Unrestricted student blogging: Implications for active learning in a virtual text-based environment

The increasing use of online discussion forum (ODF) as an online computer-mediated communication (CMC) system that allows students to construct knowledge, collaborate and engage with new knowledge has resulted in a growing body of research that aimed at finding ways to enhance student learning outcomes using this platform. After an intensive web search was conducted using Google Scholar, seven previous systematic reviews that studied research trends in ODF were found. These studies have conducted systematic reviews on many different trends, factors and conditions to enhance student learning outcomes in ODF. The aim of the present study was to gather, analyze, and synthesize the seven previous systematic reviews in identifying holistic trends, factors, and conditions that have been reviewed and reported by them towards understanding the successful enhancement of student learning outcomes in this platform. The potential combinations of trends, factors, and conditions that emerged from the syntheses can act as a more holistic predetermined trends, factors and conditions for future improvement on the systematic review research. This study identified and categorized the trends, factors and conditions emerged under three different categories (i.e. general current trends, factors influencing ODF learning outcome (independent variables), and the achievement of ODF learning outcomes (dependent variables)). First and foremost, this study found that the general current trends reported on the ODF research area were based on the research site by region, academic context and academic discipline, forum platform, number of papers per year and research papers per journal, research design, type of analysis, and analysis framework. Next, in terms of the factors and conditions influencing the learning outcome of ODF, previous systematic reviews have reported their findings in terms of (i) stating the purpose in learning activity in ODF, (ii) protocol used in ODF, (iii) pedagogical strategies used in ODF, (iv) assessment used in ODF, (v) moderation used in ODF, (vi) student characteristics in ODF, and (vii) technology issues in ODF. Finally, in terms of the factors and conditions influencing the achievement of ODF learning outcome, they have reported their findings in terms of (i) thinking skills, (ii) achievement, (iii) social construction of knowledge, (iv) communication skills, and (v) others. The findings can help guide novice researchers in finding research gap from previous ODF studies and create opportunity that include forming an important reference base for a more holistic future systematic review in ODF field.

Virtual environments allow teachers to approach the teaching process inclusively and creatively, to facilitate the effective transfer of learning and to support student learning with new technologies regardless of various barriers. The hereby study evaluates the students’ views concerning the virtual delivery of courses during their learning process taking into consideration their former face-to-face teaching-learning experience. It was based on the theoretical part which included typical aspects of online teaching and learning are presented and the most recent studies in this area are reviewed. Following previous research, we aim to develop an innovative model of successful online teaching and learning in higher education. A questionnaire-based research methodology was designed for 355 students at a university in the North-Eastern region of Romania. The questionnaire with closed-ended items was used for assessing students’ attitudes on the online teaching activity. The results indicate students’ preference for online courses, as well as a number of significant differences, depending on the study specialisation or form of education. Any future changes to online teaching and learning in universities should also take into account students’ and teachers’ views on this particular issue. Such an approach should allow us to see whether and how effective the use of virtual teaching environments can be for both students and teachers in higher education (HE).

Virtual environments have been widely used in motor neuroscience and rehabilitation, as they afford tight control of sensorimotor conditions and readily afford visual and haptic manipulations. However, typically, studies have only examined performance in the virtual testbeds, without asking how the simplified and controlled movement in the virtual environment compares to behavior in the real world. To test whether performance in the virtual environment was a valid representation of corresponding behavior in the real world, this study compared throwing in a virtual set-up with realistic throwing, where the task parameters were precisely matched. Even though the virtual task only required a horizontal single-joint arm movement, similar to many simplified movement assays in motor neuroscience, throwing accuracy and precision were significantly worse than in the real task that involved all degrees of freedom of the arm; only after 3 practice days did success rate and error reach similar levels. To gain more insight into the structure of the learning process, movement variability was decomposed into deterministic and stochastic contributions. Using the tolerance-noise-covariation decomposition method, distinct stages of learning were revealed: While tolerance was optimized first in both environments, it was higher in the virtual environment, suggesting that more familiarization and exploration was needed in the virtual task. Covariation and noise showed more contributions in the real task, indicating that subjects reached the stage of fine-tuning of variability only in the real task. These results showed that while the tasks were precisely matched, the simplified movements in the virtual environment required more time to become successful. These findings resonate with the reported problems in transfer of therapeutic benefits from virtual to real environments and alert that the use of virtual environments in research and rehabilitation needs more caution.NEW & NOTEWORTHY This study compared human performance of the same throwing task in a real and a matched virtual environment. With 3 days' practice, subjects improved significantly faster in the real task, even though the arm and hand movements were more complex. Decomposing variability revealed that performance in the virtual environment, despite its simplified hand movements, required more exploration. Additionally, due to fewer constraints in the real task, subjects could modify the geometry of the solution manifold, by shifting the release position, and thereby simplify the task.

