Students' experience of component versus integrated virtual learning environments

This chapter focuses on the concept of virtual learning environment (VLE), its characteristics and potentialities. We present the results of a research work conducted with a sample of 347 undergraduates from a Portuguese public higher education institution. The research addressed the issue regarding the use of virtual learning environments within the higher education context and had the following aims: identify the VLE access frequency; assess the influence of users' computer skills on the VLE access frequency; and assess the importance and impact that students consider the VLE to have on supporting the course units they attend. In the light of the results obtained and considering the VLE used in the sample institution, we highlight that the majority of students accesses the VLE on a daily basis, no significant differences were found regarding VLE access according to users' computer skills, and the most valued aspects of the VLE were: checking exam results and receiving teachers' messages or notices.

Virtual learning environment or VLE has been introduced in educational institutions such as schools, colleges and universities to encourage a systematic online teaching and learning platform. The application of VLE is suggested as one of the mediators to vary the delivery process therefore teaching and learning process will be easier and more interesting. This paper aims to examine the effect of social factors, self-efficacy and technological support on the utilization of VLE in the educational process. A quantitative approach was employed and the data was collected through questionnaire administered to selected respondents. A total of 356 accounting teachers from secondary schools in Peninsular Malaysia were chosen as the samples. Reflective measurement model in Partial Least Square-Structural Equation Modelling was utilized to measure the effect of exogenous latent variable on the endogenous latent variable. Results indicated that social factor namely (colleague, administrators and school culture) significantly effect the use of VLE among teachers. The finding can be interpreted as teachers with higher value of social factors have higher intention to use VLE in his/her teaching and learning. Further, self-efficacy and technological support (facilities quality, internet access and technical support) positively influence teachers’ to apply VLE during teaching. This paper proposes that teachers need to be given ongoing support and appropriate training to develop their skills in using digital technology. Further, the quality of technological facilities in schools need to be developed to promote effective educational processes and motivate teachers to use digital technology.

Readiness is an important indicator of learners' willingness to engage productively in a virtual learning environment. Low readiness is believed to be the main reason behind virtual learning failure. The purpose of this present study is to investigate the effects of online readiness on learners’ learning satisfaction and performance in a virtual second language learning environment on a sample of 203 Malaysian Non-Arabic Speaking Learners using a cross-sectional survey. This study further explored which dimension of readiness is found to be the strongest predictor of their level of satisfaction and performance. Partial least square structural equation modeling (PLS-SEM) analysis examined the predictive relationships between readiness, satisfaction, and performance. The results proved that online readiness was statistically a significant predictor of their learning satisfaction and performance, indicating computer and internet self-efficacy in performing activities in the virtual learning environment as the strongest predictor. By identifying the most influential predictors, this groundbreaking study recognizes which key elements of the virtual learning environment language learners would need more to relish learning and achieve their goals. This study offers critical insights that have not been previously explored by conducting a comprehensive analysis of the factors influencing learning satisfaction and performance. The findings, therefore, highlight the paramount importance of assessing the readiness of online learners and their learning environment, providing valuable guidance for higher education institutions seeking to enhance the success of VLLE. In addition, this study sets a precedent for future research in the field. It underscores the need for ongoing efforts to improve virtual language learning environments to serve students’ needs better.

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment 
 Context and motivation:
 Containers are transforming modern application infrastructure, providing advantages for accessibility and allow many instances of existing legacy applications to be run at the same time on the latest operating systems. This can implement an ideal virtual learning environment which offers a dynamic learning space where instructors upload activities and resources to enhance learning. The goal is to provide a structured learning environment suited to both the student and the instructor, where materials are easily accessed, and that many files can be transferred at one time. The system should cope with the demands of many students occupying the same virtual learning space, providing each student with individual learning experiences. There are challenges when instructors attempt to adapt the learning environment to meet the learning objectives. Technology barriers to the education provider, primarily in the form of high cost of technology infrastructure requirements need to be overcome before widespread adoption of a virtual learning environment is seen. The potential to overcome these barriers through the application of containerisation provides the motivation behind this presentation (Katz & Council of Independent, 2016; Puvaneswary & Siew Hwa, 2019).
 
