Relevant bibliographies by topics / Virtual university

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Virtual university'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 June 2025

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Journal articles on the topic "Virtual university"

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Hunter, Philip. "The virtual university." EMBO reports 16, no. 2 (2015): 146–48. http://dx.doi.org/10.15252/embr.201440016.

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Davison, Dave, and David Rhodes. "The virtual university." Nursing Standard 10, no. 27 (1996): 21–22. http://dx.doi.org/10.7748/ns.10.27.21.s35.

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Carswell, Linda. "The “Virtual University”." ACM SIGCSE Bulletin 30, no. 3 (1998): 46–50. http://dx.doi.org/10.1145/290320.283017.

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Kaltheuner, Nadine-Estelle. "The Virtual University." European Heart Journal 39, no. 8 (2018): 645–48. http://dx.doi.org/10.1093/eurheartj/ehy041.

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Maisonneuve, H., E. Dutson, and J. Marescaux. "The virtual university." Minimally Invasive Therapy & Allied Technologies 11, no. 2 (2002): 61–66. http://dx.doi.org/10.1080/136457002753632475.

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Zhanbusinova, B. H., G. Sh Iskakova, K. S. Shaukenova, B. K. Shayakhmetova, and A. K. Mukasheva. "Virtual University modules." BULLETIN OF THE KARAGANDA UNIVERSITY-MATHEMATICS 85, no. 1 (2017): 46–51. http://dx.doi.org/10.31489/2017m1/46-51.

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Schank, Roger C. "The Virtual University." CyberPsychology & Behavior 3, no. 1 (2000): 9–16. http://dx.doi.org/10.1089/109493100316184.

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Davies, David. "The virtual university: a learning university." Journal of Workplace Learning 10, no. 4 (1998): 175–213. http://dx.doi.org/10.1108/13665629810213935.

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Rios-Campos, Carlos, Rosa Felicita Gonzáles Llontop, Liliana Isabel Flores Anchundia, et al. "Virtual universities." South Florida Journal of Development 6, no. 6 (2025): e5412. https://doi.org/10.46932/sfjdv6n6-010.

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The general objective of the research was to determine the advances related to the virtual universities. The specific objectives of the research were to identify the organization of virtual universities and the best global virtual universities. Methodology, in this research, 69 documents have been selected, carried out in the period 2018 - 2025; including: scientific articles, review articles and information from websites of recognized organizations. Results, virtual universities face new academic and technological challenges every year. Conclusions, virtual universities face new academic and technological challenges every year. About the first specific objective of the research, to identify the organization of virtual universities. Virtual universities require the fundamental support of ICTs (Information and Communication Technologies). About the second specific objectives of the research, to identify the best global virtual universities. North America (Western Governors University (WGU), Southern New Hampshire University (SNHU). Latin America (Universidad del CEMA, Universidad Austral, Universidad del Este, Universidad Nacional de Quilmes Virtual, Universidad Siglo 21, Universidade de São Paulo, FGV EBAPE - Brazilian School of Public and Business Administration, ESPM – Brasil, Centro Universitário Una, Universidade Virtual do Estado de São Paulo, Universidade Cruzeiro do Sul Virtual, Universidad de los Andes, Universidad EAN, Universidad Nacional Abierta y a Distancia, Universidad Peruana de Ciencias Aplicadas, Universidad Continental Virtual, Universidad de Chile, Pontificia Universidad Católica de Chile). Europe (Open University, Universitat Oberta de Catalunya, FernUniversität in Hagen – Germany). Asia (Asia e University, Indira Gandhi National Open University, Embry-Riddle Aeronautical University – Asia). Africa (African Virtual University, The International Open University). Australia (University of New England, Deakin University, Charles Sturt University).
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Teare, Richard. "Modelling the virtual university." Journal of Workplace Learning 12, no. 3 (2000): 111–23. http://dx.doi.org/10.1108/13665620010317667.

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Dissertations / Theses on the topic "Virtual university"

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De, Munnik Evert. "The virtual university." Journal for New Generation Sciences, Vol 2, Issue 2: Central University of Technology, Free State, Bloemfontein, 2004. http://hdl.handle.net/11462/457.

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Published Article<br>The article views the concept of a virtual university. Various conceptual definitions are presented to debate the question on what a virtual university is. The author explains the important contribution of technology driven education in the delivering of academic programmes. Throughout the article the advantages of virtual education are highlighted. Some of the advantages include effective transfer of learning to the work place and quick feedback on performance. The article concludes with a future scenario of virtual universities.
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Ho, Janet Chingyun. "Evaluation of a virtual campus, Bell University Labs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0021/MQ54111.pdf.

