (ADS)

Krishnan, Mangala Sunder

2015-06-01

Online education tools and flipped (reverse) class models for teaching and learning and pedagogic and andragogic approaches to self-learning have become quite mature in the last few years because of the revolution in video, interactive software and social learning tools. Open Educational resources of dependable quality and variety are also becoming available throughout the world making the current era truly a renaissance period for higher education using Internet. In my presentation, I shall highlight structured course content preparation online in several areas of spectroscopy and also the design and development of virtual lab tools and kits for studying optical spectroscopy. Both elementary and advanced courses on molecular spectroscopy are currently under development jointly with researchers in other institutions in India. I would like to explore participation from teachers throughout the world in the teaching-learning process using flipped class methods for topics such as experimental and theoretical microwave spectroscopy of semi-rigid and non-rigid molecules, molecular complexes and aggregates. In addition, courses in Raman, Infrared spectroscopy experimentation and advanced electronic spectroscopy courses are also envisaged for free, online access. The National Programme on Technology Enhanced Learning (NPTEL) and the National Mission on Education through Information and Communication Technology (NMEICT) are two large Government of India funded initiatives for producing certified and self-learning courses with financial support for moderated discussion forums. The learning tools and interactive presentations so developed can be used in classrooms throughout the world using flipped mode of teaching. They are very much sought after by learners and researchers who are in other areas of learning but want to contribute to research and development through inter-disciplinary learning. NPTEL is currently is experimenting with Massive Open Online Course (MOOC) strategy, but with proctored and certified examination processes for large numbers in some of the above courses. I would like to present a summary of developments in these areas to help focus classroom (online and offline) learning of Molecular spectroscopy.

Student Engagement with, and Participation in, an e-Forum

ERIC Educational Resources Information Center

Mason, Roger B.

2011-01-01

This paper examines engagement with an online discussion forum, aiming to identify the different levels of participation and to investigate factors that encourage or discourage student participation. The case involved the posing of a short real-life problem via a forum on the university's virtual learning environment. An in-class survey was…

Teaching-Learning Process by Synchronic Communication Tools: The Elluminate Live Case

ERIC Educational Resources Information Center

Santovena-Casal, Sonia Ma

2012-01-01

When integrating a new online tool in university educational system, it is necessary to know its features, applications and functions in depth, advantages and disadvantages, and the results obtained when it has been used by other educational institutions. Synchronous communication tool, "Elluminate Live" can be integrated into a virtual platform…

An Investigation of Transformational Leadership in a Virtual Learning Environment

ERIC Educational Resources Information Center

Livingston, Robert K.

2011-01-01

With the advancement of technology, the changing landscape of education has brought about challenging issues that necessitate a clearer understanding of the leadership role of an online instructor. In this exploratory study, it was found that business administration students (n=107) from a Southern California community college expect their online…

A Virtual Social Learner Community--Constitutive Element of MOOCs

ERIC Educational Resources Information Center

Meinel, Christoph; Schweiger, Stefanie

2016-01-01

Massive Open Online Courses (MOOCs) have seen enormous growth throughout the last four years. This format has fundamentally enriched the traditional method of web-based teaching and e-learning. Nevertheless, there have always been skeptical voices who announce the "death of MOOCs". We do not believe in this pessimistic scenario and in…

Metadata and Providing Access to e-Books

ERIC Educational Resources Information Center

Vasileiou, Magdalini; Rowley, Jennifer; Hartley, Richard

2013-01-01

In the very near future, students are likely to expect their universities to provide seamless access to e-books through online library catalogues and virtual learning environments. A paradigm change in terms of the format of books, and especially textbooks, which could have far-reaching impact, is on the horizon. Based on interviews with a number…

Virtual Teamwork: Students Studying about Ethics in an Online Environment

ERIC Educational Resources Information Center

Ng, Wan

2008-01-01

The fundamental concepts of ethics: value, obligation and responsibility are what many of us use in our everyday decision-making on issues that affect our lives. Students in the coursework unit "Science and technology in contemporary society" learn about these concepts in relation to science and technological research and development. The learning…

Professional Development: Building Effective Virtual Communities through Cooperative Learning.

ERIC Educational Resources Information Center

Meyers, Robert; Davis, Hilarie; Botti, James

A web site for an online graduate course in Earth systems science for middle school teachers was designed to affect teachers' knowledge about Earth systems science and resources and their use of constructivist teaching practices, particularly collaboration, rubrics and the use of journals. In the 16-week course 44 teachers experienced…

Teachers as Intercultural Learners: Negotiating German-American Telecollaboration along the Institutional Fault Line.

ERIC Educational Resources Information Center

Belz, Julie A.; Muller-Hartmann, Andreas

2003-01-01

Examines how social, cultural, and institutional affordances and constraints in a telecollaborative foreign language learning partnership shape the agency of online teachers. Details how various aspects of school and schooling impact the negotiation, execution and management of a German-American virtual course from the perspectives of the…

Renaming Teaching Practice through Teacher Reflection Using Critical Incidents on a Virtual Training Course

ERIC Educational Resources Information Center

Badia, Antoni; Becerril, Lorena

2016-01-01

This study approaches teacher learning from a dialogical viewpoint where lecturers' voices used in a training course context reflect how lecturers generated new professional discourse. The design of the training course considered the analysis of several critical incidents (CIs) in online teaching. An analytical framework based on lecturers'…

Virtual-Recitation: A World Wide Web Based Approach to Active Learning in Clinical Pharmacokinetics.

ERIC Educational Resources Information Center

Woodward, Donald K.

1998-01-01

Describes implementation, evaluation of World Wide Web-based component in a Rutgers University (New Jersey) advanced clinical pharmacokinetics course. Scheduling accommodated nontraditional students; each week Web pages providing review and supplementary material and an online quiz were posted after class. Comparison with the previous year's…

Professional Teacher Learning in Virtual Environments

ERIC Educational Resources Information Center

Pachler, Norbert; Daly, Caroline

2006-01-01

This article is based on qualitative empirical research into the ways in which teachers view their experiences as learners in the context of an online tutor group who are studying for the mixed-mode Master of Teaching degree at the Institute of Education, University of London. Data collected from a stratified sample of teacher participants is…

Flesh and Bone: Information Literacy, Teaching, and the Connected Classroom.

ERIC Educational Resources Information Center

Lant, Kathleen Margaret

This paper discusses information literacy, teaching, and online technology. The first section introduces the split between mind and body that is made possible by the Internet and related resources. The second section discusses distance learning, including the impact of digital environments in teaching, and the power of virtual education to permit…

Supporting traditional PBL with online discussion forums: a study from Qassim Medical School.

PubMed

Alamro, Ahmad S; Schofield, Susie

2012-01-01

The Qassim Medical School first year curriculum includes a 5-week problem-based learning (PBL) block. Student evaluation has highlighted inadequate feedback and lack of student-student and student-tutor interactions. An online intervention may alleviate this. For each problem, a discussion forum (DF) was created with 14 threads (one for each group) in virtual PBL rooms. Students' and tutors' perceived satisfaction of the intervention was evaluated and types of posts were classified. By the end of the block, all academic staff involved and 123 students (95%) had participated in the DFs. There were around 2800 posts and 28,500 views. All 14 tutors and 102 (78%) students completed the online questionnaire. Of the students, 66 (76%) male and 36 (92%) female students responded. Overall, both students and tutors perceived the intervention positively. Posts included: reforming and finalizing learning objectives, posting the concept map constructed in the face-to-face session and questioning, encouraging and motivating each other. In addition, posts included tutors' feedback and redirection. Blending e-learning with conventional PBL may help overcome student-perceived shortcomings of conventional PBL and improve the learning experience, making learning more interactive and interesting.

A Framework for Web-Based Interprofessional Education for Midwifery and Medical Students.

