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Journal articles on the topic 'Virtual Learning and Teaching'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Anderson, Lynne, and John Cartafalsa. "Virtual Teaching/Learning Relationships." International Journal for Digital Society 1, no. 1 (2010): 10–11. http://dx.doi.org/10.20533/ijds.2040.2570.2010.0002.

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Baggott la Velle, Linda. "‘Virtual’ teaching, real learning?" Journal of Biological Education 36, no. 2 (2002): 56–57. http://dx.doi.org/10.1080/00219266.2002.9655801.

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Yusuf Al Arief. "Translanguaging in Virtual Class." International Journal of Research in Vocational Studies (IJRVOCAS) 3, no. 1 (2023): 01–09. http://dx.doi.org/10.53893/ijrvocas.v3i1.183.

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Many teachings and learning are still applying hybrid learning and several university classes are still conducted online after of the Covid-19 outbreak, and one of the ways was online video conferences to accommodate the need for face-to-face learning. However, distant learning resulted in the loss of metalanguage features that usually support classroom interaction. This research aimed to determine the Translanguaging applicability and benefits for teaching and learning since the metalanguage features were absent from the class interaction. The method used was descriptive, and the approach app

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Ptak, Paweł. "VIRTUAL LEARNING OF ELECTRONICS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 19, 2022): 229–36. http://dx.doi.org/10.17770/sie2022vol1.6856.

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The development of computer technology has enabled the emergence of new teaching opportunities in an artificial, virtual environment. It is then possible to work with electronic systems without the possibility of physical access to them and without measuring equipment. Such teaching and work with electronic systems was possible in a laboratory with computer stations with appropriate software. Only the development of network technology, and in particular the Internet, made it possible to fully virtual work at a distance. Until now, virtual learning has only been an alternative to teaching in a

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Billings, Diane M. "Teaching and Learning in Virtual Worlds." Journal of Continuing Education in Nursing 40, no. 11 (2009): 489–90. http://dx.doi.org/10.3928/00220124-20091023-04.

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Lecon, Carsten. "Supporting Distributed Learning through Immersive Learning Environments." Athens Journal of Education 11, no. 3 (2024): 213–26. http://dx.doi.org/10.30958/aje.11-3-3.

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In this paper, we describe a teaching scenario using a virtual environment (known also in the context of the ‘metaverse’). This is motivated by the challenges that arise during the pandemic. More and more teaching scenarios are transferred to online learning settings, which allow learning at any time and at any time. One of the possibilities are virtual 3D environment. These allow more intensive immersion than for example video conferences. Furthermore, they offer new didactic concepts, for example, for group activities. The benefit of using virtual 3D environments we demonstrate by a concrete

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Adeilton de Oliveira Andrade, Emanuel, Hélio Maria da Silva Moura, and Jassiara Dos Santos Borges. "VIRTUAL OBJECTS FOR TEACHING AND LEARNING IN MATHEMATICS TEACHING." Journal of Interdisciplinary Debates 3, no. 04 (2023): 45–62. http://dx.doi.org/10.51249/jid.v3i04.1066.

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this activity aimed to investigate how the 6th year students of the monsenhor walfredo gurgel municipal school in the city of alto do rodrigues-rn, interpret mathematics in urban routes and aerial views. for the development of activities we use google maps to simulate and analyze routes and distances. the proposed simulations aimed at simulating and analyzing urban routes, building maps and geometric figures, with virtual learning objects (ova’s), providing students with learning that used their mathematical knowledge and digital technologies to validate strategies and solve everyday problems.

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Wu, Jing. "Application of Computer aided Collaborative Learning Model in English Virtual Electronic Teaching." International Journal of Emerging Technologies in Learning (iJET) 13, no. 07 (2018): 137. http://dx.doi.org/10.3991/ijet.v13i07.8801.

