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Siti, Nordamia Zakaria, Zarei Nafiseh, Chandra Bose Selvarajoo Paul, Thomeeran Haysriq, and Amar Mohd Mokhtar Mohd. "COMPUTER-ASSISTED LANGUAGE LEARNING IN FROG VLE PROMOTES ENGLISH LANGUAGE LEARNING AMONG STUDENT." Asian Journal of Social Science Research 4, no. 2 (2022): 1–9. https://doi.org/10.5281/zenodo.8062706.
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<strong>ABSTRACT</strong> In 21<sup>st</sup>-century learning, it is essential for English teachers to integrate technology into teaching and learning processes in the classroom. FROG Virtual Learning Environment (FROG VLE) has become the latest method introduced by the Ministry of Education in order to achieve the objective of Malaysia Education Blueprint 2018 – 2025 where students acquire English as the target language via a virtual learning environment. FROG VLE is a cloud-based learning environment that emulates the traditional face-to-face teaching and learning processes in the classroom. It is the government’s initiative to leverage technology usage in secondary schools all over Malaysia. In this qualitative study carried out in Sekolah Menengah Kebangsaan (P) Sultan Ibrahim, eight form five students were chosen using purposive sampling. In order to ensure that the data are valid and reliable, three research instruments were used which were observation, semi-structured interview, and focus group. The Nvivo software was used by the researcher to analyze all the data qualitatively according to specific themes which were students’ self-esteem, students’ anxiety, students’ motivation, the impact of FROG VLE, school facilities, academic achievement, and students’ readiness in using technology. The findings of this study showed that FROG VLE was an interactive learning tool that attracted students’ interest in learning the English language. Students had the opportunity to discuss their work with their group members and submit their group tasks online. FROG Play was the latest application that had been introduced to the students in FROG VLE in which students had the chance to play any educational games related to their English lessons that had been uploaded by their English teacher. It also revealed that FROG VLE was able to increase students’ self-esteem, manage to reduce students’ anxiety and at the same time, motivate students in learning English language. The students’ were able to apply collaborative learning with FROG VLE by using the online learning platform (Canva, Padlet, Wordwall) and software applications (Microsoft Office, video recording) for their online presentation.
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Majid, Rogayah Abdul, and Juhaida Che Hasim. "The effectiveness of frog VLE implementation: students’ perspective." Indonesian Journal of Electrical Engineering and Computer Science 14, no. 1 (2019): 381. http://dx.doi.org/10.11591/ijeecs.v14.i1.pp381-387.
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This paper presents the effectiveness of the Frog VLE implementation from students’ perspectives. Virtual Learning Environment (VLEs) is an online systems supporting interactions between and amongst learners and teachers in school. The Frog VLE is a web-based learning system that replicates real life learning by incorporating virtual learning equivalent of traditional concepts of education with the aim to enhance the learning experience beyond the bounded classroom background. Previous studies have identified some difficulties in the Frog VLE implementation such as competency of the teachers and student, facilities and infrastructure of implementing the Frog VLE in school. Therefore, the aim of this study is to measure the effectiveness of the Frog VLE implementation from student perspective as VLE platform may lead to the performance improvement among the students. A survey was conducted with 315 participants, consists of Year 4 and Year 5 primary school students in Shah Alam. The result of the study shows that from the “nature of student self, teacher’s competency, useful and ease of use of the application, and conducive learning environment have improve students’ academic performance and motivation.
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Et.al, Noor Lela Ahmad. "Exploring Factors that Influence the Use and Acceptanceof Virtual Learning Environment onTeaching and Learning Accounting." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 476–88. http://dx.doi.org/10.17762/turcomat.v12i3.753.
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Virtual Learning Environment (VLE) is rapidly becoming an important educational model for teaching and learning purposes. This study aims to explore the factors that influence the use and acceptance of VLE among Malaysian accounting teachers in teaching the accounting subject. This study adapts the Technology Acceptance Model (TAM) and the Theory of Reasoned Action (TRA) to improve the understanding of factors that influence the usage of VLE. The study is descriptive in nature and was conducted using a quantitative approach.Researchrespondentswho participated in this studyconsist of 156accounting teachers from urban and ruralMalaysiangovernment schools. Data were analyzed using the descriptive analysis to measure mean, percentages, frequency and standard deviations. Descriptive statistical analysis indicated that accounting teachers have positive perceptions and highly motivated towards using VLE tools in teaching and learning accounting.However, the frequency of using Frog VLE among teachers is still at a low level. Furthermore, the result shows thatcomplete infrastructure facilities and teachers’ interests have a significant effect on the use and acceptance of Frog VLE. It is concluded that teachers are able to conduct flexible teaching and learning using Frog VLE application if resources are available, appropriate technology and continuous supports are providedby all parties responsible for the integration of ICT in teaching and learning accounting. More importantly, teachers need to be given ongoing training and motivation to promote and improve their skills to use the latest technology toencourage effective educational processes.
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Mai, Mohammed Yousef, and Ghaneshwary R. Muruges. "Primary School Science Teachers’ Attitude Towards Using Virtual Learning Environment (VLE) In Teaching Science." European Journal of Education 1, no. 3 (2018): 155. http://dx.doi.org/10.26417/ejed.v1i3.p155-162.
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The aim of this study is to identify the attitude of science teachers towards the usage of Frog VLE in teaching and learning primary science. The sample consisted of 148 science teachers in Cameron Highlands and Taiping (45 male and 103 female). Data is collected by questionnaire which contains 40 questions with 5 Likert scale. The independent t test and One-way ANOVA is used to answer the research questions. Findings indicated that the science teachers in Cameron Highlands and Taiping have neutral attitude towards the usage of Frog VLE in teaching primary science. There are no any significant differences in the attitude towards Frog VLE among science teachers between male and female. Teachers with less experience (younger teacher) have greater attitude compared to old teachers. Science teachers with higher professional grade have greater attitude compared to the teachers with lower professional grade. Hence, science teachers are encouraged to attend courses and develop skills in using Frog VLE to increase their attitude in usage of Frog VLE in teaching science.
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Mohd Baharan, Mohd Faiz. "Penggunaan Sistem Persekitaran Pembelajaran Maya Frog di Sekolah-Sekolah Malaysia: Pengalaman dan Prospek Masa Depan." International Journal of Education, Science, Technology, and Engineering 2, no. 2 (2019): 84–89. http://dx.doi.org/10.36079/lamintang.ijeste-0202.43.
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The use of the Virtual Learning Environment Frog (VLE Frog) system is a powerful virtual learning system used in nearly 100,000 schools across the country. The system is a virtual learning platform that can be used by all students, teachers and schoolmates anytime and anywhere to access educational sites. However, its use is still at a disadvantage and has not been taken seriously by teachers in schools. Therefore, this study was conducted to identify the function and role of the VLE Frog system in schools. This study was a quantitative and qualitative study involving 367 people as a sample. Library surveys, questionnaires and observations were conducted to obtain data from this study. The findings of this study are expected to be one of the benchmarks for primary school teachers' readiness to use technology in education especially through the VLE Frog system.
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Kusuma, Rahma Djati, and Egi Adithia Adithia Pradana. "Pengembangan 3D Virtual Learning Environment." Jurnal Ilmiah Manajemen Kesatuan 7, no. 3 (2019): 331–38. http://dx.doi.org/10.37641/jimkes.v7i3.773.
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Virtual learning environment (VLE) has become an integral part of modern education. In the era of technology, students are using smartphone and computer in everyday learning. The use of computers for learning is diverse, starting from the simple thing like for reading e-books and learning materials to doing simulation. On the other hands, students are very familiar with computer games. 3D VLE offers learning process using media that looks like game so that students are motivated to learn and do the challenges given.
 
 Keywords: virtual learning, virtual learning environment, education
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Fitria, Rahma. "USER EXPERIENCE TEST OF FROG VIRTUAL LEARNING ENVIRONMENT WEBSITE (STUDENT MODULE)." Jurnal Informatika Kaputama (JIK) 6, no. 1 (2022): 36–47. http://dx.doi.org/10.59697/jik.v6i1.133.