PubMed

Reis, Pamela J; Faser, Karl; Davis, Marquietta

2015-01-01

Scheduling interprofessional team-based activities for health sciences students who are geographically dispersed, with divergent and often competing schedules, can be challenging. The use of Web-based technologies such as 3-dimensional (3D) virtual learning environments in interprofessional education is a relatively new phenomenon, which offers promise in helping students come together in online teams when face-to-face encounters are not possible. The purpose of this article is to present the experience of a nurse-midwifery education program in a Southeastern US university in delivering Web-based interprofessional education for nurse-midwifery and third-year medical students utilizing the Virtual Community Clinic Learning Environment (VCCLE). The VCCLE is a 3D, Web-based, asynchronous, immersive clinic environment into which students enter to meet and interact with instructor-controlled virtual patient and virtual preceptor avatars and then move through a classic diagnostic sequence in arriving at a plan of care for women throughout the lifespan. By participating in the problem-based management of virtual patients within the VCCLE, students learn both clinical competencies and competencies for interprofessional collaborative practice, as described by the Interprofessional Education Collaborative Core Competencies for Interprofessional Collaborative Practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

Interpretations of virtual reality.

PubMed

Voiskounsky, Alexander

2011-01-01

University students were surveyed to learn what they know about virtual realities. The two studies were administered with a half-year interval in which the students (N=90, specializing either in mathematics and science, or in social science and humanities) were asked to name particular examples of virtual realities. The second, but not the first study, was administered after the participants had the chance to see the movie "Avatar" (no investigation was held into whether they really saw it). While the students in both studies widely believed that activities such as social networking and online gaming represent virtual realities, some other examples provided by the students in the two studies differ: in the second study the participants expressed a better understanding of the items related to virtual realities. At the same time, not a single participant reported particular psychological states (either regular or altered) as examples of virtual realities. Profound popularization efforts need to be done to acquaint the public, including college students, with virtual realities and let the public adequately understand how such systems work.

Learning global health: a pilot study of an online collaborative intercultural peer group activity involving medical students in Australia and Indonesia.

PubMed

Ambrose, Mark; Murray, Linda; Handoyo, Nicholas E; Tunggal, Deif; Cooling, Nick

2017-01-13

There is limited research to inform effective pedagogies for teaching global health to undergraduate medical students. Theoretically, using a combination of teaching pedagogies typically used in 'international classrooms' may prove to be an effective way of learning global health. This pilot study aimed to explore the experiences of medical students in Australia and Indonesia who participated in a reciprocal intercultural participatory peer e-learning activity (RIPPLE) in global health. Seventy-one third year medical students (49 from Australia and 22 from Indonesia) from the University of Tasmania (Australia) and the University of Nusa Cendana (Indonesia) participated in the RIPPLE activity. Participants were randomly distributed into 11 intercultural 'virtual' groups. The groups collaborated online over two weeks to study a global health topic of their choice, and each group produced a structured research abstract. Pre- and post-RIPPLE questionnaires were used to capture students' experiences of the activity. Descriptive quantitative data were analysed with Microsoft Excel and qualitative data were thematically analysed. Students' motivation to volunteer for this activity included: curiosity about the innovative approach to learning; wanting to expand knowledge of global health; hoping to build personal and professional relationships; and a desire to be part of an intercultural experience. Afer completing the RIPPLE program, participants reported on global health knowledge acquisition, the development of peer relationships, and insight into another culture. Barriers to achieving the learning outcomes associated with RIPPLE included problems with establishing consistent online communication, and effectively managing time to simultaneously complete RIPPLE and other curricula activities. Medical students from both countries found benefits in working together in small virtual groups to complement existing teaching in global health. However, our pilot study demonstrated that while intercultural collaborative peer learning activities like RIPPLE are feasible, they require robust logistical support and an awareness of the need to manage curriculum alignment in ways that facilitate more effective student engagement.

Changing learning with new interactive and media-rich instruction environments: virtual labs case study report.

PubMed

Huang, Camillan

2003-01-01

Technology has created a new dimension for visual teaching and learning with web-delivered interactive media. The Virtual Labs Project has embraced this technology with instructional design and evaluation methodologies behind the simPHYSIO suite of simulation-based, online interactive teaching modules in physiology for the Stanford students. In addition, simPHYSIO provides the convenience of anytime web-access and a modular structure that allows for personalization and customization of the learning material. This innovative tool provides a solid delivery and pedagogical backbone that can be applied to developing an interactive simulation-based training tool for the use and management of the Picture Archiving and Communication System (PACS) image information system. The disparity in the knowledge between health and IT professionals can be bridged by providing convenient modular teaching tools to fill the gaps in knowledge. An innovative teaching method in the whole PACS is deemed necessary for its successful implementation and operation since it has become widely distributed with many interfaces, components, and customizations. This paper will discuss the techniques for developing an interactive-based teaching tool, a case study of its implementation, and a perspective for applying this approach to an online PACS training tool. Copyright 2002 Elsevier Science Ltd.

Development, implementation and initial evaluation of narrative virtual patients for use in vocational mental health nurse training.

PubMed

Guise, Veslemøy; Chambers, Mary; Conradi, Emily; Kavia, Sheetal; Välimäki, Maritta

2012-08-01

Simulation techniques such as virtual patients (VPs) are valuable tools for teaching and learning a range of clinical proficiencies. Compared with other forms of simulation, however, the reported use of VPs within nursing is limited. Descriptions of simple, low cost methods for the development of VP devices could help facilitate their wider implementation and use in nursing education and training. In order to encourage broader use of VP technologies within nursing, this paper aims to expand current knowledge of VP creation by reference to the development of two virtual mental health patients produced for a multilingual e-learning course for European mental health nurses. Focusing on narrative VPs, the paper provides a brief overview of various types and potential uses of VP techniques, along with central elements of good practice in VP development. The five phase development framework used in the creation of the two VPs is presented. Processes detailed include the design and construction of case scenarios and multimedia components, in addition to initial usability and validity testing. VPs like those described here are a relatively inexpensive way of integrating virtual simulation technology into nursing education, particularly within online, blended and/or cross-cultural learning environments. Copyright © 2011 Elsevier Ltd. All rights reserved.

Curriculum Design and Implementation of the Emergency Medicine Chief Resident Incubator.

PubMed

Gisondi, Michael A; Chou, Adaira; Joshi, Nikita; Sheehy, Margaret K; Zaver, Fareen; Chan, Teresa M; Riddell, Jeffrey; Sifford, Derek P; Lin, Michelle

2018-02-24

Background Chief residents receive minimal formal training in preparation for their administrative responsibilities. There is a lack of professional development programs specifically designed for chief residents. Objective In 2015, Academic Life in Emergency Medicine designed and implemented an annual, year-long, training program and virtual community of practice for chief residents in emergency medicine (EM). This study describes the curriculum design process and reports measures of learner engagement during the first two cycles of the curriculum. Methods Kern's Six-Step Approach for curriculum development informed key decisions in the design and implementation of the Chief Resident Incubator. The resultant curriculum was created using constructivist social learning theory, with specific objectives that emphasized the needs for a virtual community of practice, longitudinal content delivery, mentorship for participants, and the facilitation of multicenter digital scholarship. The 12-month curriculum included 11 key administrative or professional development domains, delivered using a combination of digital communications platforms. Primary outcomes measures included markers of learner engagement with the online curriculum, recognized as modified Kirkpatrick Level One outcomes for digital learning. Results An average of 206 chief residents annually enrolled in the first two years of the curriculum, with an overall participation by 33% (75/227) of the allopathic EM residency programs in the United States (U.S.). There was a high level of learner engagement, with an average 13,414 messages posted per year. There were also 42 small group teaching sessions held online, which included 39 faculty and 149 chief residents. The monthly e-newsletter had a 50.7% open rate. Digital scholarship totaled 23 online publications in two years, with 67 chief resident co-authors and 21 faculty co-authors. Conclusions The Chief Resident Incubator is a virtual community of practice that provides longitudinal training and mentorship for EM chief residents. This incubator conceptual framework may be used to design similar professional development curricula across various health professions using an online digital platform.