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In order to improve teaching quality, the collaborative learning model was applied to English virtual electronic teaching. A virtual e-learning platform suitable for English teaching was constructed. With the help of collaborative learning, students' English learning psychology was reshaped. The results showed that the collaborative learning model eliminated students' resistance and strangeness in English virtual electronic teaching. Students' enthusiasm for learning was stimulated and learning efficiency was improved. To sum up, this method effectively improves the effectiveness of English vi

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Bond, Clare E., and Adam J. Cawood. "A role for virtual outcrop models in blended learning – improved 3D thinking and positive perceptions of learning." Geoscience Communication 4, no. 2 (2021): 233–44. http://dx.doi.org/10.5194/gc-4-233-2021.

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Abstract. Virtual outcrop models are increasingly used in geoscience education to supplement field-based learning but their efficacy for teaching key 3D spatial thinking skills has been little tested. With the rapid increase in online digital learning resources and blended learning, most recently because of the global COVID-19 pandemic, understanding the role of virtual field environments in supporting and developing skills conventionally taught through field-based teaching has never been more critical. Here we show the efficacy of virtual outcrop models in improving 3D spatial thinking and pr

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Lopes, Ana L. S., and Marili M. S. Vieira. "Meaningful Learning and Effectiveness in Virtual Learning Spaces." European Journal of Education 1, no. 3 (2018): 96. http://dx.doi.org/10.26417/ejed.v1i3.p96-103.

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Contemporary educational practices impose challenges and necessary changes in teaching and learning processes in which cyberspace and virtual contexts become places of learning. Affection, emotion, perception, and imagination compose the construction of meaningful adult knowledge. Such theoretical assumptions become fundamental for teaching and learning processes in virtual contexts in the online or distance modality. We adopted a qualitative analysis of the data of the postings in the forums and individual records of the students of the Course Methods of Studies for Distance Learning. The aff

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Lopes, Ana L. S., and Marili M. S. Vieira. "Meaningful Learning and Effectiveness in Virtual Learning Spaces." European Journal of Education 6, no. 1 (2023): 101–13. http://dx.doi.org/10.2478/ejed-2023-0010.

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Abstract Contemporary educational practices impose challenges and necessary changes in teaching and learning processes in which cyberspace and virtual contexts become places of learning. Affection, emotion, perception, and imagination compose the construction of meaningful adult knowledge. Such theoretical assumptions become fundamental for teaching and learning processes in virtual contexts in the online or distance modality. We adopted a qualitative analysis of the data of the postings in the forums and individual records of the students of the Course Methods of Studies for Distance Learning

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12

Chang, Che-Wei. "Virtual and real integration and online learning course learning effect difference analysis during COVID-19." Journal of Information and Optimization Sciences 46, no. 3 (2025): 601–23. https://doi.org/10.47974/jios-1467.

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The COVID-19 epidemic has changed the way of teaching, and online distance teaching has replaced physical teaching. In the post-epidemic era, physical teaching or online and physical mixed teaching has gradually resumed. In order to solve the pain points of students’ online learning data analysis courses and teachers’ teaching, this study set up a sports lottery and analysis course, and formulated a positioning strategy for the 123-courses, which are 1 sports lottery analyst certificate and 2 research methods, which are action teaching Method and situational teaching method, constructing a vir

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Akinoso, Sabainah Oyebola. "Synchronous Virtual Learning in Ubiquitous Learning Paradigm and Effective Mathematics Teaching." Educatia 21, no. 27 (May 14, 2024): 38–48. http://dx.doi.org/10.24193/ed21.2024.27.03.

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Learning generally has taken a new dimension in this present era. Virtual learning has become increasingly popular recently due to technological advancement. Learning has moved from didactic pedagogy characterized by a teacher-centered approach where knowledge is transmitted from the instructor to the learner to a virtual, mobile, blended/ hybrid, e-learning mode of instruction. Learning is now a form of a Transformative approach to teaching and learning that goes beyond acquiring knowledge and skills only to create profound changes in individuals' beliefs, attitudes, values, and behavior. To

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Melchor-Couto, Sabela. "Virtual worlds and language learning." Journal of Gaming & Virtual Worlds 11, no. 1 (2019): 29–43. http://dx.doi.org/10.1386/jgvw.11.1.29_1.