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Education website is becoming popular to student in learning and accessing education materials. One of the education learning system adopted by Malaysia government which is Frog Virtual Learning Environment (VLE). This website has been used by all students around Malaysia. In order to have an effective learning environment during study, the website need to be tested by users to give feedbacks how the feel of the website after use. The purpose of this study is to perform user experience (UX) test on Frog Virtual Learning Environment (VLE). The UX test was conducted at computer laboratory of Sekolah Menengah Al Madrasah Al Alawiyah Ad Diniah Perlis with 6 students who have ever used the website rarely. During the test user was given several tasks regarding to the website while the facilitators conducted observation in order to analyze the usability metrics. The data gathered will reveal the strengths and weeknesses of the website. Usability Score is measured based on ISO usability metrics including effectiveness, efficiency and satisfaction. The result of this UX test revealed that the website is not user-friendly which has been proved by the usability score about 60% or below avarage. It is expected that this study could be adopted by software engineers or usability testers to produce a user-friendly education learning website that make students comfortable and easy to use the website.
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Hew, Teck-Soon, and Sharifah Latifah Syed Abdul Kadir. "Predicting instructional effectiveness of cloud-based virtual learning environment." Industrial Management & Data Systems 116, no. 8 (2016): 1557–84. http://dx.doi.org/10.1108/imds-11-2015-0475.
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Purpose Cloud computing technology is advancing and expanding at an explosive rate. These advancements have further extended the capabilities of the virtual learning environment (VLE) to provide accessibility anywhere, anytime where educational resources can be saved, modified, retrieved and shared on the cloud. The purpose of this paper is to examine the predictors of instructional effectiveness of cloud computing VLE by extending the Self Determination and Channel Expansion Theory with external constructs of VLE interactivity, content design, school support, trust in website, knowledge sharing attitude and demographic variables. Design/methodology/approach Random sampling data were collected in two waves of nation-wide survey and analyzed with artificial neural network approach. Findings SDT, CET, content design, interactivity, trust in website, school support and demographics significantly predict instructional effectiveness. Research limitations/implications The study has provided a new paradigm shift from investigating the behavioral intention and continuance intention to the effectiveness of an information system. It advocates that quality of research may be improved by adhering to the basic research methodology starting from rigorous instrument development and validation to future research direction. Practical implications The research provides implications to Ministry of Education, the VLE content and service providers, scholars and practitioners. Social implications The findings of the study may further improve the quality of living of the society when the instructional effectiveness of the cloud-based VLE is further enhanced. Originality/value Existing grid computing VLE studies have focussed on the acceptance of students and teachers and not its instructional effectiveness. Unlike existing studies that examined extrinsic motivational factors (e.g. TAM, UTAUT), this study uses intrinsic motivational factors (e.g. relatedness, competence and autonomy) as well as perceived media richness. Malaysia is the first nation to implement the VLE at a national scale and the findings from this study will provide a new insight on the determinants of instructional effectiveness of the VLE system.
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McHolm, Sharlene. "Considerations Leading to Powerful and More Inclusive VLE." International Journal of Research 11, no. 12 (2024): 248–66. https://doi.org/10.5281/zenodo.14598475.
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<em>Prior to the COVID pandemic, the K-12 educational landscape offered virtual learning environments (VLE) in a selective and limited scope. Those students that fared well had strong literacy skills, self-motivation and academic talents. The same profile of successful students in the Virtual Learning Environment (VLE), also excelled in the traditional brick-and-mortar school. Since the global pandemic, the world has changed, and educators found their way into VLE with increasing regularity. We have seen that many students can manage within the VLE, but just managing will not suffice when we are looking at the long-term effects on students’ educational opportunities. There is no turning back. Online learning environments are here to stay and will see increasing prevalence in the future. Approaching education in this new landscape changes how an educator must teach. This article explores the techniques and considerations to create a more inclusive Virtual Learning Environment for all students. From pedagogical decisions to platform frameworks that incorporate universal design elements, educators can reach those learners often less served in online learning environments. With thoughtful considerations, the VLE can be an equitable and accessible learning environment for all. </em>
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Raman, Kumar, Norasmah Othman, Haryanti Mohd Affandi, and Indera Irawan Md. Rawi. "Factors Affecting Teachers Attitude towards Designing Virtual Learning Environment." Environment-Behaviour Proceedings Journal 5, SI3 (2020): 173–79. http://dx.doi.org/10.21834/ebpj.v5isi3.2560.
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In many developing countries, Information and Communication Technology had been introduced. Its integration with the curriculum is limited. In view of this, a survey was conducted to examine the factors that affect teacher’s attitude in adopting virtual learning environment in their classroom teaching. The result of regression analysis revealed that Perceived usefulness and Perceived ease of use, had been seen to have more considerable significance than Social Influence and Facilitating Condition in affecting teacher’s attitude to adopt Frog VLE. Together these constructs explained 57 per cent the variance in teacher’s intention to use VLE application in their teaching. Keywords: Virtual Learning Environment; ICT in teaching and learning; teacher’s attitude towards e-learning eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2560
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Shazali, Siti Sarah, and Harwati Hashim. "Challenges in using frog VLE in teaching english to ESL learners: a review of past studies." Journal of Counseling and Educational Technology 1, no. 1 (2018): 1. http://dx.doi.org/10.32698/0101.
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In the era of 21st century teaching and learning, technology has been widely used among educators especially in teaching of English Language. Many studies have proven that teaching through the use of technology such as media socials, video conferencing, Frog Virtual Learning Environment and other mediums help in increasing the knowledge and usage of the English Language. This paper aims to review challenges encounter by teachers when using Frog VLE in teaching English to English as a Second Language (ESL) learners particularly in primary and secondary schools in Malaysia. This paper reviews journal articles, books and other researches to identify the challenges in using technology especially the use of Frog VLE. The review of past studies has shown that challenges did occur during the implementation of Frog VLE. Thus, this paper puts forth a proposition that more research should be conducted on teachers’ perceptions towards the use of Frog VLE in classroom teaching. Add on sentence to conclude and highlight the implication.
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Awoyemi, Robert Akinade, and Richard Oluwadolapo Awoyemi. "A Mediated Approach to the Virtual Learning Environment (VLE)." International Journal of Library and Information Services 10, no. 2 (2021): 1–10. http://dx.doi.org/10.4018/ijlis.20210701.oa5.
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This paper examines the Virtual Learning Environment (VLE) in relation to its implication for academic libraries in the 21st century. It sheds light on how technological development has had major impacts in the academic library, with regards to how information is being constructed, transmitted and accessed by library users. In the course of this discourse it was deduced that students constitute a significant percentage of the academic library users. The technological development in the academic sphere has enabled ubiquitous interactions between students and teachers, in which students are enabled to learn and communicate with their teachers from remote locations, thus inducing the notion of VLE. The VLE is regarded as technological-based environment where learners are enabled to access learning outside the classroom. With the aid of VLE students are granted ownership of their learning process, thus ensuring positive learning outcomes. Finally, the Technology Acceptance Model (TAM) was employed to serve as the theoretical basis of this discourse.
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Awang, Hapini, Zahurin Mat Aji, Mohd Faiz Mohd Yakoob, Wan Rozaini Sheik Osman, Amirul Mukminin, and Akhmad Habibi. "Teachers’ intention to continue using virtual learning environment (VLE): Malaysian context." Journal of Technology and Science Education 8, no. 4 (2018): 439. http://dx.doi.org/10.3926/jotse.463.
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Malaysian teachers have been using Virtual Learning Environment (VLE) technology in their instructional activities since it was introduced by the Ministry of Education in 2012. This study aimed to measure Malaysian teachers’ level of intention to continue using VLE technology and investigate factors influencing teachers’ decision to keep using VLE into teaching and learning process. Implementing sequential explanatory design, we addressed 850 questionnaires and conducted interview with 10 teachers. After data screening procedure, only 643 questionnaires were usable and measurable in the data analysis. Fifty-one teachers answered the open ended question included in the questionnaire. We further asked questions adapted from the data analysis of the questionnaires to ten teachers. The results of the study informed that the overall mean score of teachers’ intention to continue using VLE is 4.21. This mean score indicated that the intention to continue using VLE technology among the Malaysian teachers is at the moderate level. Despite this, the percentage of the teachers with high intention to use VLE whenever they have access is higher than those with the low intention. Qualitatively, accessibility factor was the main factor experienced by the participants of this study reducing the VLE integration into teaching. Further investigation is necessary to study the factors and suitable planning and policy that contribute to the intention to continue using VLE among Malaysian teachers.