The COVID-19 pandemic has positioned the issue of the virtual environments in the “new normal” of the teaching and learning processes. During these last times, the rapid transition from traditional face-to-face learning to online learning or ICT-based learning has been viewed as a paradigm shift in higher education. Based on the theoretical fundamentals of communicative interactions, the present study describes their adaptation to an ICT-based teaching strategy considering the basic organizational needs and the pursuing of engagement and motivation of students and teachers. The present approach aims to contribute from two perspectives: (i) in a theoretically way to the literature with the fundamentals about communicative interactions, specifically from online learning or ICT-based learning, and (ii) in an empiric way with the practical implications of formulating strategies and processes of digital transformation in academic context and the relevant pondering about the teachers and students needs inside the virtual learning environments.

Virtual Reality Scenario Design for Distance Learning With Google Poly

Product Lifecycle Management, as an enterprise-wide, information-driven business approach to reducing wastes and reallocating captured resources in support of product and process innovation, is not without its challenges. Major social issues are considered in this chapter, concluding with an example of a PLM-like application. The first topic for consideration addresses the context in which PLM is practiced, namely, the virtual environment. In particular, the challenge of working in a cross-cultural virtual team environment is presented and a theoretical model in support of creating a successful and productive team is suggested. The second topic addressed in this chapter proves to be timely given the current debate on how best to mitigate and adapt to the effects of global climate change. In this section, PLM is presented as a strategic business initiative that simultaneously drives green manufacturing while supporting organizational sustainability. The third topic addresses how best to prepare tomorrow’s workforce for a PLM environment. The issue of education is discussed in terms of a practitioner-based, competency model. Finally, an example of a PLM-like application in support of the development of inter-organizational relationships in supply chain management in higher education is presented.

A phenomenon of contemporary interest in social psychology is the social construction of knowledge – knowledge arising out of the interactions of people in communities rather than from interaction with nonsocial environment. A behavior analysis of such social constructed knowledge is presented, based on Skinner’s (1957) functional types of verbal behavior and the social contingencies that maintain them. Socially constructed knowledge occurs as intraverbals, as tacts with loose discrimination, and when there are powerful social controls determining the verbal behavior in a group. The distinction between rule-governed and contingencygoverned behavior shows the limits of socially constructed knowledge, whereas the social contingencies involved in minority influence and innovation show how changes can occur in community representations.

Purpose : Two studies sought to answer the following questions. Are people with learning disabilities capable of using a virtual environment? Are they motivated to learn using this training method? Do they show any benefit from using a virtual environment? Does any benefit transfer to improved real world performance? Method : In the first study, 30 students with learning disabilities were sequentially allocated to an active or a passive experimental group. Active participants explored a virtual bungalow searching for a toy car. Passive participants watched the exploration undertaken by the preceding active participant and searched for the toy car. All participants then performed spatial and object recognition tests of their knowledge of the virtual environment. In the second study, the errors of 45 participants on a real steadiness tester task were noted before they were randomly allocated to three groups--a real training group, a virtual training group and a no training group. After training, the participants performed a second test trial on the real steadiness tester. Results : The students were capable of using a virtual environment and were motivated to use this training method. Active exploration of a virtual environment was found to enhance their memory of the spatial layout of the bungalow but not their memory of the virtual objects. In the second study, virtual training was found to transfer to real task performance. Conclusions : These two laboratory-based studies provide answers to four important questions concerning virtual training of people with learning disabilities. Hopefully, the findings will encourage this training aid to be used more widely.