Curriculum Design and Implementation of the Emergency Medicine Chief Resident Incubator

PubMed Central

Chou, Adaira; Joshi, Nikita; Sheehy, Margaret K; Zaver, Fareen; Chan, Teresa M; Riddell, Jeffrey; Sifford, Derek P; Lin, Michelle

2018-01-01

Background Chief residents receive minimal formal training in preparation for their administrative responsibilities. There is a lack of professional development programs specifically designed for chief residents. Objective In 2015, Academic Life in Emergency Medicine designed and implemented an annual, year-long, training program and virtual community of practice for chief residents in emergency medicine (EM). This study describes the curriculum design process and reports measures of learner engagement during the first two cycles of the curriculum. Methods Kern’s Six-Step Approach for curriculum development informed key decisions in the design and implementation of the Chief Resident Incubator. The resultant curriculum was created using constructivist social learning theory, with specific objectives that emphasized the needs for a virtual community of practice, longitudinal content delivery, mentorship for participants, and the facilitation of multicenter digital scholarship. The 12-month curriculum included 11 key administrative or professional development domains, delivered using a combination of digital communications platforms. Primary outcomes measures included markers of learner engagement with the online curriculum, recognized as modified Kirkpatrick Level One outcomes for digital learning. Results An average of 206 chief residents annually enrolled in the first two years of the curriculum, with an overall participation by 33% (75/227) of the allopathic EM residency programs in the United States (U.S.). There was a high level of learner engagement, with an average 13,414 messages posted per year. There were also 42 small group teaching sessions held online, which included 39 faculty and 149 chief residents. The monthly e-newsletter had a 50.7% open rate. Digital scholarship totaled 23 online publications in two years, with 67 chief resident co-authors and 21 faculty co-authors. Conclusions The Chief Resident Incubator is a virtual community of practice that provides longitudinal training and mentorship for EM chief residents. This incubator conceptual framework may be used to design similar professional development curricula across various health professions using an online digital platform. PMID:29696101

Designing for Online Collaborations and Local Environmental Action In Citizen Science: A Multiple Case Study

NASA Astrophysics Data System (ADS)

Kermish-Allen, Ruth

Traditional citizen science projects have been based on the scientific communities need to gather vast quantities of high quality data, neglecting to ask what the project participants get in return. How can participants be seen more as collaborative partners in citizen science projects? Online communities for citizen science are expanding rapidly, giving participants the opportunity to take part in a wide range of activities, from monitoring invasive species to identifying far-off galaxies. These communities can bring together the virtual and physical worlds in new ways that are egalitarian, collaborative, applied, localized and globalized to solve real environmental problems. There are a small number of citizen science projects that leverage the affordances of an online community to connect, engage, and empower participants to make local change happen. This multiple case study applies a conceptual framework rooted in sociocultural learning theory, Non-Hierarchical Online Learning Communities (NHOLCs), to three online citizen communities that have successfully fostered online collaboration and on-the-ground environmental actions. The purpose of the study is to identify the range and variation of the online and programmatic functions available in each project. The findings lead to recommendations for designing these innovative communities, specifically the technological and programmatic components of online citizen science communities that support environmental actions in our backyards.

Using virtual worlds for role play simulation in child and adolescent psychiatry: an evaluation study

PubMed Central

Vallance, Aaron K.; Hemani, Ashish; Fernandez, Victoria; Livingstone, Daniel; McCusker, Kerri; Toro-Troconis, Maria

2014-01-01

Aims and method To develop and evaluate a novel teaching session on clinical assessment using role play simulation. Teaching and research sessions occurred sequentially in computer laboratories. Ten medical students were divided into two online small-group teaching sessions. Students role-played as clinician avatars and the teacher played a suicidal adolescent avatar. Questionnaire and focus-group methodology evaluated participants’ attitudes to the learning experience. Quantitative data were analysed using SPSS, qualitative data through nominal-group and thematic analyses. Results Participants reported improvements in psychiatric skills/knowledge, expressing less anxiety and more enjoyment than role-playing face to face. Data demonstrated a positive relationship between simulator fidelity and perceived utility. Some participants expressed concern about added value over other learning methods and non-verbal communication. Clinical implications The study shows that virtual worlds can successfully host role play simulation, valued by students as a useful learning method. The potential for distance learning would allow delivery irrespective of geographical distance and boundaries. PMID:25285217

The Pedagogical Variation Model (PVM) for Work-Based Training in Virtual Classrooms: Evaluation at Kuwait University

ERIC Educational Resources Information Center

Rogers, Maria Susy; Aldhafeeri, Fayiz Mensher

2015-01-01

A collaborative research initiative was undertaken to evaluate the pedagogical variation model (PVM) for online learning and teaching at Kuwait University. Outcomes from sample populations of students--both postgraduates and undergraduates--from the Faculty of Education were analyzed for comparison. As predicted in the PVM, the findings indicate…

Academic Outcomes for North Carolina Virtual Public School Credit Recovery Students. REL 2017-177

ERIC Educational Resources Information Center

Stallings, D. T.; Weiss, Sara P.; Maser, Robert H.; Stanhope, Daniel; Starcke, Matthew; Li, Difei

2016-01-01

Across the Regional Educational Laboratory Southeast Region there is growing interest in strengthening the presence of online learning in all public schools to help equalize education opportunities for all students and prepare students for a digital future. For instance, the North Carolina General Assembly has required that the state transition to…

E-Learning 2010: Assessing the Agenda for Change

ERIC Educational Resources Information Center

Education Week, 2010

2010-01-01

Virginia Gov. Bob McDonnell signed legislation this month promoting the growth of virtual schools. The new law requires the state to develop policies for approving and monitoring a wide array of private and nonprofit online education providers. The legislative action in Virginia is the most recent major policy move by a state to expand the…

Interactions in Virtual Learning Environments: New Roles for Digital Technology

ERIC Educational Resources Information Center

Borba, Marcelo C.; Chiari, Aparecida Santana de Souza; de Almeida, Helber Rangel Formiga Leite

2018-01-01

For the last 10 years, online pre-service teacher distance education has increased significantly in Brazil. As a result, research on this educational modality has also increased, in particular, research investigating the different roles students and teachers play in these courses. The purpose of this paper is to analyze the role of digital…

A Low-Maintenance Approach to Improving Retention: Short On-Line Tutorials in Elementary Statistics

ERIC Educational Resources Information Center

Sargent, Carol Springer; Borthick, A. Faye; Lederberg, Amy R.; Haardorfer, Regine

2013-01-01

The struggle to get weak students to use learning support services plagues virtually all retention programs (Friedlander, 1980; Hodges, 2001; Karabenick & Knapp, 1988; Moore & LeDee, 2006; Simpson, Hynd, Nist, & Burrell, 1997; Webster & Dee, 1998). This study presents a cost-effective form of supplemental instruction (SI), in the form of on-line…

Virtual Teaching and Strategies: Transitioning from Teaching Traditional Classes to Online Classes

ERIC Educational Resources Information Center

Barrett, Bob

2010-01-01

As more technology has become available in many parts of the globe, a new type of student population has emerged. The traditional student image of higher learning has been somewhat limited in many countries, but given the impact of the Internet, this traditional "student body" has changed. Rather than being limited to regional…

A Comparison of Incidental Focus on Form in the Second Language Classroom and Chatroom

ERIC Educational Resources Information Center

Loewen, Shawn; Reissner, Sophie

2009-01-01

Although many second language learners still study in a traditional, face-to-face classroom, an increasing number of students now participate in virtual classrooms and communicate online. Regardless of the mode of communication, interaction and focus on form can be considered important components of the learning environment. This paper reports on…

Rio De Janeiro to Claremont: Promoting Intercultural Competence through Student-Driven Online Intercultural Exchanges

ERIC Educational Resources Information Center

Aristizábal, Juanita C.; Welch, Patrick McDermott

2017-01-01

This article describes the process by which the authors created a Virtual Learning Community for cultural and linguistic exchange between college students of Portuguese in the United States and undergraduate and graduate students of English in Brazil. In addition to describing the way the so-called tandem model for telecollaboration was adapted to…

Communication Challenges Learners Face Online: Why Addressing CMC and Language Proficiency Will Not Solve Learners' Problems

ERIC Educational Resources Information Center

Jung-Ivannikova, Liubov

2016-01-01

Computer-mediated communication (CMC) has been argued to cause (mis)communication issues. Research and practice suggest a range of tactics and strategies for educators focused on how to encourage and foster communication in a virtual learning environment (VLE) (eg, Salmon). However, while frameworks such as Salmon's support the effective…

Virtual Laboratories to Achieve Higher-Order Learning in Fluid Mechanics

NASA Astrophysics Data System (ADS)

Ward, A. S.; Gooseff, M. N.; Toto, R.