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Aminah, Rezqallah Malkawi, Shahbani Abu Bakar Muhamad, and Md Dahlin Zulkhairi. "Cloud computing virtual learning environment: issues and challenges." Cloud computing virtual learning environment: issues and challenges 30, no. 3 (2023): 1707–12. https://doi.org/10.11591/ijeecs.v30.i3.pp1707-1712.
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Cloud computing (CC) is a popular technology that has demonstrated its usefulness and effectiveness across industries and sectors worldwide. As a result, several educational institutions have recently integrated CC into their platforms and systems, including their virtual learning environment (VLE). In order to highlight the issues, challenges, and requirements to be taken into account before implementing CC technology within educational institutions, it is imperative to conduct a study to investigate the level of awareness, knowledge, and acceptance of the targeted users, who are educators, learners, and administrators of higher education institutions (HE). The result of the study highlighted some concerns facing users from 35 different institutions around the kingdom of Saudi Arabia. In addition, results highlighted the users' training, awareness, technology infrastructure, and cultural influences as factors to consider before adopting a sustainable and usable CC-VLE.
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Olanloye, Odunayo Dauda, Peter Adebayo Idowu, Abidemi Emmanuel Adeniyi, Afolake Afusat Badmus, and Oluwasegun Julius Aroba. "Virtual learning environment on satisfaction and academic performance of students in institutions of higher learning." Indonesian Journal of Electrical Engineering and Computer Science 39, no. 1 (2025): 258. https://doi.org/10.11591/ijeecs.v39.i1.pp258-271.
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<p>As a result of the COVID-19 outbreak in 2020, education institutions across the world had to come to a functional standstill since they had to protect their students from viral exposures thereby affecting academic activities. However, several institutions had to adopt online virtual learning environments (VLE) using basic information and communication technology tools to provide platforms for teaching and learning thereby mitigating the effects of the pandemic on the students. This study was focused on the identification of the various types of VLE tools that were adopted alongside the impact that these tools had on learning satisfaction and the academic performance of students of higher learning in Nigeria. This study adopted a purposive simple random selection of undergraduate students of the department of computer science who had adopted the use of VLE to learn during the period of the pandemic. The results of the study showed that the most popular VLE tools were Zoom, Google Classroom, WhatsApp, Telegram, Coursera, Google Forms and learning management systems (LMS) while the least popular VLE tools were Microsoft Teams, Moodle/Edmondo, and Google Meet. The results showed that the students agreed to their behavioral intention to use VLE, the impact of VLE on learning satisfaction, and the impact of VLE on academic performance alongside the existence of a positive correlation among the research variables.</p>
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Laffey, James M., Janine Stichter, and Krista Galyen. "Distance Learning for Students with Special Needs through 3D Virtual Learning." International Journal of Virtual and Personal Learning Environments 5, no. 2 (2014): 15–27. http://dx.doi.org/10.4018/ijvple.2014040102.
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iSocial is a 3D Virtual Learning Environment (3D VLE) to develop social competency for students who have been identified with High-Functioning Autism Spectrum Disorders. The motivation for developing a 3D VLE is to improve access to special needs curriculum for students who live in rural or small school districts. The paper first describes a number of innovative features developed to translate a targeted curriculum and to undertake teaching and learning to meet special needs in a 3D Virtual Environment. Secondly the paper describes results from a field test of iSocial at 3 sites with 11 students. The results show promise for improvements in social competence, but also challenges for distance learning delivery of 3D VLE.
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Setyawan, Trinovandhi, and Nurcholis Istiawan. "Effectiveness and Interactivity on the Use of Virtual Learning Environment (VLE) in Scouting Course." Jp.jok (Jurnal Pendidikan Jasmani, Olahraga dan Kesehatan) 4, no. 2 (2021): 263–76. http://dx.doi.org/10.33503/jp.jok.v4i2.1310.
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This study aims at determining university students’ perceptions on the use of Virtual Learning Environment (VLE) in Scouting Course, specifically focusing on the learning effectiveness and interactivity aspects. VLE based learning has been implemented in the even semester of 2020 during the pandemic of Covid-19. This descriptive qualitative study took 40 students of Physical Education, Health, and Recreation Study Program of IKIP Budi Utomo Malang as the research sample. The results of the questionnaire analysis showed positive perception from the students in regard to Scouting Course using VLE, seen from the aspects of learning effectiveness (76.2%) and learning interactivity (80.4%). However, there were some challenges in achieving a more conducive virtual learning environment. For instance, the unstable network conditions, lack of students' initial knowledge of ICT, incompatible devices with the default system of VLE application, and one-way learning (predominantly assignments). Nevertheless, further research on the effectiveness of other VLE applications and student learning strategies are suggested.
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Kassim, Noorafini. "Utilization of Virtual Learning Environment in Malaysian Non-Arabic Speaking Learners’ Classroom." International Journal of Asian Education 4, no. 1 (2023): 26–48. http://dx.doi.org/10.46966/ijae.v4i1.318.
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This study aimed to understand the utilization of VLE in Non-Arabic Speaking Learners’ classrooms from the perspective of Arabic teachers in higher education institutions. Purposive sampling was utilized to pick the research sample for this study. Then, the sample used for this study consisted of 3 Arabic language teachers. One-to-one in-depth interviews were conducted with the three informants. Semi-structured interviews were used to gather the data to allow the informants to express their experiences in an accessible manner. A case study was used in this study to create a qualitative design. The researcher used a method called thematic analysis (TA) and followed a few steps, including (i) word-by-word transcription, (ii) interview transcription, (iii) coding, and (iv) labeling. The findings illustrated the Arabic teachers’ perspectives on using VLE, the approaches when implementing VLE, and how VLE can effectively teach the Arabic language. The responses of the three informants would illustrate the main themes found using the thematic analysis (TA) method. The analysis of this study helps provide such information to universities on the perspectives of Arabic teachers on the use of VLE, their approaches when implementing VLE, and how VLE can be effective in their language teaching in a virtual learning context. This study allows us to understand better how Malaysian Arabic teachers adapt to virtual language learning environments by utilizing VLE at the university level.
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Safitri, Meilani, Nunuk Suryani, Asrowi Asrowi, and Sukarmin Sukarmin. "Collaborative Digital Learning as a Virtual Learning Environment on Mathematics." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 05 (2024): 4–17. http://dx.doi.org/10.3991/ijim.v18i05.47925.
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Collaborative digital learning (CDL) has been a trend since the 4.0 era and has grown in popularity in the aftermath of the COVID-19 outbreak. This study is a literature review that aims to examine the existing literature on CDL and virtual learning environments (VLEs), with a specific focus on their application in mathematics classes. The data was collected by compiling all published articles from the past five years and then analyzing the information to draw conclusions. Content analysis approaches were utilized for descriptive and thematic data analysis. The findings of this study indicate that the use of computer-based learning (CBL) as a VLE has been successfully adopted and is quite useful in remote learning, particularly during the COVID-19 pandemic. Based on these findings, it is recommended to develop a CBL VLE to assess its impact on mathematics education in schools, especially on metacognitive abilities in problem-solving.
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Malkawi, Aminah Rezqallah, Muhamad Shahbani Abu Bakar, and Zulkhairi Bin Md Dahlin. "Cloud computing virtual learning environment: issues and challenges." Indonesian Journal of Electrical Engineering and Computer Science 30, no. 3 (2023): 1707. http://dx.doi.org/10.11591/ijeecs.v30.i3.pp1707-1712.
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Cloud computing (CC) is a popular technology that has demonstrated its usefulness and effectiveness across industries and sectors worldwide. As a result, several educational institutions have recently integrated CC into their platforms and systems, including their virtual learning environment (VLE). In order to highlight the issues, challenges, and requirements to be taken into account before implementing CC technology within educational institutions, it is imperative to conduct a study to investigate the level of awareness, knowledge, and acceptance of the targeted users, who are educators, learners, and administrators of higher education institutions (HE). The result of the study highlighted some concerns facing users from 35 different institutions around the kingdom of Saudi Arabia. In addition, results highlighted the users' training, awareness, technology infrastructure, and cultural influences as factors to consider before adopting a sustainable and usable CC-VLE.
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Luqman Hakim Satiman and Nadiatulhuda Zulkifli. "Determinants of Teachers’ Continuance Intention to Adopt Virtual Learning Environment within Malaysian Schools." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 14 (2022): 31–42. http://dx.doi.org/10.3991/ijim.v16i14.30597.