Ways of (Virtual) Seeing: Applying a Bergerian Lens in a Multi-User Virtual Environment (MUVE)

Objetivo. Describir cómo la interacción de habilidades y conocimientos, para desenvolverse en entornos virtuales, generan espacios para el desarrollo de competencias digitales. Metodología. A partir de la revisión documental, el presente estudio se enmarca como una investigación de tipo mixta con un diseño concurrente ya que los datos cualitativos y cuantitativos se recolectaron de manera simultánea. Resultados. Los docentes universitarios que combinan la presencialidad de sus sesiones de aprendizaje y los ambientes virtuales han encontrado nuevas formas de enseñar y aprender a través estos entornos, los cuales proponen innovadoras modalidades de interacción educativa, ayudando también a su labor de docente investigador. Conclusiones. El panorama actual se presenta como un reto para la educación universitaria, por tal razón el docente de educación superior no deber ser esquivo al uso de entornos virtuales; asimismo, al desarrollo de competencias digitales donde ha de combinarse el conocimiento, las habilidades y uso responsable de las TIC.

This chapter describes an ongoing evaluation of Second Life (SL) virtual reality as a pedagogical tool in theory anchored undergraduate education. SL has been found to advance learning, collaboration, engagement, and critical thinking among students. This chapter presents a process for evaluating, documenting and analyzing the development and implementation of virtual learning environments at institutions of higher education using case examples to establish output measures. Important to successful incorporation of SL in undergraduate instruction is ensuring that the training students receive in SL align with the assignments they are expected to complete. Alignment of SL activities and the course curriculum into a workable sequence is an essential aspect of a “plan, implement, evaluate, refine” rotation for creating learning strategies within the virtual environment that meets learner styles. Since incorporating SL, the authors have found evidence that virtual reality enhances student engagement and learning outcomes are comparable to improved to those from a traditional classroom.

To what extent can law students act communally during the pursuit of their degree? In the following article, I discuss the use of a virtual learning environment strategy devised to promote communal self-perception among law students. In the opening section, I detail the inspiration behind the project including the challenges of legal education to law student well-being. Next, I argue that social learning and self-determination theories provide sound support for a calculated approach towards the management of a virtual learning environment. In line with these theories, pedagogical innovation should be directed towards enhancing feelings of community among students to deepen learning and improve performance. Following this, I explicate the development and implementation of a virtual learning environment strategy informed by both theories. To evaluate the strengths and shortcomings of the strategy, we turn to reflections from students who participated in a series of focus groups. Overall, the strategic use of a virtual learning environment helped improve the intellectual and emotional satisfaction of students, nurturing greater enthusiasm for learning.

Reading and writing at the university level are skills that should be taught in higher education. Teaching these skills is the responsibility of the academic community, tasked with cultivating an appreciation for literary or written culture even in the most adverse conditions. In Argentina, during 2020, the national government’s decree of Preventive and Obligatory Social Isolation (also known by its Spanish acronym, ASPO) meant faculty and students had to adjust to virtual and multimodal environments. This put traditional university practices — tethered to physical paper — to the test. And it forced the academic community to prove its competence in writing and reading on a screen. The following article regards an investigation on the act of reading in an academic context. It was carried out at the National University of La Matanza, an institution focused on social justice and providing a quality education, whose sizable student body mostly comes from working-class families. The investigation was based on non-probability surveys, analysed both quantitatively and qualitatively, especially when the situation called for a more thorough, specific study. Our results show the differences between academic fields and reveal some of the interesting benefits of virtual classrooms.&nbsp

An analysis of students' preparation for the virtual learning environment

Two experiments were conducted to investigate route and configurational knowledge acquisition in a virtual environment (VE). The results indicate that route knowledge can be acquired in a VE and that it transfers to the real world. Furthermore, although it was not explicitly trained, participants acquired some configurational knowledge. Higher levels of interactive exposure to the VE resulted in better route knowledge than less interactive exposure. There was some evidence that more reported presence was correlated with better performance on spatial knowledge tests, while more reported simulator sickness was correlated with worse performance. Finally, performance during VE rehearsals was a strong, consistent correlate of performance on spatial knowledge tests.