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García, Luz Stella 1965. "A model for a virtual university in Colombia." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17854.

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Thesis (S.M.M.O.T.)--Massachusetts Institute of Technology, Sloan School of Management, Management of Technology Program, 2004.<br>Includes bibliographical references (leaves 110-113).<br>The Colombian government is working on solutions to widen the coverage of higher education which is currently around 21%. One of the solutions to handle this major problem in rural and remote areas, but also in some towns and cities where there is either not enough capacity in the current traditional higher institutions, or its quality is poor, or there is little to no supply is Virtual Education. The current stage of higher distance education in Colombia is characterized by a fragmented supply with weaknesses in defining and adopting a pedagogical model, the use of technology capabilities, the organizational structure to support virtual education, and the planning and quality assurance processes. Institutions offering distance services have opportunities for improvement and innovative developments but they lack the necessary resources. Based on this diagnosis, our challenge in coverage of higher education, and the elements identified from seven international experiences studied, a Virtual University is proposed with the purpose of being an 'Open and distance learning university' with "open" meaning access to everybody and "distance" including the appropriate technologies and pedagogical models to offer distance education. The Virtual University is set up primarily to serve young students and adults from the lowest income levels who have finished their high school education. Three alternatives are described to implement the virtual university: i) a new centralized and autonomous organization, ii) a network of universities under an umbrella of a Virtual University, and iii) free competition among institutions. Finally, the role of the Ministry of Education in higher distance education is developed. The Ministry plays the roles of policy maker, accreditation<br>(cont.) and funding in distance higher education and a leading role in helping in the development of a market of good quality distance programs and creating the conditions for the demand to get access to the new offering. In addition, the Ministry should strengthen institutions to face properly distance education and create the mechanisms for cooperation with international governments and organizations.<br>Luz Stella Garcia.<br>S.M.M.O.T.
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Esfijani, Azam. "Methodology development for measuring virtual university social responsibility (VUSR)." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/488.

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This thesis addresses the most challenging issues in online education and its social responsibility. A world’s first ontology on virtual university social responsibility (VUSR) along with an ontological-driven approach for measuring the corporate social responsibility (CSR) for virtual universities (VUs) in five dimensions, namely education, research, engagement, ethics and transparency is developed. The impact on social, economic and ethical standards is ascertained by rigorously defining measurement indicators and performance assessment attributes to help assess CSR.
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Blass, Eddie. "The future university." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1232/.

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The 'university' has been around for centuries, and yet the majority of British Universities have yet to reach their 50th birthdays. The higher education sector has been through extensive change over a relatively short period of time, and will continue to do so as the future requires it. This thesis briefly maps the residual and dominant models of the university before examining the emergent model and drawing out a future model. While much of the history is based in Britain, the emergent and future models draw on examples from all around the world. Essentially the future model of the university will have three core elements. It will be corporate, global, and virtual. Each of these is examined in detail in the thesis, and thought is also given to the potential impact of these developments on academics within universities and potential future students. The models presented here may cause concern and some resistance in the higher education community. It is hoped that they will stimulate debate and action regarding the future, rather than encouraging people to stand their ground and defend the dominant or residual models. The emergent model is already upon us. The future model is there for us to shape.
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Williams, David Allen. "Virtual aesthetics and ethical communication towards virtuous reality design /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211389093/.

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Buchholz, Andrea. "Students and users in the construction of the virtual university." Thesis, Brunel University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247538.

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Смірнов, Олег Ювеналійович, Олег Ювенальевич Смирнов, and Oleh Yuvenaliiovych Smirnov. "The virtual practical trainer in a university course on biology." Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/15945.

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Al-Sherhri, Mansour Ali S. "A virtual university model for higher education in Saudi Arabia." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/6973.