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The adoption of virtual learning environment (VLE) has started to gain serious attention worldwide including Malaysia, where its usage during the Covid-19 pandemic outbreak has become a necessity. Nevertheless, the extent to which teachers have adopted the VLE and which factors are most influencing the continuance intention to adopt VLE post pandemic remain ambiguous. The objective of this conceptual study is to provide a conceptual framework in investigating the factors that most influence the continuance intention to adopt VLE among teacher in Malaysian school. This study overviews several important variables that may influence the continuance intention to adopt VLE from three contexts (technology, organization and environment) which include relative advantage, compatibility. observability, technological infrastructure, school support, technical support and government support. Finally, this study can improve the understanding about which factors that may encourage or hinder the continuance intention to adopt VLE in Malaysian school to enhance education quality for societal change.
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Akazaki, Jacqueline Mayumi, Leticia Rocha Machado, Ketia Kellen Araújo da Silva, and Patricia Alejandra Behar. "Learning Analytics in a Virtual Learning Environment: the challenge of mapping socio-affective scenarios." International Journal for Innovation Education and Research 8, no. 6 (2020): 190–204. http://dx.doi.org/10.31686/ijier.vol8.iss6.2389.
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Virtual courses are increasingly being offered in Brazil, making it imperative to develop technological resources and research to help in the teaching and learning processes in this modality. One approach is to analyze student's socio-affective profile in Virtual Learning Environments (VLE). The co-operative learning network (ROODA) VLE has two features called the Social Map (SM) and Affective Map (AM), which can both contribute to the visualization of data regarding social interaction indicators and students' moods in the environment. The SM presents the social relations formed through indicators, which are the absence; collaboration; the distance from the class; evasion; informal groups and popularity, enabling the identification of the participating subjects in the form of sociograms. The AM identifies students' moods graphically through indicators, which are excitement, discouragement, satisfaction, and dissatisfaction. Thus, this article aims to map the possible recurrent socio-affective scenarios in a VLE using Learning Analytics (LA). LA is defined as measurement, collection, analysis, and reporting of data about students and their contexts to understand as well as optimize learning and the environments in which it occurs. It can also contribute to the understanding of student's learning profile, based on social and affective aspects, thus allowing the teacher to develop pedagogical strategies consistent with the needs of each subject. The importance of integrating the possible social and affective scenarios was verified using LA, making it possible to deepen the comprehension of the subjective and qualitative questions regarding the students' interactions in the VLE. In this study, the scenarios are understood as the intersection between the Affective Map and Social Map indicators identified in a VLE. It has both a qualitative and quantitative approach. The choice is qualitatively justified because the research object involves social and affective phenomena that were subjectively expressed in texts and social interactions manifested in the ROODA VLE. It is quantitatively justified by the need to measure the mapping of socio-affective indicators through social parameters and moods applying LA. The subjects were undergraduate students who participated in distance learning courses at a Brazilian public university that used the ROODA VLE in the second semester of 2019. Data were collected from social and affective maps to identify if there was a relationship between them. As a result, based on the existing indicators of social interactions and moods, the socio-affective indicators were created using LA in order to analyze the students’ behavior in relation to the forms of interaction and communication that occur in the ROODA VLE.
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Ribeiro, Andrea Da Silva Marques, Esequiel Rodrigues Oliveira, and Rodrigo Fortes Mello. "Building a Virtual Learning Environment to Foster Blended Learning Experiences in an Institute of Application in Brazil." Open Praxis 9, no. 1 (2017): 109. http://dx.doi.org/10.5944/openpraxis.9.1.455.
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Blended learning, the combination of face-to-face teaching with a virtual learning environment (VLE), is the theme of this study that aims at describing and analyzing the implementation of a VLE in the Institute of Application Fernando Rodrigues da Silveira, an academic unit of the State University of Rio de Janeiro. This study’s main contribution is to reflect on the complexity of the institute that comprises schooling for basic education students and teacher education, from elementary school to postgraduate education. The wide scope of the institute encompasses face-to-face and non-presential activities, in different proportions, depending on the educational segment. Thus, starting from the assumption that blended learning teaching processes foment more student-centered educational models and facilitate interactions between individuals, a collaborative way was chosen as the VLE development method, contributing to pedagogical practices that favor meaningful learning. The VLE design was developed to meet the different needs and demands of the different educational segments. Currently there are 295 registered users. However, there are no registered basic education students so far. This can be justified by the fact that the VLE is relatively new to the community, and the participation of basic education students in the VLE depends on their teachers’ enrolment and use of the VLE itself.
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Silva, Anazilda Carvalho da, Andrea Bernardes, Yolanda Dora Martinez Évora, Maria Célia Barcellos Dalri, Alexandre Ribeiro da Silva, and Camila Santana Justo Cintra Sampaio. "Development of a virtual learning environment for cardiorespiratory arrest training." Revista da Escola de Enfermagem da USP 50, no. 6 (2016): 990–97. http://dx.doi.org/10.1590/s0080-623420160000700016.
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Abstract OBJECTIVE To develop a Virtual Learning Environment (VLE) aiming at the training of nursing team workers and emergency vehicle drivers in Basic Life Support (BLS) to attend Cardiorespiratory arrest, and to evaluate the quality of its contents among specialists in the area of Emergency and Urgent care. METHOD Applied research of technological development. The methodology used was based on the Instructional Design Model (ADDIE), which structures the teaching-learning planning in different stages (analysis, design, development, implementation and evaluation). The VLE was composed of texts elaborated from bibliographic research, links, edited video from a simulation scenario in the laboratory and questions to evaluate the fixation of the content, organized in modules. RESULTS After its development, it was evaluated as adequate to satisfy the needs of the target public, by eight expert judges, which was made available for electronic access. CONCLUSION The VLE has potential as a tool for training and qualification in BLS, as it can be easily integrated with other pedagogical approaches and strategies with active methodologies.
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Jusuf, Heni, Nurdin Ibrahim, and Atwi Suparman. "Development of Virtual Learning Environment Using Canvas To Facilitate Online Learning." JTP - Jurnal Teknologi Pendidikan 23, no. 2 (2021): 153–68. http://dx.doi.org/10.21009/jtp.v23i2.22240.
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The results of the study for Learning during a pandemic, several studies have resulted in dissatisfaction with the existing online learning system. This dissatisfaction is because the implementation of existing online learning is not well planned and structured. Online learning only transfers face-to-face learning to virtual face-to-face. This study aims to develop virtual learning environment (VLE) to help students learn independently and study with lecturers and friends online, following predetermined learning outcomes. The research design uses Research and Development, which uses a combination of three (3) models, the Borg & Gall model, the Step of System Approach Model of Educational Research and Development, and the Rowntree model. This research conduct at the Universitas Nasional. The research subjects were students of Electrical Engineering. Data collection techniques used are questionnaires, involving Instructional Design experts, Materials experts, Language experts, Design and Media experts, one-to-one evaluation, also testing, and evaluation in large groups. The study also used pre-test and post-test questions to determine the effectiveness of VLE and the learning materials developed. The data obtained from the results is divided into two parts, namely qualitative data and quantitative data. During the test, revealed four important things from the developed VLE, namely the interaction of discussion forums, face-to-face interaction through video conferences, time management, and problem-solving that directly received feedback. The test results show that students are happy, motivated to do practice questions, and always follow the learning process on time. The results of the pre-test and post-test showed an increase of 20.40%.
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D’Alba, Adriana, Anjum Najmi, Jonathan Gratch, and Chris Bigenho. "Virtual Learning Environments. The oLTECx." International Journal of Gaming and Computer-Mediated Simulations 3, no. 1 (2011): 33–50. http://dx.doi.org/10.4018/jgcms.2011010103.
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The rapid development in new technologies and media and widespread access to the Internet is changing how people teach and learn. Recognizing the potential of technology, schools and universities are placing more content online from fully deliverable courses to course catalogs, course registration, and college admissions. People are able to gain access to a multitude of information with one click. Online learning environments range from authentic, real-time environments to simulations, as well as 2D and 3D virtual environments. This paper explores the use of a 2-dimensional, narrative-based, virtual learning environment (VLE) created by doctoral students to orient potential students to their university departments’ degree programs, faculty, and course offerings. After exploring the environment, participants were surveyed about their experiences. Findings include validation of the instrument, possible correlations relating to learning through games, engagement, and game design. Emerging themes and suggestions for future research are presented in this paper.