2009-12-01

Bloom’s higher-order cognitive skills (analysis, evaluation, and synthesis) are recognized as necessary in engineering education, yet these are difficult to achieve in traditional lecture formats. Laboratory components supplement traditional lectures in an effort to emphasize active learning and provide higher-order challenges, but these laboratories are often subject to the constraints of (a) increasing student enrollment, (b) limited funding for operational, maintenance, and instructional expenses and (c) increasing demands on undergraduate student credit requirements. Here, we present results from a pilot project implementing virtual (or online) laboratory experiences as an alternative to a traditional laboratory experience in Fluid Mechanics, a required third year course. Students and faculty were surveyed to identify the topics that were most difficult, and virtual laboratory and design components developed to supplement lecture material. Each laboratory includes a traditional lab component, requiring student analysis and evaluation. The lab concludes with a design exercise, which imposes additional problem constraints and allows students to apply their laboratory observations to a real-world situation.

Virtual Tools to Broaden Participation in the Earth and Space Sciences through Geolead (Geoscience Learning, Engagement And Development)

NASA Astrophysics Data System (ADS)

Asher, P. M.; Holm Adamec, B.; Furukawa, H.; Morris, A. R.; Haacker, R.; Kaplan, M.; Lewis, G. B.; Velasco, E.; Brey, J. A.

2014-12-01

Professional societies, along with federal agencies, national research centers and laboratories, academic institutions, and private industry, all play a key role in educating the next generation of Earth, ocean, atmospheric, and space scientists by offering programs and opportunities that attract students to the field, engage and retain them by supporting them through their formal education, and provide training for a career in this field. Research indicates that multiple engagement opportunities, such as mentoring, internships, participation in research, and learning communities, among other interventions, increase student success. This is particularly true for first-generation students and those who are members of underrepresented minority populations. However, it is often difficult to provide such a variety of programs at a significant scale, especially for geographically isolated students and those whose schools have fewer resources. To enable this, the American Geophysical Union (AGU) is convening a coalition of organizations to co-design and implement a concept called Geoscience Learning, Engagement And Development (GeoLEAD). GeoLEAD will provide a virtual platform as well as a collaborative infrastructure to help engage, retain, and prepare two- and four-year-college undergraduate Earth, ocean, atmospheric, and space science students (including those students who are interested in becoming majors) for the workforce. It will centralize access to the vast array of already existing programs and services that are currently scattered across multiple organizations, support the development of new services and programs, and simplify the search process by recommending bundles of programs and services based on the students' profiles and interests. This presentation will highlight the research that led to the development of the GeoLEAD concept, including studies of the ways in which undergraduates use online resources for their education. Additionally, other virtual resources for students that are in the development or implementation stage, such as an online poster competition and a virtual student conference, will be discussed.

Intersecting Virtual Patients and Microbiology: Fostering a culture of learning.

PubMed

McCarthy, David; O'Gorman, Ciaran; Gormley, Gerard

2015-10-01

The use and integration of Technology Enhanced Learning (TEL) resources in medical education has attracted considerable commentary and support. "Virtual Patients" are one such resource. Whilst evidence exists supporting the benefits of these resources, there has not been specific consideration of their implications for teaching microbiology; nor attention paid to both the internal and external factors that influence learner engagement with virtual patients. The principle aims of this study are to identify factors that explicitly and implicitly influence the student's interaction with a microbiology virtual patient resource and how these interactions reflect upon the use of the resource. A mixed method quantitative (online questionnaire; n=161) and qualitative (student focus groups; N=11) study was undertaken amongst third year medical students enrolled at Queen's University Belfast in the academic year 2012-2013. The results supported prior evidence that virtual patients are a useful learning tool (mean score of 5.09 out of 7) that helped them to integrate microbiology principles with clinical experiences. How students used the virtual patients and the depth of the subsequent benefits was dependent upon their perception of the importance of the resource. This was influenced by a number of factors including how the resources were presented and positioned within the curriculum, whether they were formally examined or timetabled and the importance attributed by peers who had already completed the examinations. Integration of virtual patients into the microbiology curriculum is widely endorsed and may even be considered superior to other methods of teaching. How students use these resources is dependent upon a positive perception of their importance. Educators should be aware of the factors that shape this perception when integrating TEL resources into curricula.

Developing a constructivist learning environment in online postsecondary science courses

NASA Astrophysics Data System (ADS)

Hackworth, Sylvester N.

This Delphi study addressed the concerns of postsecondary educators regarding the quality of education received by postsecondary science students who receive their instruction online. This study was framed with the constructivist learning theory and Piaget's and Dewey's cognitive development theories. The overarching question addressed a gap in research literature surrounding the pedagogical practices that could be successfully applied to future postsecondary online science education. The panel consisted of 30 experts in the area of online postsecondary education. Qualitative data from the initial seed questions were used to create a Likert-type survey to seek consensus of the themes derived from participant responses. Participants reached agreement on six items: apply constructivism to science curricula, identify strengths and challenges of online collegiate students, explicate students' consequences due to lack of participation in discussion forums, ensure that online course content is relevant to students' lives, reinforce academic integrity, and identify qualities face-to-face collegiate science instructors need when transitioning to online science instructors. The majority of participants agreed that gender is not an important factor in determining the success of an online collegiate science student. There was no consensus on the efficacy of virtual labs in an online science classroom. This study contributes to positive social change by providing information to new and struggling postsecondary science teachers to help them successfully align their instruction with students' needs and, as a result, increase students' success.

Teaching basic medical sciences at a distance: strategies for effective teaching and learning in internet-based courses.

PubMed

Ertmer, Peggy A; Nour, Abdelfattah Y M

2007-01-01

In recent years, the Internet has become an effective and accessible delivery mechanism for distance education. In 2003, 81% of all institutions of higher education offered at least one fully online or hybrid course. By 2005, the proportion of institutions that listed online education as important to their long-term goals had increased by 8%. This growth in available online courses and their increased convenience and flexibility have stimulated dramatic increases in enrollment in online programs, including the Veterinary Technology Distance Learning Program (VT-DLP) at Purdue University. Regardless of the obvious benefits, distance learning (DL) can be frustrating for the learners if course developers are unable to merge their knowledge about the learners, the process of instructional design, and the appropriate uses of technology and interactivity options into effective course designs. This article describes strategies that we have used to increase students' learning of physiology content in an online environment. While some of these are similar, if not identical, to strategies that might be used in a face-to-face (f2f) environment (e.g., case studies, videos, concept maps), additional strategies (e.g., animations, virtual microscopy) are needed to replace or supplement what might normally occur in a f2f course. We describe how we have addressed students' need for instructional interaction, specifically in the context of two foundational physiology courses that occur early in the VT-DLP. Although the teaching and learning strategies we have used have led to increasingly high levels of interaction, there is an ongoing need to evaluate these strategies to determine their impact on students' learning of physiology content, their development of problem-solving skills, and their retention of information.