 What will be demonstrated in this presentation?
 The use of containers provides the ability to supply many instances of the same application running on a single machine. Each instance is isolated, along with any associated dependencies, allowing efficient utilisation of system resources, such as processing and memory. The presentation will demonstrate how many instances of the same application can be activated and the resource advantages gained. The presentation will show a system that has been used to provide a complex structured virtual learning environment to level 7 students and discuss how the system was utilised to provide a positive, individualised learning experience to the students. Security and confidentiality is maintained within each containerized instance. The presentation will show how the system can be configured to be self-healing, respond to scheduling, and to automatically restart single instances as required.
 
 The implications for future practice
 The presentation will show how the advantages of containerization can be integrated at many levels of the virtual learning environment, providing many separate and individual instances of the same application. The number of instances can be easily adjusted as required, and resources are automatically allocated, reducing support overhead and cost of infrastructure. The implications are that each instance can provide a unique experience to each student, whilst reducing the workload of the instructor, and minimizing the cost to the education provider.
 
 
 References
 Katz, P. M., & Council of Independent, C. (2016). High-Tech or High-Touch? Online Learning and Independent Higher Education. Innovations in Teaching and Learning. Research Brief 5: Council of Independent Colleges. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED569215&site=eds-live
 Puvaneswary, M., & Siew Hwa, Y. (2019). Navigating the Shortcomings of Virtual Learning Environments Via Social Media. International Journal of Virtual and Personal Learning Environments (IJVPLE), 9(2), 1-14. https://doi.org/10.4018/IJVPLE.2019070101
 

ABSTRACTOver the last few years there has been an increased emphasis on conceptualising, developing, and implementing virtual Learning initiatives across the Indian education sector. Effective and successful use of Virtual Learning Environments (VLEs) in academic setting requires identifying and solving many important social and behavioural issues. Without identifying and addressing these issues, their use can compound the mistakes of the past and leave the learner with a passive, un-engaging experience, leading to incomplete learning and low performance. Therefore, educators are required to recognise learner’s attitude, readiness, and learning style to take advantage of VLE. This study was conducted to find interrelationship of student attitude, readiness, and learning style towards the effective use of VLE. A total of 240 students who are using any form of VLE for their learning and research volunteered for the research, and the scales were filled via the convenience sampling method. The scales of learning readiness, attitude, and learning style were administered to the participants. The relationship among the variables of the research and the research hypotheses for the model were tested using different statistical tools like correlation, t-test and regression. The research result revealed that there is a correlation among learning readiness, attitude, and learning style, and each of these factors influence the effective use of VLE.

SMAN 1 Blahbatuh is one of public schools in Bali that has complete and adequate facilities to support teaching and learning activities. The school also has experienced and supportive teachers who are experts on their field. However, during observation found that some teachers do not familiar with state-of-the-art technology for teaching and learning activities. That case leads to ineffective online lesson where the teachers are expected to use various technology in order to support the lessons. This is a challenge faced by SMAN 1 Blahbatuh in implementing online learning on this pandemic situation. To overcome this problem, training related to the implementing “Animation” Digital Literacy culture-based as an online learning media had been carried out. This training implements “Animation” Digital Literacy through Culture-Based English Teaching. In addition, a training on the use of Virtual Learning Environment (VLE) in online teaching was also carried out, to further maximize the use of online media in the lessons. The training was held for two days involving 11 teachers to take part into it. In this training, they were given a workshop to create 'animated' media that aims to attract students' interest in learning and improve their literacy.

This paper presents the results of an interview‐based study of the use of virtual learning environments (VLEs) among dyslexic students. Interviews were carried out with 12 informants who had been formally diagnosed as dyslexic. The informants were either enrolled in a university or college programme, or had graduated less than a year before the interview. The findings reveal that dyslexic students experience a number of challenges associated with VLE use, including information overload, imperfect word processing tools, inadequate search functions, and having to relate to more than one system at a time.