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Mohammad Nassr, Rasheed, Alia Ahmed Aldossary, and Haidawati Mohamad Nasir. "STUDENTS’ INTENTION TO USE EMOTION-AWARE VIRTUAL LEARNING ENVIRONMENT: DOES A LECTURER’S INTERACTION MAKE A DIFFERENCE?" Malaysian Journal of Learning and Instruction 18, Number 1 (2021): 183–218. http://dx.doi.org/10.32890/mjli2021.18.1.8.
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Purpose – This study explored students’ perspective of using emotion-aware Vertual Learning Environment (VLE) in Malaysia’s higher education institutions. The purpose is to investigate the relationships among dimensions of Technology Readiness Index (TRI), attitude, intention to use VLE, and lecturer interaction. The outcomes concerned the emotions involved in the educational process of Malaysia’s higher education institutions. Methodology – Quantitative data were collected via an online survey from 260 students. An empirical analysis was then conducted using structural equation modelling (Smart PLS) in two phases: (1) examining the direct effect of students’ attitude on VLE adoption intention and (2) examining the indirect effect of constructs using lecturer interaction as a mediator. Findings – The findings revealed a significant mediating role of lecturer interaction on the relationship between attitude and intention to use VLE across the student cohort. Inhibitors, such as insecurity and discomfort, were less significant in affecting students’ attitude towards emotion-aware VLE. The results indicate that students are motivated to use VLE when lecturers understand their emotions and react accordingly. Significance – This is one of the studies pertaining to emotions in VLE and lecturer interaction in higher education institutions. The results facilitate an understanding of the pedagogical role of lecturer interaction as a practical learning motivation. It is of particular interest to curriculum and e-learning stakeholders looking to improve students’ interactions with the VLE systems. Apart from extending the current literature, this study has significant practical implications for education management in higher learning institutions. Keywords: Emotion-Aware VLE, Technology Readiness Index (TRI), Attitude, Intention to Use, Lecturer Interaction, online learning, Smart PLS, Higher Education.
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O'Toole, Chris. "“Virtual Learning Environment Faculty Continuing Professional Development - Networked Learning Communities” A Critical Literature Review." Irish Journal of Technology Enhanced Learning 4, no. 1 (2019): 48–67. http://dx.doi.org/10.22554/ijtel.v4i1.50.
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This paper presents the results of a small-scale research study examining the professional practice of Virtual Learning Environment (VLE) faculty, who are encouraged to network and learn, establish on-going relationships with both their fellow faculty and those in other institutions, share knowledge, experience, resources and foster good practice for continuing professional development (CPD). It considers whether the group of faculty would benefit from the establishment of a networked learning community, supported by their educational institution for continuing professional development. Using an integrative literature review, it provides a review of existing research literature related to professional development of VLE faculty within networked learning communities. Findings indicate that although networked learning communities have positive influences for CPD including enhanced social learning processes, greater use of formal and informal learning, learning across barriers in time and space and increased levels of interaction, challenges remain that can hinder continuing professional development. It concludes that a networked learning community could be piloted with a sub-group of VLE faculty at a chosen HEI and that further qualitative and quantitative research could be conducted.
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Setyawan, Trinovandhi, and Nurcholis Istiawan. "Pengembangan Buku Ajar Pramuka Berbantuan Virtual Learning Environment (VLE)." Prosiding Seminar Nasional IKIP Budi Utomo 1, no. 01 (2020): 805–16. http://dx.doi.org/10.33503/prosiding.v1i01.1201.
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Scouting is categorized as a new course which is compulsory in Physical Education, Health, and Recreation Study Program of IKIP Budi Utomo Malang. The development of a textbook for this course was triggered by the limited amount of modules as the students’ sources in learning. The adoption of technology in learning has fostered new ways and thoughts in teaching and learning process, thus it drives shifting in learning paradigm. The emergence of new paradigm causes changes in instructional design and media development. Virtual Learning Environment (VLE) is a place where information and knowledge gathered from books can be accessed online, therefore it has flexibility value on its implementation. This study aimed at designing and developing coursebook of Scouting Course based on VLE as companion material. This Research & Developmental (R&D) study applied Alessi and Trollip’s development procedure with three stages, namely planning, designing, and developing. Quantitative analysis was applied to process and interpret the result of observation and product’s try out as the data collection technique.
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Jena, Rabindra Ku. "Cloud Computing Enabled Virtual Learning Environment." International Journal of Knowledge Society Research 4, no. 3 (2013): 52–65. http://dx.doi.org/10.4018/ijksr.2013070105.
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Recent advances in Information and Communication Technology (ICT) provide an opportunity to build a self growing and sharing virtual environment for teaching and learning. Cloud computing is one of the latest technological advancement in ICT domain. Cloud computing technologies have changed the way applications are developed and accessed. A Virtual Learning Environment (VLE) is a system for delivering learning materials to students via the web. Cloud computing is provides one of the most emerging cost effective solution for virtual learning and teaching environment. This paper discusses how cloud computing has been contributing to virtual learning environment and an overview of the current state of the structure of Cloud Computing based e-learning is discussed. The readers will also find a brief overview of cloud computing and the different efficient cloud based virtual learning models. Towards the end different offers from different cloud vendors are discussed.
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Dean, Aftab, and Andy Lima. "Student Experience of E-Learning Tools in HE: An Integrated Learning Framework." European Journal of Social Sciences Education and Research 11, no. 2 (2017): 39. http://dx.doi.org/10.26417/ejser.v11i2.p39-51.
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Over the last decade the adoption of a Virtual Learning Environment (VLE), at University, has become an accepted norm of support for student learning. However, despite the major investment in VLE’s there is a major disparity between what universities are offering, on their online platforms, and how this material and activities are being utilised by students. This research provides empirical evidence of the passive use, both by tutors and students, of the VLE. The literature provides evidence of the inertia that still exists, within Higher Education (HE), among tutors, to fully embrace the spectrum of VLE engagement tools. The lack of transition, among many tutors, to utilise the VLE as a pedagogical engagement tool continues to impact the expectations of fee paying students in the UK, who no longer expect that a Socratic dialogue will suffice to catalyse their intellectual curiosity. Today’s generation of students have been exposed to a plethora of technologies that facilitates the acquisition of instant information and often through a multitude of sensory (visual, audio) formats. Furthermore, with the growth of Massive Open Online Courses (MOOCS) that are freely available to students the expectations, of HE students, from universities is becoming more demanding. In light of this competitive virtual learning landscape the authors propose a learning framework. To enable universities to create a unique and effective learning experience, for their students, through prudent investment in VLE tools and a complimentary learning environments. Resulting in deeper learning and informed students prepared for seminars.
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Markauskaitė, Lina. "Links between the use of virtual learning environment and informatics curriculum in Lithuanian Lower Secondary School." Lietuvos matematikos rinkinys 43 (December 22, 2003): 265–71. http://dx.doi.org/10.15388/lmr.2003.32416.
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The paper analyses conceptual relations between the aims of the introduction of Virtual Learning Environments (VLE) and the informatics curriculum in the lower secondary school of Lithuania. The article investigates this issue from two opposite perspectives. First, it looks, how the VLE could help to attain the objectives of informatics curriculum. Second, it discusses, what skills and knowledge of students should be developed during the lessons of informatics in order to use VLE efficiently for different other teaching and learning objectives.
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Akazaki, Jacqueline Mayumi, Leticia Rocha Machado, Carla Adriana Barvinski, Cristina Alba Wildt Torrezzan, and Patricia Alejandra Behar. "Undefined Socio-Affective Scenarios in a Virtual Learning Environment." International Journal of Advanced Corporate Learning (iJAC) 16, no. 2 (2023): 4–17. http://dx.doi.org/10.3991/ijac.v16i2.35651.