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Technology has made an invaluable contribution to foreign language (FL) teaching, particularly so in recent years. The advanced technical capabilities offered by digital games, including voice and text chat, take the use of computer-mediated communication in language learning one step further, allowing for remote, anonymous and situated learner interaction. This article presents an overview on how virtual worlds (VWs) are being used for educational purposes and for FL teaching in particular. A literature review on existing research has been included, covering areas such as FL interaction, impa

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Lipeikienė, Joana, and Ingrida Pinkevičiūtė. "Investigation of virtual collaborative learning environment." Lietuvos matematikos rinkinys 43 (December 22, 2003): 259–64. http://dx.doi.org/10.15388/lmr.2003.32415.

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One form of virtual learning environments – collaborative learning environments has been investigated and are discussed in the paper. Fle3 software was used to create the learning environments for teaching informatics in a secondary school and for teaching computer math systems at the Vilnius Pedagogical University. The results of the research – summation of the learning process and analysis of learners’ answers to the questionnaire about Fle3 learning environment showed that the new forms of teaching are possible useful way of contemporary education.

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Svobodová, Zuzana, Jaroslav Kříž, and Jaroslav Veteška. "Transformation of Teaching through Co-Teaching and Innovative Methods." Acta Educationis Generalis 14, no. 3 (2024): 41–55. http://dx.doi.org/10.2478/atd-2024-0017.

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Abstract Introduction: The integration of digital technologies and virtual co-teaching has become a common practice in education. This was accelerated by the COVID-19 pandemic. These innovations play a key role in addressing global challenges and are a response to digital advances to which primary and secondary schools need to adaptively respond. Methods: The study used thematic analysis and a scoping review to investigate the effectiveness of virtual co-teaching in primary and secondary schools, with a focus on new digital technologies and artificial intelligence. Results: The results show th

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Kortemeyer, Gerd. "Writing Virtual Reality Teaching Resources." Physics Teacher 61, no. 2 (2023): 107–9. http://dx.doi.org/10.1119/5.0067963.

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Simulations can provide opportunities for engaged exploration in physics teaching and learning. Beyond the two-dimensional world of screen-based simulations, abstract concepts like vectors (for example, of electric fields) can frequently be visualized better in a three-dimensional virtual reality (VR) environment. These visualizations can be immersive, where the user is able to walk around, look around, and intuitively interact with objects in virtual space. Finally, it has been shown that this bodily acting out of physics scenarios (“embodiment”) can lead to even better learning results of pa

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Lameras, Petros, Iraklis Paraskakis, and Philippa Levy. "Conceptions of Teaching and Learning using Virtual Learning Environments." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 218–25. http://dx.doi.org/10.54337/nlc.v6.9316.

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This paper reports a sub-set of findings from an in-depth study of Greek university teachers' conceptions of, and approaches to, the use of virtual learning environments (VLEs) in teaching. A central strand of the study is an exploration of factors influencing the development of networked learning in Greek higher education (HE) through a qualitative examination of the pedagogical perspectives that teachers bring to bear on their use of new information and communication technologies (ICTs: in this case, specifically VLEs such as WebCT, Blackboard or Moodle). The project is investigating the rel

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Huertas, A. "Teaching and Learning Logic in a Virtual Learning Environment." Logic Journal of IGPL 15, no. 4 (2007): 321–31. http://dx.doi.org/10.1093/jigpal/jzm023.

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Gee, Elisabeth, and James Paul Gee. "Games as Distributed Teaching and Learning Systems." Teachers College Record: The Voice of Scholarship in Education 119, no. 12 (2017): 1–22. http://dx.doi.org/10.1177/016146811711901202.