Innovation in engineering education through computer assisted learning and virtual university model

NASA Astrophysics Data System (ADS)

Raicu, A.; Raicu, G.

2015-11-01

The paper presents the most important aspects of innovation in Engineering Education using Computer Assisted Learning. The authors propose to increase the quality of Engineering Education programs of study at European standards. The use of computer assisted learning methodologies in all studies is becoming an important resource in Higher Education. We intend to improve the concept of e-Learning using virtual terminals, online support and assisting special training through live seminars and interactive labs to develop a virtual university model. We intend to encourage computer assisted learning and innovation as sources of competitive advantage, to permit vision and learning analysis, identifies new sources of technology and ideas. Our work is based on our university datasets collected during last fifteen years using several e-Learning systems. In Constanta Maritime University (CMU), using eLearning and Knowledge Management Services (KMS) is very important and we apply it effectively to achieve strategic objectives, such as collaboration, sharing and good practice. We have experience in this field since 2000 year using Moodle as KMS in our university. The term KMS can be associated to Open Source Software, Open Standards, Open Protocols and Open Knowledge licenses, initiatives and policies. In CMU Virtual Campus we have today over 12500 active users. Another experience of the authors is the implementation of MariTrainer Wiki educational platform based on Dokeos and DekiWiki under MARICOMP and MEP Leonardo da Vinci Project. We'll also present in this paper a case study under EU funded project POSDRU, where the authors implemented other educational platform in Technological High Schools from Romania used over 1000 teachers. Based on large datasets the study tries to improve the concept of e-Learning teaching using the revolutionary technologies. The new concept present in this paper is that the teaching and learning will be interactive and live. The new and modern techniques are the flexible learning courses, the production of learning demonstrators and testing. All the information from the virtual educational platform remain open space, communication between participants and continued after graduation, so we can talk about creating and maintaining a community of graduates, a partnership with them. Every European University must have a department which aims to provide computer assisted learning using knowledge creation through learning, capture and explication, sharing and collaborative communication, access, use and reuse and knowledge archiving.

Dusty Relic to Shining Treasure: Embedded in a Multicultural Environment

ERIC Educational Resources Information Center

Avery, Beth Fuseler; Batman, Cindy

2014-01-01

Far from being dusty old relics who are guardians of the book, embedded librarians need to be proactively leading students through the digital maze of the virtual library. Working with students more than 7,000 miles away changed perceptions of how to teach and learn, and how people interact online. We will share how as embedded librarians we…

Responding Globally to the Online Learning Needs of Military Students

ERIC Educational Resources Information Center

Bricker, Suzane L.

2012-01-01

The purpose of my proposal is to present a comprehensive look at the specific needs of military students who are actively deployed globally, and who are entering the "virtual classroom" for the first time. Additionally, I have drawn upon my own experiences as an educator of more than 15 years, as well as someone who has developed course curriculum…

Cancer Genome Anatomy Project (CGAP) | Office of Cancer Genomics

Cancer.gov

CGAP generated a wide range of genomics data on cancerous cells that are accessible through easy-to-use online tools. Researchers, educators, and students can find "in silico" answers to biological questions through the CGAP website. Request a free copy of the CGAP Website Virtual Tour CD from ocg@mail.nih.gov to learn how to navigate the website.

Heritage Meets Social Media: Designing a Virtual Museum Space for Young People

ERIC Educational Resources Information Center

Shaw, Ashley; Krug, Don

2013-01-01

This research was conducted as part of a project designed to offer guidance on the development of a youth oriented online space for a popular Canadian museum of heritage and immigration. This space would allow young people to learn about heritage, ethnicity, and cultural identity, and, ideally, aid in the development of a positive ethnic identity.…

Finding Support Online: Parents are Finding Comfort and Support in Virtual Hugs

ERIC Educational Resources Information Center

Miller, Janice

2006-01-01

When Tamara learned that she and her husband were expecting a baby girl, Tamara remembers the doctor telling her "the odds were high" her daughter would inherit her bipolar disorder. As it turned out, her daughter, Lindsay was also formally diagnosed with bipolar disorder after her 11th birthday. Tamara turned to Internet to find someone who…

"I Never Feel Alone in My Classroom": Teacher Professional Growth within a Blended Community of Practice

ERIC Educational Resources Information Center

Trust, Torrey; Horrocks, Brian

2017-01-01

Well-designed face-to-face and virtual communities of practice provide opportunities for teachers to learn, grow as professionals and make changes to their practice with the support of peers. However, as more K-12 teachers become Connected Educators and act as conduits between online spaces and communities in their schools, the boundaries between…

Podcasting in a Virtual English for Academic Purposes Course: Learner Motivation

ERIC Educational Resources Information Center

Asoodar, Maryam; Marandi, Seyyedeh Susan; Vaezi, Shahin; Desmet, Piet

2016-01-01

In this study we explored the effect of podcasting on the motivation of the students in an online English for Academic Purposes (EAP) course at the university level (N = 179). By using a mixed-method approach, we analyzed the data collected on the learners' impressions about using podcasts as a learning tool. The particular aim of this study was…

Shifting from Obligatory Discourse to Rich Dialogue: Promoting Student Interaction in Asynchronous Threaded Discussion Postings

ERIC Educational Resources Information Center

Mooney, Mara; Southard, Sheryne; Burton, Christie H.

2014-01-01

Asynchronous online threaded discussions are widely recognized as a tool to enhance learning in the virtual classroom. While they can serve as a mechanism for reinforcing material and promoting a deeper understanding of course content, discussion boards often lack rich and dynamic dialogue, and instead serve as a field of obligatory discourse,…

Counseling Services Resource Guide: An Internet Guide for the North Carolina Community College Counselor To Assist Virtual Learning Students.

ERIC Educational Resources Information Center

North Carolina Community Coll. System, Raleigh.

This handbook is intended to assist North Carolina community colleges in enhancing their online counseling services. Based on reviews of 58 community colleges in North Carolina, along with several state, national, and university web sites, and the collective efforts of a statewide committee, this handbook offers: (1) General tips for improving…

Participation in the Virtual Environment of Blended College Courses: An Activity Study of Student Performance

ERIC Educational Resources Information Center

Cavanaugh, Cathy; Hargis, Jace; Mayberry, John

2016-01-01

This paper describes a study of success factors in the introductory semester of liberal studies blended courses offered at the bachelor of science level. The influence of student participation in the online course environment was examined, as measured by the number of times students logged into the learning management system (LMS) and average…

Teaching professionalism through virtual means.

PubMed

McEvoy, Michelle; Butler, Bryan; MacCarrick, Geraldine

2012-02-01

Virtual patients are used across a variety of clinical disciplines for both teaching and assessment, but are they an appropriate environment in which to develop professional skills? This study aimed to evaluate students' perceived effectiveness of an online interactive virtual patient developed to augment a personal professional development curriculum, and to identify factors that would maximise the associated educational benefits. Student focus group discussions were conducted to explore students' views on the usefulness and acceptability of the virtual patient as an educational tool to teach professionalism, and to identify factors for improvement. A thematic content analysis was used to capture content and synthesise the range of opinions expressed. Overall there was a positive response to the virtual patient. The students recognised the need to teach and assess professionalism throughout their curriculum, and viewed the virtual patient as a potentially engaging and valuable addition to their curriculum. We identified factors for improvement to guide the development of future virtual patients. It is possible to improve approaches to teaching and learning professionalism by exploring students' views on innovative teaching developments designed to augment personal professional development curricula. © Blackwell Publishing Ltd 2012.

Effects of Social Network Exposure on Nutritional Learning: Development of an Online Educational Platform.