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There is a growing number of virtual courses being offered by Brazilian educational institutions, requiring the development of technological resources and research to assist in the teaching and learning processes in Distance Education (DE). The analysis of the students’ socio-affective profiles in Virtual Learning Environments (VLE) enables possibilities to develop methodologies and/or resources to better understand them. The Social Map (SM) and Affective Map (AM), both features of the Cooperative Learning Network (ROODA in Portuguese), provide inferences and graphic presentations of students' socio-affective profiles. Thus, this article aims to identify students with Undefined Socio-affective Scenarios in a VLE, based on Learning Analytics (LA). LA is defined as the measurement, collection, and analysis of data. This qualitative and quantitative research approach was carried out based on 10 case studies. The target audience was divided between 77 undergraduate students, 29 graduate students, 27 elderly people, and 86 professors who participated in teaching activities at a Brazilian public university. Data collected from the SM and AM were extracted in order to identify the relationship between these two aspects. The result was 18 Socio-affective Scenarios using LA and the identification of 108 Pedagogical Strategies to contribute to the analysis of students’ learning profiles.
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K, Rahimah, A. H Nor Aziati, Adnan H.B, Latipah N, and Maizurah A. "Learners’ Perspective on Critical Factors to Cloud VLE Success: an Empirical Investigation." International Journal of Engineering & Technology 7, no. 3.30 (2018): 507. http://dx.doi.org/10.14419/ijet.v7i3.30.18419.
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The use of Virtual Learning Environment (VLE) in academic institutions is becoming an imperative for many institutions. The growth of the advanced education system now is depending on the increased of Virtual Learning Environment (VLE) technology utilization. Education institution communities are encouraged to adopt a variety of VLE technology to support the process of teaching and learning. The objective of this research is to measure perspective of VLE acceptance among lecturers in the context of Moodle application by using data from 541 lecturers at selected Higher Education Institutions. A framework of research constructed based on a comprehensive study on the theory of service quality and the Technology Acceptance Model (TAM). Eight factors hypothesized which consist of five independent variables; organization support, knowledge support, technical assistance, system characteristics and lecturer style and innovation, two belief variables; perceived usefulness and perceived ease of use and one dependent variable; behavioral intention to use the VLE. All the factors were tested to determine whether they are important in influencing future use of the VLE and statistical analysis methods determined the key driving factors. Results of regression analysis showed that university lecturers have an above average level of VLE acceptance with the very high level of significant value.
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Harding, Nuala. "The Digital Turn: staff perceptions of the virtual learning environment and the implications for educational developers." Irish Journal of Technology Enhanced Learning 3, no. 2 (2018): 58. http://dx.doi.org/10.22554/ijtel.v3i2.45.
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Virtual Learning Environments (VLEs) have become a critical part of the Higher Education (HE) learning, teaching and assessment environment over the past two d ecades. The study in this paper complements the longitudinal study designed by the #VLEIreland Project team to examine the key drivers and barriers for uptake and usage of an institutional VLE amongst students. There is a dearth of literature on VLE usage by staff in an Irish context. The findings of the #VLEIreland staff survey, presented in this paper, help us understand staff usage of technology tools including the VLE, and places this in a wider context. In 2014, the project team developed an electronic survey instrument to examine staff perceptions of the VLE and online learning tools. This collaborative study involved seven Irish HE institutes. There were 580 respondents to the electronic survey. Findings show lack of time as a considerable barrier to staff usage of the VLE and that staff usage is primarily for distribution of resources, communication and assignment submission. However, insights can also be gleaned from the data to assist educational developers when designing appropriate interventions for the development needs of staff. When considered in conjunction with findings from student data, the common misconceptions about VLE usage can be addressed including a negative impact on attendance and over-reliance on lecturers. In addition, consideration for the professionalisation of teaching in terms of digital literacy and technological skills is considered of vital importance to empower staff in the era of the digital turn.
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Elfakki, Abir Osman, Souhir Sghaier, and Abdullah Alhumaidi Alotaibi. "An Intelligent Tool Based on Fuzzy Logic and a 3D Virtual Learning Environment for Disabled Student Academic Performance Assessment." Applied Sciences 13, no. 8 (2023): 4865. http://dx.doi.org/10.3390/app13084865.
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In a virtual learning environment, it is important to be able to correctly assess students to help them receive the best possible education. This can have a big impact on the way disabled students learn and their goals for gaining a high level of qualification. This paper investigated different fuzzy logic-based techniques for student academic evaluations in a 3D virtual learning environment (VLE). Some of the techniques were found to be especially helpful for disabled students, and the paper also described the development and design of evaluation systems that take this into account. The study used fuzzy logic to study how well disabled students are doing in their classes over a whole year. This fuzzy logic was developed using MATLAB software, which uses features extracted from student evaluations. Disabled students’ characteristics (such as experience and understanding, problem-solving skills, etc.) have been measured and combined with a 3D virtual learning environment built using open-source software, Moodle, and Sloodle. This way, disabled students can interact with their courses inside a 3D VLE using Sloodle. According to the findings, which were based on 20 disabled students, fuzzy logic technology used in 3D Virtual Learning Environments (VLEs) produces different results than traditional assessments. The difference between the two is about 3.9 points on average.
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Asampana, Isaac, Henry M. Akwetey, Ben Ocra, Jones Y. Nyame, Albert A. Akanferi, and Hannah A. Tanye. "Factors motivating the adoption of virtual learning environments in higher education. Is gender relevant?" Scientific Temper 15, no. 01 (2024): 1733–44. http://dx.doi.org/10.58414/scientifictemper.2024.15.1.22.
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This study aims to examine the influence of gender on the adoption of a virtual learning environment (VLE) in higher education in Ghana during COVID-19 restrictions. A survey approach was used, with a total sample of 488 responses from the University of Professional Studies, Accra. To reveal gender differences, both male and female respondents were subjected to a multi-group analysis. The factors impacting students’ intention to use VLE were determined using the structural equation modeling approach employing SmartPLS 3.3.3 software. Accordingly, both gender groups show that subjective norm elements significantly influence intention to adopt VLE; however, the male group (β = 0.873, p = 0.000) reports more significant influences than the female group (β = 0.571, p = 0.000). The study establishes that the newly incorporated construct in the theory of planned behavior, attitudes towards social distancing, significantly affects males’ behavioral intention to use VLE more than their female peers. This result demonstrates the robustness of the theory of planned behavior for evaluating technology acceptance research.
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Gene, Kervin S. Borja II, L. Ferrer Vilclinton, B. Julianes Jennifer, P. Magnampo Rosefel, E. Moreno Jeffrey, and A. Palmiano Dariel. "Fulfillments and Failures of Virtual Learning Environment (VLE): A Systematic Review." International Journal of Recent Innovations in Academic Research 8, no. 3 (2024): 30–41. https://doi.org/10.5281/zenodo.10865966.
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Recent studies have investigated the Virtual Learning Environment (VLE) in the higher education institutions in the different countries but there is still limited empirical evidence on what effect this to the student’s satisfaction. By promoting collaboration and communication among students, virtual learning environments (VLEs) enhance student engagement and academic achievement. Today's generation now views social media platforms, cell phones, and the internet as normal hardware and software due to technological breakthroughs. It is used by educators and students to exchange documents, videos, and homework; family circumstances affect pupils' attention spans, the availability of learning materials, and their participation in online learning. In order to encourage the use of VLEs and maintain their effectiveness, academes must provide learning materials to them without any technological delays or obstacles. Technology that regularly has technical problems and has a slow reaction time will discourage students from enrolling in virtual classrooms. This will be taken into account when assessing whether or not the students accomplished the learning objectives especially during the pandemic.
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Chan, Agnes Wai Yan, Elza Yin Ling Chan, Will Chi Kit Lee, Benny Yu Ming Leung, and Dickson K. W. Chiu. "Metadata Design of a Content Management System for Music Virtual Learning Environment." International Journal of Systems and Service-Oriented Engineering 5, no. 1 (2015): 56–76. http://dx.doi.org/10.4018/ijssoe.2015010104.
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Virtual Learning Environment (VLE) uncovers a new learning space for students to start their learning in multidisciplinary subjects and provides an enormous storage for different types of learning materials. This brings not only the ease and flexibility to our learning, but also the challenges in organizing, managing, and controlling of information which is indispensable to the design of an effective online learning system. In particular, Music Information Retrieval (MIR) is an interdisciplinary science on the process of retrieving information from music related resources. Due to the unique application characteristics and various forms of music, appropriate design and application of metadata plays an important role for the MIR in such a Content Management System (CMS) as it would affect the comprehensiveness and effectiveness of the music information retrieval process. In this paper, the authors propose their ontology-based metadata scheme to address such requirements of a music VLE, based on the Dublin Core with modifications according to specific nature of the music learning materials. The metadata design of music resources aims to support students' daily music learning by providing instant and appropriate learning materials which enables cross-collection searching and enhances the sustainability of the contents over time.