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The purpose of this study is to investigate the feasibility, practicality and desirability of establishing a virtual university using Internet-based technology in Saudi Arabia. The intention would be to deliver higher education in order to accommodate the rapid growth in the number of secondary school graduates. This is regarded as one of the most important challenges currently facing higher education institutions, particularly universities in the Kingdom. The questionnaire in this study was designed to obtain respondents' views in relation to the proposed model. It was distributed to 996 teaching members (male and female) at three major universities: KSU, IMIU and KAU. The number of questionnaires returned was 538; this represents about 57% of the total sample. The majority of respondents (about 67.7%; N= 364) suggested that establishing a virtual university in Saudi Arabia was appropriate to meet the increasing demand for higher education. Group B represented the highest percentages of agreement at around 92.7%, while Group A represented nearly 60.2%. In contrast, the remaining 32.3% of the total number of respondents believed that there are alternative available solutions that can be utilised in order to overcome this problem. Almost 19.0% stated that they would like the private sector to take its responsibility seriously and begin autonomously, or collaboratively with the Saudi government, to construct more traditional colleges and universities in all regions of the Kingdom. Around 51.1% were in favour of the MI-IE, on behalf of the Saudi government, taking full control of higher education provision, introducing more traditional public colleges and universities throughout the Kingdom. Finally, almost 29.9% appreciated any effort made by the current traditional universities to increase their capacity to absorb more students now and in the future. Interviews were carried out in order to gain respondents' opinions on the overall situation. These interviews were composed of two sets: the first set was conducted with various decision-makers at the HESC, the MMHE, KSU, INIIU, and KAU. The second set was conducted with the Director of IU at KACST, the Manager of Internet Services at STC, and one representative of the ISPs in the Kingdom. The outcomes revealed that, in recent times, the higher education system in general and universities in particular have encountered, in addition to the rising number of secondary school graduates who wish to pursue higher education, other problems such as a lack of equal educational opportunities, a lack of educational quality, increased drop-out rates and a lack of interest in learning by some students, a lack of well-forged and mutual relationships between universities and the private sector, and so on. The application of SSNI, which made use of the results of the questionnaires and interviews, determined and confirmed the improvements needed to surmount these limitations. The proposed system encompasses strategic planning, content, communication technology and relevant systems for central support. Each part of the system was logically built to carry out certain activities that work in harmony with the others in order to achieve the mission of the entire system. The study concluded that a virtual university was both systematically desirable and culturally feasible; therefore, recommendations were made for its implementation.
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Ranade, Rachana. "Effectiveness of team-building and teamwork in real and virtual worlds." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263409673/.

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Books on the topic "Virtual university"

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Twigg, Carol A. The virtual University. Educom, 1997.

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Lalita, Rajasingham, ed. The global virtual university. RoutledgeFalmer, 2003.

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Juma, Magdallen N. The African virtual university: Kenyatta University, Kenya. Commonwealth Secretariat, 2001.

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Sankey, Michael David, Henk Huijser, and Rachel Fitzgerald, eds. Technology-Enhanced Learning and the Virtual University. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9438-8.

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Nicolae, Nistor, and Romanian Internet Learning Workshop, eds. Toward the virtual university: International online perspectives. Information Age Pub., 2003.

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Kevin, Robins, and Webster Frank, eds. The virtual university?: Knowledge, markets, and management. Oxford University Press, 2002.

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Antonio, Calvani, ed. Technological innovation and changes in the university: moving towards the virtual university. Firenze university press, 2003.

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1965-, Werry Chris, and Mowbray Miranda 1962-, eds. Online communities: Commerce, community action and the virtual university. Prentice Hall PTR, 2001.

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Dusen, Gerald C. Van. The virtual campus: Technology and reform in higher education. Graduate School of Education and Human Development, George Washington University, 1997.

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Susan, D'Antoni, ed. The virtual university: Models and messages, lessons from case studies. 2nd ed. UNESCO, 2006.

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Book chapters on the topic "Virtual university"

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Rennie, Frank, and Keith Smyth. "Virtual university." In Digital Learning: The Key Concepts, 2nd ed. Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-208.

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Buchner, Dietrich, Ulrich Hofmann, and Stephan Magnus. "Virtual Corporate University." In Change Power. Gabler Verlag, 2001. http://dx.doi.org/10.1007/978-3-322-82318-2_20.

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Johnston, Ian. "The Virtual University." In A Compact for Higher Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003577096-10.

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Bateman, P. "The African Virtual University." In Handbook on Information Technologies for Education and Training. Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-74155-8_22.

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Thorne, M., and H. Milner. "The University for Industry Pilot Project." In The Virtual Campus. Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35352-4_5.

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Stacey, E. A. "Learning at a virtual campus: Deakin University’s experiences as a dual mode university." In The Virtual Campus. Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35352-4_4.