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Background Videogames and virtual worlds have frequently been studied as learning environments in isolation; that is, scholars have focused on understanding the features of games or virtual worlds as separate from or different than “real world” environments for learning. Although more recently, scholars have explored the teaching and learning that take place around games and virtual worlds, for example, in affinity spaces, these too have been treated as separate and often divorced from other learning experiences. Purpose Our goal in this article is to describe learning from experience, the nat

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Figg, Candace, Anjali Khirwadkar, and Shannon Welbourn. "Making ‘Math Making’ Virtual." Brock Education Journal 29, no. 2 (2020): 30. http://dx.doi.org/10.26522/brocked.v29i2.836.

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Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics—the mathematics makerspace—promotes computational thinking and pedagogical understandings about teaching mathemati

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Imbernón-Muñoz, Francisco, Patricia Silva-García, and Carolina Guzmán-Valenzuela. "Teaching Skills in Virtual and Blended Learning Environments." Comunicar 18, no. 36 (2011): 107–14. http://dx.doi.org/10.3916/c36-2011-03-01.

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Universities are currently immersed in what is known as the process of European convergence to create the European Higher Education Area (EHEA). The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Europe. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more importan

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Hengyun Shen, Hengyun Shen, and Xiaochun Chen Hengyun Shen. "Virtual Reality-based Internet + Smart Classroom." 網際網路技術學刊 23, no. 2 (2022): 335–44. http://dx.doi.org/10.53106/160792642022032302013.

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<p>With the deep development of Internet +, it is necessary to actively explore the deep integration of Internet + and classroom teaching and build a smart classroom, especially in the courses that require thinking training. The urgency is mainly reflected in three aspects: First, the trend of the times; Second, the inevitable requirement of education reform; and third, the urgent need for practical teaching. This paper shows that VR-based experiments are effective through teaching experiments on fast sorting algorithms difficult for junior high school students to understand in informati

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Feng, Tian. "Application of Virtual Starry Night Teaching Technology in Aesthetics Teaching." International Journal of Emerging Technologies in Learning (iJET) 11, no. 01 (2016): 48. http://dx.doi.org/10.3991/ijet.v11i01.5162.

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Given the trend of societal informatization, modern education technologies represented by computer technology and network technology have been applied in class practice to enrich teaching content, fully improve students’ learning interest, and achieve teaching reform and innovation. This study proposes the use of virtual Starry Night teaching technology, establishes its connotation and education value, analyzes its supporting technology, and designs and implements a virtual Starry Night teaching environment. Virtual Starry Night teaching technology is a combined multimedia technology that is a

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Guzzetti, Barbara J., and Mary Stokrocki. "Teaching and Learning in a Virtual World." E-Learning and Digital Media 10, no. 3 (2013): 242–59. http://dx.doi.org/10.2304/elea.2013.10.3.242.

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Petric, Jelena, Giuliana Ucelli, and Giuseppe Conti. "Real Teaching and Learning through Virtual Reality." International Journal of Architectural Computing 1, no. 1 (2003): 2–11. http://dx.doi.org/10.1260/147807703322467289.

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This paper addresses an articulated vision of Virtual Reality, which lends itself to design collaboration in teaching, learning and communication of architectural design ideas among students, design professionals and client bodies during the early stages of the design process. Virtual Reality (VR) has already acquired a new degree of complexity through development of network-based virtual communities and the use of avatars. A key intrinsic quality of VR technology is to support collaborative design experience. The design tools developed for this experiment are capable of creating 3D objects in

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Park, SeungWon, and ChanMin Kim. "Boosting learning-by-teaching in virtual tutoring." Computers & Education 82 (March 2015): 129–40. http://dx.doi.org/10.1016/j.compedu.2014.11.006.

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Reiners, T., and S. Voss. "Teaching meta-heuristics within virtual learning environments." International Transactions in Operational Research 11, no. 2 (2004): 225–38. http://dx.doi.org/10.1111/j.1475-3995.2004.00454.x.

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Joannidou, Shaunna, and Julie-Ann Sime. "Virtual Learning Professional Development." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 144–52. http://dx.doi.org/10.54337/nlc.v8.9083.