Teaching in the 21st century requires the ability to know and use technological resources that allow the development of virtual learning environments that facilitate the incorporation of educational content and that the student has access to it through educational platforms, while generating environments and situations of learning that allow the development of socio-emotional skills. Socio-emotional skills are the source of differentiation of human talent within the context of the Fourth Industrial Revolution, which is characterized by continuous technological, scientific and social advancement. Within the use and management of technological tools in the context of education, whether formal or non-formal, the relevance of the use and application offered by these resources to develop the capacities, attitudes and Social and Emotional Skills that any citizen of the world needs XXI century. It is in this context that this article supports the effects of virtual learning environments (PLE) in the development of Social and Emotional Skills in university students. A correlational analysis is made between the use of LMS Platforms (Learning Management System) and the development of Socioemotional Skills of undergraduate students. The research is developed in the population of the Faculty of Accounting and Administration (FCA); attached to the Autonomous University of Baja California (UABC), Mexico. A quantitative, descriptive and correlational research is designed. The degree of association between the independent variables socio-emotional skills in three constructs is evaluated: intrapersonal, interpersonal and cognitive, with the dependent variable, virtual learning environments, by means of a structural equation model. For the statistical analysis, the AMOS (Analysis of Moment Structures) software is used, which allows the construction and validation of a structural model that identifies, specifies, estimates evaluation parameters of adjustment specification of the investigative modeling, as well as its results, integrates the multivariate techniques of Factor Analysis and Structural Equation Models (SEM). A recursive model is obtained, which shows a positive correlation direction between the exogenous variable (LMS) and the endogenous variables (Intrapersonal, Interpersonal and Cognitive). The results reflect a greater correlation in the effects of the use of virtual learning environments (PLE) in the development of interpersonal and cognitive Social and Emotional Skills.

In educational institutions computing technology is facilitating a dynamic and supportive learning environment for students. In recent years, much research has involved investigating the potential of technology for use in education and terms such as personalized learning, virtual learning environments, intelligent tutoring and m-learning have brought significant advances within higher education but have not propagated down to Primary Level. This paper discusses AmbiLearn, an ambient intelligent multimodal learning environment for children. The main objective of this research is to redress the limited use of virtual learning environments in primary school education. With a focus on multimodal presentation and learning environments, AmbiLearn explores the educational potential of such systems at Primary school level.

Over the past decade, rapid developments in computer and communication technologies have emerged for the use of Internet of Things (IoT) in various fields and collection and providing security in terms of privacy and integrity, of big data on a daily basis is a challenge. Researchers are revealed that, it is expected to have 25–50 billions of devices with minimum number of 6 devices per person on a huge amount of IoT based activities by 2020. 5th generation wireless systems (5G) are on the horizon and IoT is expected to form majority of the 5G network paradigm. IoT technologies have started drastically change landscape of various industries. Considering these changes, technological innovations are providing new ways of education and learning materials for educators to help their teaching and communication methods with their learners. New opportunities alter teaching and learning. Especially, in order to increase quality and quantity of learning and teaching in higher education institutions, blended learning approaches have been emerged. This adopts use of virtual learning environments (VLEs) into traditional teaching mechanisms through both instructor and learner generated contents. Findings suggest that Generation Z use e-learning materials more effectively and efficiently revision tools than their textbooks and their own notes respectively. As new opportunities in technologies become more mature, the volume of data published will increase rapidly. This paper investigates and identifies how these emerging technologies of IoT in 5G will be integrated on education sciences like medicine. The paper aims to present how learners will get quality education through improvements in digital imaging, decision on diagnostics, and knowledge to treatment.

MUDs (Multi-User Domains) are multi-user programs that were amongst the first to be used to support student collaborative learning on the Internet. Their operation in a variety of contexts has shown the potential for educational gains through the use of virtual learning environments (VLEs). The coMentor system was developed to support learning amongst social science students by adapting the discursive and collaborative elements of MUDs to operate within a web interface. Evaluation of thesoftware with a group of students studying philosophyonsociology and psychology 106 courses suggests that learners can develop both deep and strategic learning styles in such environments and that they can learn from seeing the work of their peers. coMentor retains the spatial metaphor central to MUDs and there is still much to begained from such metaphorical usage in VLEs. coMentor is also being used to test the use of IMS to exchange information between different VLEs and other university systems. Early results suggest there are gains to be made from such inter-operation.