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Vuorio, Jaakko. "Studying the Use of Virtual Reality Learning Environments to Engage School Children in Safe Cycling Education." Simulation & Gaming 55, no. 3 (2024): 418–41. http://dx.doi.org/10.1177/10468781241246566.
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Background The promotion of cycling for children is beneficial from a health and environmental perspective, however road safety and awareness amongst this age group remain a considerable issue. As children are developing their cognitive and physical abilities, they are considered a high-risk group for injuries and fatalities on the roads. Virtual learning environments have demonstrated promising ways to engage children in learning about road risks and teach children about safe cycling. Intervention A web-based Virtual Learning Environment (VLE) and Virtual Reality (VR) environment was designed to offer a platform for schoolchildren to learn about safe cycling and to develop skills for them to better detect hazards in traffic. Both learning environments were used by 455 school children and 20 class teachers. Methods Fun toolkit methods, specifically designed for child participants were used to assess the design of the technology, and for teachers a qualitative survey to provide evidence around the use of both learning environments. Results Results suggest both learning environments were appealing for lower school grade participants. For grades five and six a need to review the relevance and user design of the learning content was evident. The VR environment was highly attractive across all school grades, suggesting that VR could be a feasible way to teach road safety and safe cycling for school children. Discussion Although VLE and VR environment were attractive and fun to use, some users of VR experienced motion sickness. This would need to be considered and further examined before engaging a young learner in a VR learning environment. Several considerations are provided for teachers, practitioners, researchers, and designers seeking means to promote safe cycling for children.
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Setiawaty, Sri, Riska Imanda, and Reza Putra. "Educational Transformation Through Virtual Learning Environment (VLE) as an Effort to Improve Students' Critical Thinking Competence." Jurnal Penelitian Pendidikan IPA 9, no. 9 (2023): 6885–89. http://dx.doi.org/10.29303/jppipa.v9i9.2607.
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Industrial revolution 4.0 in the 21st century, many countries have made their country's roadmaps to be able to survive in the midst of dynamic changes. The 21st century is marked by information that can be accessed by anyone, anytime and anywhere, computing or the use of robots, automation or work that can be done routinely and communication that becomes unlimited in every aspect of people's lives. The purpose of this research is to, 1) find out the feasibility of the developed Virtual Learning Environment (VLE) media for use in learning, 2) find out the perceptions of teachers and students towards the developed Virtual Learning Environment (VLE). This research and development (R&D) research adapt the 4-D development model (define, design, develop and desiminate). The results of this research, namely the validity of the learning media developed was obtained from the assessment results with an average percentage of 93% in the 'Very Good' category, the quality of the learning media developed obtains assessment results with an average percentage of 92% in the category "Very Good" and received a positive response from students with a percentage ≥ 90%. Learning uses integrated Android-based VLE media STEM approaches are able to improve 4C competencies and beyond provide a positive response to significant student learning outcomes.
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Noor, Lela Ahmad, Yahaya Rusliza, Ab Wahid Hariyaty, and Shafiqah Mohd Fazil Nadhirah. "Role of social factors, self-efficacy and technological support on the use of virtual learning environment among teachers." Role of social factors, self-efficacy and technological support on the use of virtual learning environment among teachers 12, no. 1 (2023): 369–76. https://doi.org/10.11591/ijere.v12i1.22628.
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Virtual learning environment (VLE) has been introduced in educational institutions such as schools, colleges, and universities to encourage a systematic online teaching and learning platform. 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 a set of questionnaires administered to selected respondents. A total of 356 accounting teachers from secondary schools in Peninsular Malaysia were chosen as the samples. A reflective measurement model in partial least square-structural equation modeling was utilized to measure the effect of the exogenous latent variable on the endogenous latent variable. Results indicated that social factors namely (colleagues, administrators, and school culture) significantly affect the use of VLE among teachers. Further, self-efficacy and technological support namely (facilities quality, internet access, and technical support) positively influence teachers to apply VLE during teaching. The quality of technological facilities in schools needs to be developed to promote effective educational processes and motivate teachers to use digital technology. Further, it is strongly suggested that teachers need to be given appropriate training and ongoing support to develop their skills in using digital technology.
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Hong, Wei-Han, Vinod Pallath, Chan Choong Foong, et al. "Transformation on the run—Digitising medical education during the COVID-19 pandemic." Asia Pacific Scholar 6, no. 3 (2021): 5–9. http://dx.doi.org/10.29060/taps.2021-6-3/gp2430.
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Introduction: The article is a succinct summary of events and process for emergency digitisation and transition to remote teaching during the COVID- 19 pandemic. The challenges of such transition included the need for enhanced infrastructure facilities, compliance to directives from regulatory bodies, providing an equivalent learning experience in the virtual learning environment (VLE) and ensuring the end user capacity to utilise the VLE created. Methods: To accomplish this task a suitable instructional design and transition model was utilised to create an integrated Moodle and Microsoft Teams platform as the VLE. The curriculum was recreated in the VLE through review of existing infrastructure and resources, deconstructing the demands of the curriculum, reconstructing the learning experiences of curriculum in VLE and innovating to improve. The end user training was also provided using the same VLE created, which ensured capacity building. Virtual Clinical Assessments (VCA) were created to ensure the completion of assessment tasks. Results: The utilisation of the ACTIONS transition model resulted in the evolution of instructional delivery from a Web Enhanced approach to a customised Web Centric approach and implementation of Virtual Clinical Assessments. Students expressed their satisfaction in the learning experience through VLE, but were anxious about their clinical training and connectivity issues. Conclusion: This transition demonstrated the need of future directions in terms of learner readiness to be more self-directed and self-determined, design thinking for transformation to a Web Centric curriculum, faculty readiness to change and develop the competency of Technological Pedagogical Content Knowledge (TPACK).
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Mutheiwana, MB, KL Sharp, and M. Motale. "Students' Attitudes towards the Use of a Virtual Learning Environment with the Presence of Advertisements: Pilot Study." GATR Global Journal of Business Social Sciences Review 9, no. 2 (2021): 165–73. http://dx.doi.org/10.35609/gjbssr.2021.9.2(6).
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Objective - As Higher Education Institutions (HEIs) begin to investigate how they can increase revenue and decrease costs, the Virtual Learning Environments (VLEs) already implemented in most HEIs may be the solution. The opportunity for including advertisements on a VLE allows HEIs to minimise the significant financial implications associated with the development and use of a VLE, without reducing the value of the service provided. While incorporating advertisements onto VLEs makes sense financially, there is limited knowledge on how students will respond to the presence of advertisements on VLEs. Consequently, this research study reports on the findings from a pilot study conducted to determine the legitimacy and reliability of a measuring instrument being employed to investigate students' attitudes towards the use of a VLE with the presence of advertisements at a South African university of technology. Methodology/Technique - A measuring instrument, including constructs of self-efficacy, technology experience, perceived ease of use, perceived usefulness, satisfaction, pre advert presence and post advert presence on a selected VLE was employed in this research study. A six-point Likert scale, ranging from 1= strongly disagree to 6= strongly agree was used to avoid the utilisation of a seventh scale item of neither agree nor disagree. After the initial pre-testing of the questionnaire, carried out to verify face and content validity, was completed, a non-probability, convenience, judgement sample of 50 students from a South African public higher education institution situated in the Gauteng province was taken. The gathered pilot data was analysed using the Statistical Package for Social Science (SPSS), Version 25.0. Findings - The findings indicate that the measuring instrument was deemed legitimate and reliable with regards to investigating students' attitudes towards the use of a VLE with the presence of advertisements. Novelty - Only one previous study has been conducted with regards to evaluating students' attitudes towards advertising on HEI VLEs, which was conducted in the UK. In addition, other studies closely related are concerned with students' attitudes towards e-learning and do not evaluate students' attitudes towards the use of a VLE with the presence of advertisements. Attitudes contribute to understanding the perceptions of students towards a VLE. Consequently, if HEIs are to incorporate advertisements on the VLEs used within HEIs, then evaluating the attitudes of the students enrolled at these HEIs, towards the use of a VLE with the presence of advertisements, is paramount. Type of Paper - Empirical. Keywords: E-learning, attitudes, virtual learning environments, advertisements, students, higher education institutions, South Africa. JEL Classification: I22, I23, M30, M31, M37 URI: http://gatrenterprise.com/GATRJournals/GJBSSR/vol9.2_6.html DOI: https://doi.org/10.35609/gjbssr.2021.9.2(6) Pages 165 – 173
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Hegazi, Moustafa Abdelaal, Nadeem Shafique Butt, Mohamed Hesham Sayed, et al. "Evaluation of the virtual learning environment by school students and their parents in Saudi Arabia during the COVID-19 pandemic after school closure." PLOS ONE 17, no. 11 (2022): e0275397. http://dx.doi.org/10.1371/journal.pone.0275397.