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The aim of this research is to examine the interactivity between participants in a Virtual Learning Professional Development (VLPD) course to see how moderating facilitation and strategies, particularly scripting, affect the interactivity and quality of the postings in three different modules which were coded using the Community of Inquiry Framework (Garrison, Anderson & Archer (2000). There were over 500 postings submitted in the investigated discussion forums, and there was a marked increase in the postings of the forums throughout the duration of the course. Upon analysis of the discuss

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Gošnjić Ignjatović, Aleksandra. "Virtual Analytical Chemistry Software." Chemia Naissensis 2, no. 1 (2019): 138–47. http://dx.doi.org/10.46793/chemn2.1.138gi.

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Chemistry subjects are in the most cases strongly interconnected with experiments, both on a fundamental level, but also in the process of teaching/learning. Many high schools in Serbia have a problem with lack of laboratory space and chemicals, which significantly complicates teaching/ learning of practical skills. This work aims to present innovation in high school chemistry teaching as an excellent way to overcome these obstacles. Virtual analytical chemistry software was designed in order to help students in learning qualitative analytical chemistry without entering laboratories

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Kim, Minjung. "Virtual Past and Virtual Teaching : Learning how to Teach History in Metaverse." Korean Journal of Teacher Education 40, no. 2 (2024): 123–42. http://dx.doi.org/10.14333/kjte.2024.40.2.06.

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Purpose: This study aims to explore the characteristics when pre-service teachers in teacher training programs develop and demonstrate micro-teaching history lesson modules using the metaverse, and examines the impact of metaverse development and utilization experiences on micro-teaching. Methods: Specifically, pre-service teachers participated in acquiring skills to utilize metaverse platforms, digitally reenacting the past, and in the development and application of micro-teaching programs. Instructors conducted university lectures on this subject, and participant surveys were carried o

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Amosa, Abdulganiyu Alasela, Oyeronke Olufunmilola Ogunlade, and Olutayo Olabo Obielodan. "Breaking Gender Digital Division Through the Use of Virtual Classroom." Indonesian Journal of Educational Studies 23, no. 1 (2020): 11. http://dx.doi.org/10.26858/ijes.v23i1.8753.

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Virtual classroom is a teaching-learning situation where participants can interact with the tutor and electronic learning materials in an online setting. Thus, the study on gender equity and the use of virtual classroom needs to be addressed so as to ensure its full integration into the teaching-learning process. Therefore, this study geared towards determining gender gap in the lecturers’ use of virtual classroom in teaching-learning process. Participants were 117 lecturers (83 male lecturers and 34 female lecturers) from the Faculties of Education and, Communication and Information Sciences,

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Jacka, Lisa, and Kate Booth. "Pre-Service Teachers Designing Virtual World Learning Environments." International Journal of Virtual and Personal Learning Environments 3, no. 4 (2012): 16–26. http://dx.doi.org/10.4018/jvple.2012100102.

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Integrating Information Technology Communications in the classroom has been an important part of pre-service teacher education for over a decade. The advent of virtual worlds provides the pre-service teacher with an opportunity to study teaching and learning in a highly immersive 3D computer based environment. Virtual worlds also provide a place in which pre-service teachers can design teaching and learning environments for their future students. The virtual world teaching and learning environments that pre-service teachers design can, in turn, inform established educators about how virtual wo

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Véliz Salazar, Miriam Iliana, and Victoria Eugenia Gutiérrez Marfileño. "Teaching models on good teaching practices in virtual classrooms." Apertura 13, no. 1 (2021): 150–65. http://dx.doi.org/10.32870/ap.v13n1.1987.

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The study of good educational practices in virtual classrooms is focused on knowing the characteristics of pedagogical experiences that have been successful for the achievement of learning. However, in the studies published to date, a coincident approach that integrates the characteristics that distinguish good practices and the traits that are relevant to assess pedagogical interventions in virtual classrooms is not identified. Faced with this situation, this paper presents a comparative analysis of teaching models on good educational practices in virtual education, to identify the characteri

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Lee, Sangmin-Michelle, and Junjie Gavin Wu. "Teaching With Immersive Virtual Reality." International Journal of Computer-Assisted Language Learning and Teaching 13, no. 1 (2023): 1–14. http://dx.doi.org/10.4018/ijcallt.334362.