Autism and Autism Spectrum Disorders (ASD) are general terms for a group of complex disorders of brain development. Autistic children exhibit certain characteristics in varying degrees including difficulties in verbal/non-verbal communication, social interaction and repetitive behaviors. This paper discusses the role of Virtual Learning Environments (VLEs) in helping autistic children learn science and engineering concepts. VLEs are a type cyber learning environments created using Virtual Reality technology; as part of a learning activities, a set of VLEs to teach autistic students concepts in related to the solar system, robotics and density has been developed; assessment results underscore the potential of such VLEs to support science and engineering learning.

Virtual learning environments have become an essential tool, incorporated in learning activities in educational institutions and individuals’ homes, especially during the COVID-19 pandemic. Digital devices provide the platform for the learning environment, but learning sometimes becomes passive and boring. Augmented reality provides learners with the needed motivation, engagement, thereby boosting the learner’s activity within the virtual learning environment. It augments the traditional learning materials with 3D objects, animations, audio and visual elements, which offer better interactivity for a rich learning experience. This study aims to give an overview of the development of an augmented reality system to provide a virtual learning environment that delivers a more engaging and motivating lesson, story and experience. The study incorporates Scrum methodology, an agile software development practice that uses small increments called sprints to develop the virtual learning environment in several usable modules. The study also discusses the software tools, Blender and Unity 3D, to develop 3D models and the augmented reality modules for the virtual learning environment. The system uses image targets as markers to project 3D objects to augment the images from the traditional learning materials and offer a better visual experience. The development incorporates features of Educational Data Mining to optimise users’ learning styles and learning experiences. This chapter will demonstrate augmented reality technologies to implement a virtual learning environment that will offer an interactive and engaging learning experience.

ASEE 2013 Annual ConferenceThe Impact of MatLab Marina: A Virtual Learning Environment on Student Learning in a Computing for Engineers Course AbstractProgramming is a skill that is a crucial component in most engineering analysis and designfunctions. Hence, all engineering curriculums include programming courses and many useMATLAB, a technical computing language. Teaching and training students to becomecompetent and efficient programmers however, continues to be a challenge. Engineering facultyhave implemented several pedagogical approaches to address this challenge, including the use ofVirtual Learning Environments (VLEs). This work presents an investigation of the incorporationof the VLE – MatLab Marina as a supplement in Computing for Engineers courses and its impacton student learning at two institutions: ____ and ____.MatLab Marina, developed by the first author at _____ is a framework of virtual learningmodules dedicated to the improvement of student learning of programming concepts usingMATLAB. Currently the VLE consists of ten learning modules with a total of fifty multimediatutorials. These modules cover fundamental programming concepts such as arrays, conditionalstructures, iteration, functions as well as applications such as plotting and solving linearalgebraic equations. Each learning module consists of a set of multimedia tutorials that present abalanced, dual approach to algorithm development and programming using MATLAB.Computing for Engineers is a freshmen engineering course wherein students study thefundamentals of programming and learn to solve engineering problems using MATLAB.Currently, the average enrollment for the course including all ten sections at both institutions is315 students per semester, of which about 65% successfully complete the course. In addition,based on student performance in subsequent courses that use MATLAB extensively,approximately 70% of the above students are still not as proficient with programming as theyshould be. Student performance and learning is a clearly a significant problem. It is proposedthat MatLab Marina will be a vital supplement to all such courses with significant impact onstudent learning and performance.Assessment techniques include identifying successes and challenges in implementation ofMatLab Marina from a faculty perspective, quantitative and qualitative assessment of studentlearning gains and a comparative control group study. Pre/Post concept tests consisting of fivemultiple-choice and five fill in the blanks type questions (at least one from each of the moduleson fundamental programming concepts) are completed by all students. The data from these testsprovide: (1) a quantitative assessment of student learning gains and (2) evaluation for a controlgroup study which compares the learning experience and performance of students in sections thatintentionally incorporate MatLab Marina vs. those that do not. Student Assessment of LearningGains (SALG) surveys are also used to identify key student experiences and perspectives of theVLE. The results of this study will highlight effective methodologies for incorporating MatLabMarina as a supplement and its further development so as to have significant impact on studentlearning and performance. After successful implementation and completion, MatLab Marinawill be made available to the global engineering community. Further details includingassessment results, faculty and student perspectives will be discussed in the paper.