PubMed

Dagan, Noa; Beskin, Daniel; Brezis, Mayer; Reis, Ben Y

2015-10-05

Social networking sites (SNSs) such as Facebook have the potential to enhance online public health interventions, in part, as they provide social exposure and reinforcement. The objective of the study was to evaluate whether social exposure provided by SNSs enhances the effects of online public health interventions. As a sample intervention, we developed Food Hero, an online platform for nutritional education in which players feed a virtual character according to their own nutritional needs and complete a set of virtual sport challenges. The platform was developed in 2 versions: a "private version" in which a user can see only his or her own score, and a "social version" in which a user can see other players' scores, including preexisting Facebook friends. We assessed changes in participants' nutritional knowledge using 4 quiz scores and 3 menu-assembly scores. Monitoring feeding and exercising attempts assessed engagement with the platform. The 2 versions of the platform were randomly assigned between a study group (30 members receiving the social version) and a control group (33 members, private version). The study group's performance on the quizzes gradually increased over time, relative to that of the control group, becoming significantly higher by the fourth quiz (P=.02). Furthermore, the study group's menu-assembly scores improved over time compared to the first score, whereas the control group's performance deteriorated. Study group members spent an average of 3:40 minutes assembling each menu compared to 2:50 minutes in the control group, and performed an average of 1.58 daily sport challenges, compared to 1.21 in the control group (P=.03). This work focused on isolating the SNSs' social effects in order to help guide future online interventions. Our results indicate that the social exposure provided by SNSs is associated with increased engagement and learning in an online nutritional educational platform.

Out of sight, out of mind: Do repeating students overlook online course components?

PubMed

Holland, Jane; Clarke, Eric; Glynn, Mark

2016-11-01

E-Learning is becoming an integral part of undergraduate medicine, with many curricula incorporating a number of online activities and resources, in addition to more traditional teaching methods. This study examines physical attendance, online activity, and examination outcomes in a first-year undergraduate medical program. All 358 students who completed the Alimentary System module within the first semester of the program were included, 30 of whom were repeating the year, and thus the module. This systems-based, multidisciplinary module incorporated didactic lectures, cadaveric small group tutorials and additional e-Learning resources such as online histology tutorials. Significant differences were demonstrated in physical attendance and utilization of online resources between repeating students and those participating in the module for the first time. Subsequent analyses confirmed that physical attendance, access of online lecture resources, and utilization of online histology tutorials were all significantly correlated. In addition, both physical attendance and utilization of online resources significantly correlated with summative examination performance. While nonattendance may be due to a variety of factors, our data confirm that significant differences exist in both physical attendance and online activity between new entrants and repeating students, such that all students repeating a module or academic year should be routinely interviewed and offered appropriate supports to ensure that they continue to engage with the program. While the development of complex algorithmic models may be resource intensive, using readily available indices from virtual learning environments is a straightforward, albeit less powerful, means to identify struggling students prior to summative examinations. Anat Sci Educ 9: 555-564. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

E-learning for healthcare students: developing the communities of practice framework.

PubMed

Moule, Pam

2006-05-01

This paper presents research considering whether healthcare students were able to develop characteristics of communities of practice when engaged in an online module. Little is known about whether the communities of practice framework can be applied to online learning, with no previous consideration of its potential use within healthcare education. Using a case study approach the research, completed in 2004, had two phases. A questionnaire was administered to a group of 109 healthcare students to gain information on which to base sampling for the subsequent phase. Phase 2 employed three strands of data collection: five students completed an online diary, the online interactions of seven students were captured on a discussion board and three students were interviewed. Data were analysed using a form of pattern matching. Students were able to develop essential elements of communities of practice: mutual engagement, joint enterprise and shared repertoire, though this was not uniformly seen. Particular issues emerged for the online community, including enabling access to the online environment to support mutual engagement. The development of trust was also threatened by difficulties of presenting identities online. Joint enterprise was hampered by the online situation, although the virtual classroom proved essential for supporting endeavour. Not all students were committed to their groups. There was some evidence of group members developing shared repertoire, as routines of group working emerged. Professional understanding and computer skills were also enhanced. The framework can be applied to supporting online learning internationally amongst students and has applicability to professional groups. Those intending to employ the framework should ensure that students can gain access to the community and have the computer skills to engage. Course design should be considered to ensure support for developing the essential components of communities of practice.

Experimenting with the virtual environment Moodle in Physics Education

NASA Astrophysics Data System (ADS)

Martins, Maria Ines; Dickman, Adriana

2008-03-01

The master's program in Physics Education of the Catholic University in the state of Minas Gerais, Brazil, includes the discipline ``Digital technologies in Physics education.'' The main goal of this discipline is to discuss the role of Information and Communication Technology (ICT) in the process of learning-teaching science. We introduce our students to several virtual platforms, both free and commercial, discussing their functionality and features. We encourage our students to get in touch with computer tools and resources by planning their own computer based course using the Moodle platform. We discuss different patterns of virtual environment courses, whose proposals are centered mainly in the students, or teacher-centered or even system-centered. The student is free to choose between only one topic and a year course to work with, since their interests vary from learning something more about a specific subject to a complete e-learning course covering the entire school year. (The courses are available online in the address sitesinf01.pucmg.br/moodle. Participation only requires filling out an application form.) After three editions of this discipline, we have several courses available. We realize that students tend to focus on traditional methods, always preserving their role as knowledge-givers. In conclusion, we can say that, in spite of exhaustive discussion about autonomy involved with ICTs abilities, most of the students used the new virtual medium to organize traditional teacher-centered courses.

A virtual environment for medical radiation collaborative learning.

PubMed

Bridge, Pete; Trapp, Jamie V; Kastanis, Lazaros; Pack, Darren; Parker, Jacqui C

2015-06-01

A software-based environment was developed to provide practical training in medical radiation principles and safety. The Virtual Radiation Laboratory application allowed students to conduct virtual experiments using simulated diagnostic and radiotherapy X-ray generators. The experiments were designed to teach students about the inverse square law, half value layer and radiation protection measures and utilised genuine clinical and experimental data. Evaluation of the application was conducted in order to ascertain the impact of the software on students' understanding, satisfaction and collaborative learning skills and also to determine potential further improvements to the software and guidelines for its continued use. Feedback was gathered via an anonymous online survey consisting of a mixture of Likert-style questions and short answer open questions. Student feedback was highly positive with 80 % of students reporting increased understanding of radiation protection principles. Furthermore 72 % enjoyed using the software and 87 % of students felt that the project facilitated collaboration within small groups. The main themes arising in the qualitative feedback comments related to efficiency and effectiveness of teaching, safety of environment, collaboration and realism. Staff and students both report gains in efficiency and effectiveness associated with the virtual experiments. In addition students particularly value the visualisation of "invisible" physical principles and increased opportunity for experimentation and collaborative problem-based learning. Similar ventures will benefit from adopting an approach that allows for individual experimentation while visualizing challenging concepts.

Mobile Virtual Learning Object for the Assessment of Acute Pain as a Learning Tool to Assess Acute Pain in Nursing: An Analysis of the Mental Workload.

PubMed

Alvarez, Ana Graziela; Sasso, Grace; Iyengar, Sriram

2015-11-06

The inclusion of new technologies in education has motivated the development of studies on mental workload. These technologies are now being used in the teaching and learning process. The analysis enables identification of factors intervening in this workload as well as planning of overload prevention for educational activities using these technologies. To analyze the mental workload of an educational intervention with the Mobile Virtual Learning Object for the Assessment of Acute Pain in adults and newborns, according to the NASA Task Load Index criteria. A methodological study with data collected from 5 nurses and 75 students, from November of 2013 to February of 2014. The highest students' and specialists' means were in the dimensions of "Mental demand" (57.20 ± 22.27; 51 ± 29.45) and "Performance" (58.47 ± 24.19; 73 ± 28.85). The specialists' mental workload index was higher (50.20 ± 7.28) when compared with students' (47.87 ± 16.85) on a scale from 0 to 100 (P=.557). The instrument allowed for the assessment of mental workload after an online educational intervention with a mobile learning virtual object. An excessive overload was not identified among participants. Assessing mental workload from the use of educational technologies at the end of a task is a key to their applicability, with the aim of providing a more effective, stimulating, and long-lasting experience of the learning process.