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Immersive virtual reality (iVR), an emerging technology, is starting to lead and shape the future of education. Yet, due to technical, financial, or pedagogical reasons, this novel technology has been seldom applied directly in classroom teaching by language learners and teachers. The present study attempts to contribute a qualitative understanding of language learning in the iVR environment from trainee teachers' perspectives. These trainee teachers, armed with basic pedagogical knowledge, designed and practiced teaching with a commercial VR platform. Through analysis of interviews and reflec

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Jia, Yun, and Ruimin Qi. "Influence of an Immersive Virtual Environment on Learning Effect and Learning Experience." International Journal of Emerging Technologies in Learning (iJET) 18, no. 06 (2023): 83–95. http://dx.doi.org/10.3991/ijet.v18i06.37815.

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To explore the influence of the immersive virtual environment on the learning process of students, it is necessary to analyze the learning effect and learning experience. The immersive virtual environment provides a new idea for education, changes the traditional teaching mode, adds an immersive experience in the teaching process, and increases the participation and fun of students in the classroom. The learning effect and learning experience were analyzed, the positive effect of the immersive virtual environment on students was verified, and the influence of the immersive virtual environment

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Filipov, A. V. "TEACHING SCHOOLCHILDREN IN PROGRAMMING USING VIRTUAL WORLDS." Informatics in school, no. 3 (June 3, 2021): 45–49. http://dx.doi.org/10.32517/2221-1993-2021-20-3-45-49.

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The article reveals the concept of "virtual world", gives a classification of virtual worlds, describes the use of these worlds in human life. The article considers the importance of using virtual worlds in modern education, the possibility of using gamification with the use of didactic computer games in teaching basic school students, methods of teaching basic school students programming using virtual worlds and robotic constructors. The requirements for interactive learning virtual worlds are described. The use for teaching algorithms of such environments as Minecraft: Education Edition; Rob

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Oniye, Masud Ibrahim, Zainudin Hassan, Adedayo Taofeek Quadri, Yusuf Maigida Abdulrahman, and Tawakalitu Oniye Masud. "Perception of History of Education Students on Virtual Teaching-Learning Process During Covid-19 Pandemic in Kwara State Nigeria." Innovative Teaching and Learning Journal 6, no. 2 (2022): 24–34. http://dx.doi.org/10.11113/itlj.v6.95.

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In Nigeria, the need for the reopening of schools during the COVID-19 pandemic necessitated the introduction of a virtual teaching-learning process as an alternative to the face-to-face instructional approach. This study thus investigated the perception of history education students on the virtual teaching-learning process during COVID-19 pandemic in Kwara State, Nigeria. It examined the challenges of the virtual teaching-learning process during Covid-19 pandemic as perceived by history education students in Kwara State, and the level of the respondents’ willingness to further use virtual teac

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Shiyong, Song. "Examining the impact of classroom teaching reforms and virtual learning environments." American Journal of Creative Education 6, no. 2 (2023): 52–60. http://dx.doi.org/10.55284/ajce.v6i2.973.

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Break through the identity characteristics of the virtual teaching and research office at present and provide ideas for how the virtual teaching and research office can become the platform for theoretical and practical teaching. Without considering insufficient funds, this paper analyzes and discusses the ideal construction of virtual teaching and research offices from three aspects: team building, platform construction, sustainable development construction, etc. Theoretical and practical instructors should enter the classroom in a variety of forms together, directing students as they engage i

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Bosa, Vita, Dmytro Marieiev, Olena Balalaieva, Alla Krokhmal, and Anna Solovei. "Implementation of virtual reality in foreign language teaching." Revista Amazonia Investiga 13, no. 73 (2024): 187–99. http://dx.doi.org/10.34069/ai/2024.73.01.15.