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Tibaut, Andrej, Danijel Rebolj, Karsten Menzel, and Ricardo Jardim-Goncalves. "Inter-university Virtual Learning Environment." In E-Learning Paradigms and Applications. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41965-2_4.

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Sankey, Michael David, Henk Huijser, and Rachel Fitzgerald. "The Virtual University in Practice." In Technology-Enhanced Learning and the Virtual University. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-4170-4_31.

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Sankey, Michael David, Henk Huijser, and Rachel Fitzgerald. "The Virtual University in Practice." In Technology-Enhanced Learning and the Virtual University. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9438-8_31-1.

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Pankowska, Malgorzata. "Virtual Organisation Governance by Example of Virtual University." In Advances in Information Systems Development. Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-70802-7_34.

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Conference papers on the topic "Virtual university"

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Kim, Eun Gyong. "KOREAN UNIVERSITY STUDENTS’ VIRTUAL EXCHANGE EXPERIENCES WITH AMERICAN UNIVERSITY STUDENTS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1104.

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Abreu, Stefani, and Terri Stiles. "Virtual Reality for Stress Management in University Students." In 2024 IEEE 10th International Conference on Collaboration and Internet Computing (CIC). IEEE, 2024. https://doi.org/10.1109/cic62241.2024.00026.

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Kukeneh, Sara Salehi, Asadollah Shahbahrami, and Mehregan Mahdavi. "Personalized virtual university: Applying personalization in virtual university." In 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC). IEEE, 2011. http://dx.doi.org/10.1109/aimsec.2011.6011232.

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Carswell, Linda. "The “Virtual University”." In the 6th annual conference on the teaching of computing and the 3rd annual conference. ACM Press, 1998. http://dx.doi.org/10.1145/282991.283017.

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GAROFALAKIS, JOHN, EVANGELOS SAKKOPOULOS, SPIROS SIRMAKESSIS, and ATHANASIOS TSAKALIDIS. "AN ADAPTIVE VIRTUAL UNIVERSITY." In Proceedings of the First International Conference on Web-Based Learning in China (ICWL 2002). WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812776747_0020.

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LUCA, Theodor, Alin ZAMFIROIU, Anupriya Sharma GHAI, and Ella Magdalena CIUPERCĂ. "E-Learning services integration for pre-university education system." In International Conference on Virtual Learning - VIRTUAL LEARNING - VIRTUAL REALITY (19th edition). The National Institute for Research & Development in Informatics - ICI Bucharest (ICI Publishing House), 2024. http://dx.doi.org/10.58503/icvl-v19y202402.

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Yu, He, Yu Liu, Zhenjie Ma, Wei Zheng, and Haoran Liu. "Changchun University Virtual 3D Campus." In 2020 International Conference on Virtual Reality and Visualization (ICVRV). IEEE, 2020. http://dx.doi.org/10.1109/icvrv51359.2020.00018.

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Ortiz, Jessica S., Bryan S. Guevara, Edison G. Espinosa, and Victor H. Andaluz. "Smart University Immersive Virtual Learning." In 2020 15th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2020. http://dx.doi.org/10.23919/cisti49556.2020.9141149.

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SIMION, Petronela Cristina, Mirona Ana Maria POPESCU, Corina-Ionela DUMITRESCU, and Iustina-Cristina COSTEA-MARCU. "An intelligent platform for guiding future students to optimal university programs." In International Conference on Virtual Learning - VIRTUAL LEARNING - VIRTUAL REALITY (19th edition). The National Institute for Research & Development in Informatics - ICI Bucharest (ICI Publishing House), 2024. http://dx.doi.org/10.58503/icvl-v19y202424.

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Chvala, O., J. Hines, J. Pevey, and V. Sobes. "University of Tennessee Fast Neutron Source Design History." In Transactions - 2020 Virtual Conference. AMNS, 2020. http://dx.doi.org/10.13182/t122-32430.

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Reports on the topic "Virtual university"

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Subhani, MI. VIRTUAL INTERNATIONAL CONFERENCE ON IS OPEN ACCESS KNOWLEDGE CRITICAL IN SCHOLARLY COMMUNICATION? ILMA University, 2021. http://dx.doi.org/10.46745/ilma.oric.conference.2021.01.