Adventure Learning: Theory and Implementation of Hybrid Learning

NASA Astrophysics Data System (ADS)

Doering, A.

2008-12-01

Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they study the AL curriculum. AL is also grounded in an inquiry- based approach to learning where learners are pursuing answers to questions they have posed rather than focusing on memorizing and regurgitating isolated, irrelevant facts. Both the curriculum and the online classroom are developed to foster students' abilities to inquire via "identifying and posing questions, designing and conducting investigations, analyzing data and evidence, using models and explanations, and communicating findings" (Keys and Bryan, 2001, p 121). The union of experiential and inquiry-based learning is the foundation of AL, guiding and supporting authentic learning endeavors. Based on these theoretical foundations, the design of the adventure learning experiences follows seven interdependent principles that further operationalize AL: researched curriculum grounded in inquiry; collaboration and interaction opportunities between students, experts, peers, and content; utilization of the Internet for curriculum and learning environment delivery; enhancement of curriculum with media and text from the field delivered in a timely manner; synched learning opportunities with the AL curriculum; pedagogical guidelines of the curriculum and the online learning environment; and adventure-based education. (Doering, 2006).

Climate Discovery Online Courses for Educators from NCAR

NASA Astrophysics Data System (ADS)

Henderson, S.; Ward, D. L.; Meymaris, K. K.; Johnson, R. M.; Gardiner, L.; Russell, R.

2008-12-01

The National Center for Atmospheric Research (NCAR) has responded to the pressing need for professional development in climate and global change sciences by creating the Climate Discovery online course series. This series was designed with the secondary geoscience educator in mind. The online courses are based on current and credible climate change science. Interactive learning techniques are built into the online course designs with assignments that encourage active participation. A key element of the online courses is the creation of a virtual community of geoscience educators who exchange ideas related to classroom implementation, student assessment, and lessons plans. Geoscience educators from around the country have participated in the online courses. The ongoing interest from geoscience educators strongly suggests that the NCAR Climate Discovery online courses are a timely and needed professional development opportunity. The intent of NCAR Climate Discovery is to positively impact teachers' professional development scientifically authentic information, (2) experiencing guided practice in conducting activities and using ancillary resources in workshop venues, (3) gaining access to standards-aligned lesson plans, kits that promote hands-on learning, and scientific content that are easily implemented in their classrooms, and (4) becoming a part of a community of educators with whom they may continue to discuss the challenges of pedagogy and content comprehension in teaching climate change in the Earth system context. Three courses make up the Climate Discovery series: Introduction to Climate Change; Earth System Science - A Climate Change Perspective; and Understanding Climate Change Today. Each course, instructed by science education specialists, combines geoscience content, information about current climate research, hands-on activities, and group discussion. The online courses use the web-based Moodle courseware system (open- source software similar to Blackboard and webCT), utilizing its features to promote dialogue as well as provide rich online content and media. A key element of the online courses is the development and support of an online learning community, an essential component in successful online courses. Interactive learning techniques are built into the course designs with assignments that encourage active participation. Educators (both formal and informal) use the courses as a venue to exchange ideas and teaching resources. A unique feature of the courses is the emphasis on hands-on activities, a hallmark of our professional development efforts. This presentation will focus on the lessons learned in the development of the three online courses and our successful recruitment and retention efforts.

Development of E-learning prototype for MUET assessment

NASA Astrophysics Data System (ADS)

Mit Anak Mawan, Amylia; Mohamed, Rozlini; Othman, Muhaini; Yusof, Munirah Mohd

2017-08-01

This paper aims to discuss the development of E-learning prototype for MUET assessment in Fakulti Sains Komputer dan Teknologi Maklumat (FSKTM), Universiti Tun Hussein Onn Malaysia (UTHM) namely, MUET Online System. The system is considered as a learning centre to study MUET examination that follows the MUET syllabus. The system will be used to assist students in making preparation before sitting for MUET examination. Before student can gain access to the system, students need to sign up and pay some fees before they are enrolled into virtual MUET class. The class will be guided by the English language lecturer from Faculty of Science, Technology and Human Development (FSTPI), UTHM as teacher. The system provides learning modules, quiz and test section. At the end of learning session students’ performance are assessed through quizzes and test measure the level of student understands. The teacher will evaluate the student’s mark and provide advices to the student. Therefore, the MUET Online System will be able to improve student knowledge in English language and subsequently help student to obtain the best result in MUET by providing more guided references and practices.

Learning in a Virtual World: Experience With Using Second Life for Medical Education

PubMed Central

Heyden, Robin; Sternthal, Elliot; Merialdi, Mario

2010-01-01

Background Virtual worlds are rapidly becoming part of the educational technology landscape. Second Life (SL) is one of the best known of these environments. Although the potential of SL has been noted for health professions education, a search of the world’s literature and of the World Wide Web revealed a limited number of formal applications of SL for this purpose and minimal evaluation of educational outcomes. Similarly, the use of virtual worlds for continuing health professional development appears to be largely unreported. Methods We designed and delivered a pilot postgraduate medical education program in the virtual world, Second Life. Our objectives were to: (1) explore the potential of a virtual world for delivering continuing medical education (CME) designed for physicians; (2) determine possible instructional designs using SL for CME; (3) understand the limitations of SL for CME; (4) understand the barriers, solutions, and costs associated with using SL, including required training; and (5) measure participant learning outcomes and feedback. We trained and enrolled 14 primary care physicians in an hour-long, highly interactive event in SL on the topic of type 2 diabetes. Participants completed surveys to measure change in confidence and performance on test cases to assess learning. The post survey also assessed participants’ attitudes toward the virtual learning environment. Results Of the 14 participant physicians, 12 rated the course experience, 10 completed the pre and post confidence surveys, and 10 completed both the pre and post case studies. On a seven-point Likert scale (1, strongly disagree to 7, strongly agree), participants’ mean reported confidence increased from pre to post SL event with respect to: selecting insulin for patients with type 2 diabetes (pre = 4.9 to post = 6.5, P= .002); initiating insulin (pre = 5.0 to post = 6.2, P= .02); and adjusting insulin dosing (pre = 5.2 to post = 6.2, P= .02). On test cases, the percent of participants providing a correct insulin initiation plan increased from 60% (6 of 10) pre to 90% (9 of 10) post (P= .2), and the percent of participants providing correct initiation of mealtime insulin increased from 40% (4 of 10) pre to 80% (8 of 10) post (P= .09). All participants (12 of 12) agreed that this experience in SL was an effective method of medical education, that the virtual world approach to CME was superior to other methods of online CME, that they would enroll in another such event in SL, and that they would recommend that their colleagues participate in an SL CME course. Only 17% (2 of 12) disagreed with the statement that this potential Second Life method of CME is superior to face-to-face CME. Conclusions The results of this pilot suggest that virtual worlds offer the potential of a new medical education pedagogy to enhance learning outcomes beyond that provided by more traditional online or face-to-face postgraduate professional development activities. Obvious potential exists for application of these methods at the medical school and residency levels as well. PMID:20097652

Learning in a virtual world: experience with using second life for medical education.