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Background Very few previous studies have involved school students or their parents in the evaluation of virtual learning environment (VLE). Thus, this survey was performed to evaluate the satisfaction of both school students and their parents with the VLE in the Kingdom of Saudi Arabia during the COVID-19 pandemic. Methods A cross-sectional questionnaire-based survey was distributed online for VLE evaluation. The questionnaire was based on previous studies and expert opinions from validated instruments for assessing distance education, integrative and literature reviews of VLE environment. A median value >3 indicated participant satisfaction in each of the 5 domains of the questionnaire as well as overall VLE satisfaction. The used questionnaire was checked after its implementation by all possible statistical means and it was found to be of acceptable validity and reliability. Results Six hundred and ninety-three participants including 571 Saudi citizens and 122 non-Saudi residents participated in this survey. The number of school students who agreed or strongly agreed were significantly lower than the number of students who disagreed or strongly disagreed with preferring the VLE over traditional education (p<0.001). The participants evaluated the VLE experience as unsatisfactory with a median value ≤3 for 4 out of 5 questionnaire domains with an overall satisfaction value of 2.8. Among the 117 participants who gave further written opinions/comments, 42(35.9%) participants supported the VLE as an alternative to traditional classrooms, if equipment and internet are made available and for the safety of their children. Conclusions This is one of few available adequate population-based studies for exploring the VLE satisfaction of both Saudi citizens and non-Saudi residents school students and their parents. This study showed the participants’ unsatisfactory VLE experience. The VLE is accepted as an alternative to traditional classrooms to keep up with learning and to maintain the safety of children and it can be a supplementary learning method but many measures are still needed to develop the VLE.
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Bailly, Sophie, Maud Ciekanski, and Eglantine Guély-Costa. "Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment." EuroCALL Review 21, no. 1 (2013): 35. http://dx.doi.org/10.4995/eurocall.2013.10161.
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<p>This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we designed a global VLE for researchers working on language learning autonomy, teachers with various degrees of practice and experience in self-directed learning, and language learners. The VLE is thus divided into three spaces for the different types of participant, each offering dedicated social networking possibilities and resources to enrich the others.</p><p>Our study focuses on the space dedicated to teacher training, the main objective being to help them build knowledge and skills for a new educational role in the paradigm of language learning autonomy (LLA). This space contains specially created Web-TV resources and audio podcasts of self-directed learning advising sessions, is based on reflective analysis and relies on a professional social network, following the principles of the “community of practice” (Wenger, 1998). In line with the principles of self-directed learning, teachers acting as trainers in the VLE mainly enact supportive and facilitative functions as advisers do in face-to-face interactions. We explore how training for advisers is organized in this online environment characterized by a high degree of openness (Jézégou, 2010). We report on findings from the way teachers within their dedicated space, using quantitative and qualitative data collected from interviews, questionnaires and analysis of logs. We look at the tensions that emerge as teachers conceive their new role and engage in new training practices given the opportunities afforded by the environment. The data provide insights to how the VLE can support training practices based on reflection, participation and collaboration.</p>
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Faiqoh, Avita Elok, and Ashadi Ashadi. "EFL students’ language attitudes toward virtual learning environment: A technology acceptance model." Englisia: Journal of Language, Education, and Humanities 10, no. 2 (2023): 20. http://dx.doi.org/10.22373/ej.v10i2.15178.
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It is widely believed that L2 learners who have positive attitudes towards the target culture and its people are likely to learn the target language more effectively than those who do not possess such attitudes. As technology continues to be increasingly integrated into language learning, this article aims to explore EFL students' attitudes towards technology acceptance via Virtual Learning Environment (VLE), as well as the potential advantages of VLE in the EFL classroom. A quantitative approach was employed in this study, which involved 30 students from English language education departments at a private university in Indonesia. The students' computer attitudes were assessed using a Likert scale questionnaire with four factors, including affective, perceived usefulness, perceived control, and behavioural intention. The Technology Acceptance Model (TAM) developed by Davis (1989) was utilized as the framework to further examine these factors. The results indicated that the students had a positive attitude towards the Computer Attitude Scale (CAS) factors, which were categorized into affective, perceived usefulness, perceived control, and behavioural intention. The implications of each of these categories in the framework are discussed in relation to behaviourism theory.
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Connolly, Steve, and Karen Wicks. "Part-time higher education students’ interactions with a virtual learning environment as an exploration of theories of connectivism." Compass: Journal of Learning and Teaching 16, no. 1 (2023): 71–92. http://dx.doi.org/10.21100/compass.v16i1.1357.
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This article uses data from an action research project (ARP) conducted with part-time higher education (HE) students as a means of exploring the recent thinking about learning characterised by theories of connectivism. Both quantitative and qualitative data are presented to assess the extent to which connectivist theory might explain – and indeed develop – the use of a virtual learning environment (VLE) on a part-time Education degree in the United Kingdom (UK), particularly for students from non-traditional backgrounds. The article concludes by discussing what both the data themselves and connectivist perspectives on those data might have to say about VLE use in an age in which such learning platforms are but one means of accessing learning.
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Khlaisang, Jintavee, and Kemmanat Mingsiritham. "Engaging Virtual Learning Environment System to Enhance Communication and Collaboration Skills among ASEAN Higher Education Learners." International Journal of Emerging Technologies in Learning (iJET) 11, no. 04 (2016): 103. http://dx.doi.org/10.3991/ijet.v11i04.5503.
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The study aims to design and develop a Virtual Learning Environment (VLE) system to enhance the communication and collaboration skills of higher education learners in the ASEAN cultural community. The system was developed based on a literature review of ASEAN to identity its educational goals for 2015, as well as the subjects of open learning, VLE, active learning, activity based learning, ASEAN cultural community, and collaboration and communication skills in 21st century. The results of the literature review were developed into a questionnaire for 400 higher education instructors. The survey results were then tabulated using G* Power and were analyzed using Exploratory Factor Analysis (EFA) to find the core elements to be developed to be an appropriate VLE system. The resulting system was tested using a sample group of 30 volunteer undergraduate students from 5 ASEAN member countries. Data analysis using t-test dependent indicated that there was statistical difference between pre and post self-assessment scores of the 21st century skills in communication and collaboration at a 0.05 level of significance. The result was consistent with the results of behavior and trace observations and the quality of project assignments produced using the system. The system developed consisted of four elements was approved by experts in the education field.
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Ahmad, Noor Lela, Rusliza Yahaya, Hariyaty Ab Wahid, and Nadhirah Syafiqah Mohd Fazil. "Role of social factors, self-efficacy and technological support on the use of virtual learning environment among teachers." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (2023): 369. http://dx.doi.org/10.11591/ijere.v12i1.22628.
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<span lang="EN-US">Virtual learning environment (VLE) has been introduced in educational institutions such as schools, colleges, and universities to encourage a systematic online teaching and learning platform. 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 a set of questionnaires administered to selected respondents. A total of 356 accounting teachers from secondary schools in Peninsular Malaysia were chosen as the samples. A reflective measurement model in partial least square-structural equation modeling was utilized to measure the effect of the exogenous latent variable on the endogenous latent variable. Results indicated that social factors namely (colleagues, administrators, and school culture) significantly affect the use of VLE among teachers. Further, self-efficacy and technological support namely (facilities quality, internet access, and technical support) positively influence teachers to apply VLE during teaching. The quality of technological facilities in schools needs to be developed to promote effective educational processes and motivate teachers to use digital technology. Further, it is strongly suggested that teachers need to be given appropriate training and ongoing support to develop their skills in using digital technology.</span>