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Office of Research, Innovations &amp; Commercialization, ILMA University as always plays a significant role of stimuli to provoke the understanding of publishing protocols among the publishers and other stakeholders of scholarly communications. In continuation to this role, Office of Research, Innovations &amp; Commercialization-ILMA University is hosting a virtual international conference on IS OPEN ACCESS KNOWLEDGE CRITICAL IN SCHOLARLY COMMUNICATION? With this note, to spread growing significance of Open Access Knowledge in Scholarly Communication, I am extending an Official Invitation to your good self to attend this conference. During this extraordinary new normal time in an unprecedented year, there is no pressure to attend this conference. The conference has been designed to be as flexible as possible in the hopes that many people can participate to listen Conference KEYNOTE SPEAKERS from Higher Education Commission, Govt. of Pakistan, Web of Science, Elsevier, COPE, Creative Commons, SAGE Open, University of Jyväskylä, Finland, University De Quebec Montreal, Commonwealth University and Suan Sunandha Rajabhat University, Bangkok.
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Holloway, Richard L. Art-Related Virtual Reality Applications at the University of North Carolina at Chapel Hill. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada236628.

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Kozlovsky, Evgen O., та Hennadiy M. Kravtsov. Мультимедийная виртуальная лаборатория по физике в системе дистанционного обучения. [б. в.], 2018. http://dx.doi.org/10.31812/0564/2455.

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Research goals: the description of technology of software development in Physics Virtual Laboratory for Distance Learning System. Research objectives: the architecture of client and server parts of the lab, the functionality of the system modules, user roles, as well as the principles of virtual laboratory use on a personal computer. Object of research: the distance learning system “Kherson Virtual University”. Subject of research: virtual laboratory for physics in the distance learning. Research methods used: analysis of statistics and publications. Results of the research. The development of the software module “Virtual Lab” in distance learning system “Kherson Virtual University” (DLS KVU) applied to the problems of physics on topics kinematics and dynamics. The information technology design and development, the structure of the virtual laboratory, and its place in the DLS KVU are described. The principal modes of the program module operation in the system and methods for its use in the educational process are described. The main conclusions and recommendations. The use of this software interface allows teachers to create labs and use them in their distance courses. Students, in turn, will be able to conduct research, carrying out virtual laboratory work.
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Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko, and Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3760.

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Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.
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Tarasenko, Rostyslav O., Svitlana M. Amelina, Yuliya M. Kazhan, and Olga V. Bondarenko. The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings, 2020. http://dx.doi.org/10.31812/123456789/4421.

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The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).
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Tarasenko, Rostyslav O., Svitlana M. Amelina, Yuliya M. Kazhan, and Olga V. Bondarenko. The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings, 2020. http://dx.doi.org/10.31812/123456789/4421.

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The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).
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7

Нечипуренко, Павло Павлович, та Сергій Олексійович Семеріков. Інтеграція віртуальної хімічної лабораторії Virtual Lab із системою Moodle. КНУБА, 2015. http://dx.doi.org/10.31812/0564/989.

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При створенні та реалізації електронних освітніх ресурсів (ЕОР) з хімії на основі системи Moodle необхідно ураховувати особливості хімії як науки та як навчального предмету: хімічну мову та хімічний експеримент. У системі Moodle більшість компонентів хімічної мови може бути забезпечена стандартними засобами створення навчальних текстів, інша частина вимагає застосування спеціальних хімічних плагінів. Досвід профільного хімії з використанням Moodle 2.8.5 надає можливість зробити висновок, що існуючих плагінів Moodle достатньою для створення хімічних текстів будь-якої складності. Віртуальний хімічний експеримент у системі Moodle надає можливість: підготуватись до проведення натурного експерименту; змоделювати експеримент, що не може бути проведений у лабораторії з певних причин; забезпечити підтримку профільного навчання хімії за дистанційною формою. Віртуальна хімічна лабораторія Virtual Lab (розробник – ChemCollective, Carnegie Mellon University) має такі основні переваги: вільне поширення (за ліцензією CC-BY-NC-ND); можливість локалізації українською (через додавання мовних записів у файл lang.xml); мобільність (локальне та браузерне виконання аплету vlab.jar). Інтеграція Virtual Lab із системою Moodle виконується на трьох рівнях: 1) фреймова інтеграція лабораторії із сайту http://chemcollective.org; 2) убудовування компонентів аплету Virtual Lab у сторінки навчального курсу, розміщеного у Moodle, кодом: &lt;applet code="irydium.vlab.VLApplet.class" codebase=шлях_до_аплету archive="vlab.jar, logclient.jar, junit.jar" height=висота_аплету width=ширина аплету&gt; &lt;param name="language" value=мова_аплету&gt; &lt;param name="properties" value=шлях_до_файлу_лабораторної_роботи&gt; &lt;/applet&gt;; 3) розробка розширення Moodle для роботи з Virtual Lab. Інтеграцію Virtual Lab із системою Moodle на третьому рівні було здійснено шляхом створення фільтру, який замінює локальні та зовнішні посилання на файли лабораторних робіт у форматі .xml на код з другого рівня. Розроблений фільтр має класичну структуру: version.php – визначає мінімальну необхідну версію Moodle; filtersettings.php – визначає доступні налаштування (ширину, висоту та локалізацію аплету); filter.php – визначає клас-нащадок moodle_text_filter з основним методом filter та допоміжною функцією зворотного виклику. Додатково у каталозі lang визначено ряд мовних пакетів. Таким чином, розробка фільтру надала можливість повністю інтегрувати віртуальну хімічну лабораторію Virtual Lab, що активно розвивається, із системою Moodle, що розширює можливості даної системи стосовно підтримки навчального процесу з хімії, а також сприятиме подальшому розвитку і вдосконаленню віртуальної лабораторії Virtual Lab.
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8