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The article highlights the main features of the virtual educational environment, the advantages and formats of using virtual reality in learning a foreign language. The purpose of the article is to study the role and possibilities of virtual reality as a necessary component in learning a foreign language. The methodological concept is aimed at shaping the role and capabilities of virtual reality as a necessary component in foreign language learning. The results of the study show the importance of the main modules of the multimedia virtual environment for learning cultures and languages in inst

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Supeni, Sri, and Ellen Juita Gultom. "VIRTUAL TEACHING SATISFACTION OF ENGLISH LECTURERS DURING PANDEMIC." JELL (Journal of English Language and Literature) STIBA-IEC Jakarta 8, no. 01 (2023): 61–72. http://dx.doi.org/10.37110/jell.v8i01.171.

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During the pandemic, all teaching and learning processes were carried out virtually. For lecturers, teaching virtually is not an option but a necessity whether ready or not. after going on for two years, the researchers want to find out whether the lecturers who teach virtually are satisfied with the process and results of learning. Besides interviews, questionnaires were also distributed to find out how virtual learning was going. The result of the questionnaires shows that towards the teaching-process, students’ interaction is higher in online compared to face-to-face, online learning is mor

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Li, Jianying. "Research on the Innovative Mode of Virtual Simulation Teaching in Vocal Music Course." Education Reform and Development 6, no. 7 (2024): 119–25. http://dx.doi.org/10.26689/erd.v6i7.7733.

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Virtual simulation technology has brought new development opportunities for vocal music teaching with its unique advantages and wide application value. The building of the Vocal Music course virtual simulation teaching mode discusses the application of virtual simulation technology in vocal music teaching. The virtual simulation vocal music teaching environment provides students with a more intuitive, vivid, personalized learning experience, not only can stimulate students’ interest in vocal music learning and enthusiasm but at the same time can effectively improve the students’ learning effec

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Fajriyani, Noor Alfi, Marisa Santi Dewi, Abroto Abroto, Yoga Catur Prasetiyo, Yusuf Rendi Wibowo, and Faisal Arief Ramadhan. "CREATING LEARNING MOTIVATION USING ICE BREAKING IN THEMATIC LEARNING THROUGH VIRTUAL LEARNING IN ISLAMIC ELEMENTARY SCHOOL." EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru 15, no. 1 (2023): 75–84. http://dx.doi.org/10.17509/eh.v15i1.47368.

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The transition of the teaching system from face-to-face to virtual learning teaching caused problems such as reducing student learning motivation. Since the learning activity is online, students. This study aims to explain the application of ice- breaking through virtual learning in thematic learning can foster student learning motivation. The research method used is a qualitative approach. Assalam Islamic Elementary School of Batu Malang City is the location of the research. Data was collected from informal interview techniques and documentation. The results showed that the application of ice

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Abdullah, Raja Nazim, Mohamed Nor Azhari Azman, Mohd Firdaus Mustaffa Kamal, Tang Jing Riu, and Raja Ahmad Iskandar Raja Yaacob. "Experiential Learning: The Effective Application of Virtual Reality in Teaching and Learning." Journal of Social Sciences Research, SPI6 (December 30, 2018): 1208–12. http://dx.doi.org/10.32861/jssr.spi6.1208.1212.

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Virtual reality education is a computer interface with specific characteristics transforming an immersive and interactive experience in to an education evolution. The purpose of this paper is to look into different approaches to study on emergence of the application of virtual reality in teaching and learning in classroom. Academic literatures indicate artificial intelligence is an evolution of the technology that taking the education to new ways. The pilot questionnaire was administered to a group of 45 subjects. A group was primed to complete the questionnaire before engagement of virtual re

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Acosta Vergara, Carlos Andres, María Josefina Hurtado Mora, María Alejandra Saucedo James, and Roberto Milanés Gómez. "Virtual teaching strategy for online learning of the subject Entrepreneurship and Management in the baccalaureate." Revista Tecnológica Ciencia y Educación Edwards Deming 6, no. 2 (2023): 114. http://dx.doi.org/10.37957/rfd.v6i2.114.