PubMed

Wiecha, John; Heyden, Robin; Sternthal, Elliot; Merialdi, Mario

2010-01-23

Virtual worlds are rapidly becoming part of the educational technology landscape. Second Life (SL) is one of the best known of these environments. Although the potential of SL has been noted for health professions education, a search of the world's literature and of the World Wide Web revealed a limited number of formal applications of SL for this purpose and minimal evaluation of educational outcomes. Similarly, the use of virtual worlds for continuing health professional development appears to be largely unreported. We designed and delivered a pilot postgraduate medical education program in the virtual world, Second Life. Our objectives were to: (1) explore the potential of a virtual world for delivering continuing medical education (CME) designed for physicians; (2) determine possible instructional designs using SL for CME; (3) understand the limitations of SL for CME; (4) understand the barriers, solutions, and costs associated with using SL, including required training; and (5) measure participant learning outcomes and feedback. We trained and enrolled 14 primary care physicians in an hour-long, highly interactive event in SL on the topic of type 2 diabetes. Participants completed surveys to measure change in confidence and performance on test cases to assess learning. The post survey also assessed participants' attitudes toward the virtual learning environment. Of the 14 participant physicians, 12 rated the course experience, 10 completed the pre and post confidence surveys, and 10 completed both the pre and post case studies. On a seven-point Likert scale (1, strongly disagree to 7, strongly agree), participants' mean reported confidence increased from pre to post SL event with respect to: selecting insulin for patients with type 2 diabetes (pre = 4.9 to post = 6.5, P= .002); initiating insulin (pre = 5.0 to post = 6.2, P= .02); and adjusting insulin dosing (pre = 5.2 to post = 6.2, P= .02). On test cases, the percent of participants providing a correct insulin initiation plan increased from 60% (6 of 10) pre to 90% (9 of 10) post (P= .2), and the percent of participants providing correct initiation of mealtime insulin increased from 40% (4 of 10) pre to 80% (8 of 10) post (P= .09). All participants (12 of 12) agreed that this experience in SL was an effective method of medical education, that the virtual world approach to CME was superior to other methods of online CME, that they would enroll in another such event in SL, and that they would recommend that their colleagues participate in an SL CME course. Only 17% (2 of 12) disagreed with the statement that this potential Second Life method of CME is superior to face-to-face CME. The results of this pilot suggest that virtual worlds offer the potential of a new medical education pedagogy to enhance learning outcomes beyond that provided by more traditional online or face-to-face postgraduate professional development activities. Obvious potential exists for application of these methods at the medical school and residency levels as well.

E learning in surgery.

PubMed

Aryal, Kamal Raj; Pereira, Jerome

2014-12-01

E learning means use of electronic media and information technologies in education. Virtual learning environment (VLE) provides learning platforms consisting of online tools, databases and managed resources. This article is a review of use of E learning in medical and surgical education including available evidence favouring this approach. E learning has been shown to be more effective, less costly and more satisfying to the students than the traditional methods. E learning cannot however replace direct consultant supervision at their place of work in surgical trainees and a combination of both called blended learning has been shown to be most useful. As an example of university-based qualification, one such programme is presented to clarify the components and the process of E learning. Increasing use of E learning and occasional face to face focussed supervision by the teacher is likely to enhance surgical training in the future.

Knowledge Retention for Computer Simulations: A study comparing virtual and hands-on laboratories

NASA Astrophysics Data System (ADS)

Croom, John R., III

The use of virtual laboratories has the potential to change physics education. These low-cost, interactive computer activities interest students, allow for easy setup, and give educators a way to teach laboratory based online classes. This study investigated whether virtual laboratories could replace traditional hands-on laboratories and whether students could retain the same long-term knowledge in virtual laboratories as compared to hands-on laboratories. This study is a quantitative quasi-experiment that used a multiple posttest design to determine if students using virtual laboratories would retain the same knowledge as students who performed hands-on laboratories after 9 weeks. The study was composed of 336 students from 14 school districts. Students had their performances on the laboratories and their retention of the laboratories compared to a series of factors that might have affected their retention using a pretest and two posttests, which were compared using a t test. The results showed no significant difference in short-term learning between the hands-on laboratory groups and virtual laboratory groups. There was, however, a significant difference (p = .005) between the groups in long-term retention; students in the hands-on laboratory groups retained more information than those in the virtual laboratory groups. These results suggest that long-term learning is enhanced when a laboratory contains a hands-on component. Finally, the results showed that both groups of students felt their particular laboratory style was superior to the alternative method. The findings of this study can be used to improve the integration of virtual laboratories into science curriculum.

The Use of a Virtual Online Debating Platform to Facilitate Student Discussion of Potentially Polarising Topics

PubMed Central

McGreevy, Paul D.; Tzioumis, Vicky; Johnson, Jane; Brown, Robert; Sands, Mike; Starling, Melissa J.; Phillips, Clive J. C.

2017-01-01

Simple Summary The Human Continuum is a classroom exercise for secondary and tertiary students that offers a cooperative/cognitive learning strategy, requiring students to identify and commit to a position in response to a stimulus question. The purpose of the current submission is to contextualize and introduce online, a virtual human continuum for teaching purposes. It describes an innovative tool design while also reporting its use for a particular cohort: a small group of veterinary science students. Abstract The merits of students exchanging views through the so-called human continuum exercise (HCE) are well established. The current article describes the creation of the virtual human continuum (VHC), an online platform that facilitates the same teaching exercise. It also reports feedback on the VHC from veterinary science students (n = 38). First-year Doctor of Veterinary Medicine students at the University of Sydney, Australia, trialed the platform and provided feedback. Most students agreed or strongly agreed that the VHC offered: a non-threatening environment for discussing emotive and challenging issues; and an opportunity to see how other people form ideas. It also made them think about how to express their ideas and make arguments; and left them feeling more comfortable about expressing their views using it than they would discussing ideas face-to-face (98%, 84%, 79% and 76%, respectively). All respondents agreed or strongly agreed that the VHC encouraged them to consider other opinions. These data suggest that the transition of the HCE to an online platform facilitates dialogue on difficult ethical issues in a supportive environment. PMID:28869501

Online access and motivation of tutors of health professions higher education.

PubMed

Monaco, Federico; Sarli, Leopoldo; Guasconi, Massimo; Alfieri, Emanuela

2016-11-22

The case study of PUNTOZERO as an open web lab for activities, research and support to 5 Master's courses for the health professions is described. A virtual learning environment integrated in a much wider network including social networks and open resources was experimented on for five Master's Courses for the health professions at the University of Parma. A social learning approach might be applied by the engagement of motivated and skilled tutors. This is not only needed for the improvement and integration of the digital and collaborative dimension in higher education, but it aims to introduce issues and biases of emerging e-health and online networking dimensions for future healthcare professionals. Elements of e-readiness to train tutors and improve their digital skills and e-moderation approaches are evident. This emerged during an online and asynchronous interview with two tutors out of the four that were involved, by the use of a wiki where interviewer and informants could both read and add contents and comments.

Virtually There--Transforming Gifted Education through New Technologies, Trends and Practices in Learning, International Communication and Global Education

ERIC Educational Resources Information Center

Eriksson, Gillian

2012-01-01

"It is the year 2025 and I am compiling this article for an instant VPD (videopod) that is streamed over the world. An EESR (Educational Expert Service Request) came from an empathetic computer HIAS (Hi, I am Sam) that matched my qualifications with a quest by online activists SFT (Searching for Truth) to examine global interactions in…

Educational Game as Supplemental Learning Tool: Benefits, Challenges, and Tensions Arising from Use in an Elementary School Classroom

ERIC Educational Resources Information Center

Warren, Scott; Dondlinger, Mary Jo; Stein, Richard; Barab, Sasha

2009-01-01

This article examines the qualitative findings from a mixed-methods comparison study of the use of an online multi-user virtual environment called Anytown which supplemented face-to-face writing instruction in a fourth grade classroom to determine implications for the design of such environments and the reported impact of this design on students…

Teacher Communication Preferred over Peer Interaction: Student Satisfaction with Different Tools in a Virtual Learning Environment

ERIC Educational Resources Information Center

Small, Felicity; Dowell, David; Simmons, Peter

2012-01-01

Purpose: Teachers have access to a growing range of online tools to support course delivery, but which ones are valued by students? Expectations and satisfaction are important constructs in the delivery of a service product, and how these constructs operate in a service environment, such as education where the student can also take on the role of…