Talukder, Noor Mohammad, and Wahid bin Ahsan. The Impact of AI on Student Engagement in Virtual Learning within Bangladesh’s Higher Education Sector. Userhub, 2025. https://doi.org/10.58947/journal.jtgx34.

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This study examines the impact of Artificial Intelligence (AI) on student engagement in virtual learning environments within Bangladesh’s higher education sector, using a mixed-methods approach. The research integrates qualitative interviews with educators, students, and IT professionals, alongside a quantitative survey of 97 university students. Findings reveal that AI enhances academic performance by improving efficiency and simplifying complex tasks. However, concerns about over-reliance on AI, diminished critical thinking skills, and data privacy issues were prominent. Technical challenges such as inaccurate outputs and usability barriers further impede effective adoption. To maximize AI’s potential, the study recommends fostering critical thinking, refining AI tools for accuracy and personalization, and prioritizing data security. These findings offer actionable insights for educators, policymakers, and developers seeking to integrate AI effectively into virtual learning environments.
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9

Devezy, Yohann, Braden Hill, Liz Beresford, et al. International Café: A Collaborative approach to international student wellbeing and support. Journal of the Australian and New Zealand Student Services Association, 2023. http://dx.doi.org/10.30688/janzssa.2023-2-06.

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Prior to 2020, ongoing discourse in the higher education sector underscored the increasingly complex mental health and wellbeing challenges faced by students. The “post-COVID-19” period witnessed a resurgence of international students arriving in Western Australia. Emerging cost of living pressures, accommodation shortages, and changing visa work hours have amplified the distinct challenges international students encounter, prompting renewed discussions surrounding a need for effective support interventions. Drawing inspiration from successful initiatives at Edith Cowan University, Murdoch University introduced the Murdoch International Café—a program focused on providing distinct spaces of support for international students. This supportive environment enables social connection, effective information sharing, and normalised student challenges and support seeking behaviour. Additionally, Murdoch University's Virtual International Student Hub (VISH) extends this support online. In this paper, collaborative autoethnographic methods offer insights into the efficacy of these initiatives and further explore how these proactive, student-centric mental health interventions potentially cater to the evolving needs of international students.
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Ritter, Alison, Kerryn Drysdale, Ilan Katz, Evelyne de Leeuw, and Shona Bates. How do place-based services evolve in a world of virtual, physical and hybrid service delivery? A research report prepared by the Social Policy Research Centre, UNSW for ANZSOG. Australia and New Zealand School of Government, 2022. http://dx.doi.org/10.54810/egdo9879.

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These papers outline the findings of an ANZSOG research project, co-sponsored by the NSW Department of Premier and Cabinet (NSW DPC), to identify the emerging considerations for governments in designing and delivering hybrid (i.e. virtual and face-to-face) services and hybrid place-based initiatives (PBIs) – specifically those relating to social services. The research was carried out by a team from the University of New South Wales’s Social Policy Research Centre (SPRCS) and draws on the recent experiences of governments in finding new ways of working in response to the COVID-19 pandemic. It examines the effect of using virtual and hybrid modes of service delivery on stakeholders, and identifies the policy settings and resources that will support the ongoing transformation of place-based service delivery.
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