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The COVID-19 pandemic has caused a change in the educational environment, it went from being face-to-face to virtual, it is necessary to think about didactic strategies for subjects that need a different treatment in their development and explanation. The objective of this article is to propose a virtual teaching strategy for the strengthening of online learning of the subject Entrepreneurship and Management in the baccalaureate. The research conducted is of hermeneutic approach and descriptive-explanatory scope. The sample selected was 58 students of the third year of high school of the Unida

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Feng, Yehua. "Research on Human Skeleton Teaching System Based on Leap Motion." Academic Journal of Science and Technology 1, no. 1 (2022): 1–4. http://dx.doi.org/10.54097/ajst.v1i1.233.

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With the development of virtual reality technology, virtual teaching technology continues to improve, virtual reality technology is more and more widely used in medicine. Virtual reality technology can improve teaching efficiency by simulating real scenes with high reality. Human learning is very necessary for a medical professional, however due to the limitation of teaching resources, teaching things make teaching process insurmountable problems, therefore, in this paper, based on the Leap Motion of human body skeleton virtual teaching system, through computer modeling to simulate human body

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Ogunleye, Joshua Kehinde, Chukwudi Segun Afolabi, Samuel Oluwaseun Ajayi, and Vincent Adewale Omotayo. "Virtual Learning as an Impetus for Business Education Programme in the Midst of COVID-19 in Nigeria." Health Economics and Management Review 4, no. 2 (2023): 83–89. http://dx.doi.org/10.21272/hem.2023.2-08.

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The modern virtual learning is the complex process of using electronic technology and resources to have better access to teaching and learning with or without any physical classrooms. Today, virtual learning has become a valuable way of teaching, learning and research in education, with the terrible emergency of the COVID-19 pandemic in the world. This study critically examined the modern virtual learning as an impetus for the business education programme in the midst of COVID-19 in Nigeria. It vividly considered the concept of business education; virtual learning and business education; obvio

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Polumeeva, I. "EFFECTIVENESS OF THE VIRTUAL LEARNING ENVIRONMENT." Norwegian Journal of development of the International Science, no. 85 (May 26, 2022): 44–45. https://doi.org/10.5281/zenodo.6594685.

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<strong>Abstract</strong> The article by Polumeeva I.N. considers the issue of creating by a teacher an effective learning environment that has a positive impact on both the teaching process and the learning process, indicates the need to maintain personal contact established between the teacher and the student, draws attention to the use of visual tools to improve the effectiveness of the learning environment.

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Vicente dos Anjos, Fernando Elemar, Luiz Alberto Oliveira Rocha, Débora Oliveira da Silva, and Rodrigo Pacheco. "Impacts of the Application of Virtual and Augmented Reality on Teaching-Learning Processes in Engineering Courses." International Journal of Virtual and Personal Learning Environments 12, no. 1 (2022): 1–19. http://dx.doi.org/10.4018/ijvple.291541.

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Cognitive approaches to teaching generate learning through the interaction between the subject and object of study. One of the strategies to create this interaction is related to the application of virtual and augmented reality in the teaching-learning processes. Through a systematic literature review, this work aims to describe the approaches used to measure the impacts on student learning who used virtual reality (VR) and augmented reality (AR) in the teaching-learning processes of engineering courses, the impacts on learning, and student satisfaction. The surveys showed that 70% of research

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Wang, Peng. "Research and Analysis of Teaching Functions Based on Virtual Reality Technology." International Journal of Education and Humanities 10, no. 3 (2023): 55–59. http://dx.doi.org/10.54097/ijeh.v10i3.12096.

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This paper aims to investigate the application scenarios of virtual reality technology in teaching and its impact on student learning outcomes. The article first introduces the application scenarios of virtual reality technology in teaching, including practical simulation, gamified learning, and situation creation. It then discusses the impact of virtual reality technology on student learning outcomes, such as enhancing learning motivation, improving practical experience, and increasing learning effectiveness. The paper also analyzes the challenges of virtual reality technology in teaching, in

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