Relevant bibliographies by topics / VLE Virtual Learning Environment

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Academic literature on the topic 'VLE Virtual Learning Environment'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 June 2025

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Journal articles on the topic "VLE Virtual Learning Environment"

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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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Kontvainas, Rimantas, and Marina Radčenko. "Geography Teacher Approach to Using Virtual Learning Environment in Education of Geography." Pedagogika 109, no. 1 (2013): 118–26. http://dx.doi.org/10.15823/p.2013.1841.

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XX–XXI century technological breakthrough created a new ideology and philosophy of education that influenced all education system: new teaching and learning measures have created new teaching methods. Education of nowadays is associated with the use of information and communication tools.
 We often mentioned the words “virtual learning”, “distance learning” or “e-learning”. In general, these terms can be regarded as synonymous, because they generally mean a distance learning. Predicting the perspective of distance learning for this type of education has been established a special software that provides the proper functioning of various e-measures. This program is called open source virtual environments development software (usually just a “virtual learning environment” or in short VLE). In the period of 1996–2000 virtual learning environment has been created for distance education.
 In Lithuania the use of the virtual learning environment is growing. Almost all high schools have their own virtual environment. The interesting of VLE is growing and in the secondary schools. That is why it is important to find out what motivates teachers to use or not to use VLE. This article aims to analyze the geography teachers‘ attitudes towards education by using a VLE. The survey revealed that most of teachers, which are working with the VLE, indicates that virtual learning environment is useful, unlike teachers, who do not use VLE. They guess that virtual learning environment is useful only partly. Many teachers began using VLE to improve their classification and to make their traditional way of teaching more interesting. Teachers indicate that the VLE is improving learning process and its results, because teaching becomes interactive and therefore more interesting, resulting in increased motivation for learning.
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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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Prasad Dhakal, Bed. "Virtual Learning Environment (VLE) in Mathematics Education." Education Journal 5, no. 6 (2016): 126. http://dx.doi.org/10.11648/j.edu.20160506.11.

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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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Ewais, Ahmed, and Olga De Troyer. "Usability Evaluation of an Adaptive 3D Virtual Learning Environment." International Journal of Virtual and Personal Learning Environments 4, no. 1 (2013): 16–31. http://dx.doi.org/10.4018/jvple.2013010102.

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Using 3D virtual environments for educational purposes is becoming attractive because of their rich presentation and interaction capabilities. Furthermore, dynamically adapting the 3D virtual environment to the personal preferences, prior knowledge, skills and competence, learning goals, and the personal or (social) context in which the learning takes place becomes interesting, as there is a bulk of research demonstrating that individualized instruction is superior to the uniform approach of more traditional and one-size-fits-all teaching approaches. However, although such adaptive 3D Virtual Learning Environments (3D VLE) seem to be promising, this needs to be evaluated in practice. Usability of adaptive 3D VLE could be a problem since the user interface could become relatively complex. In this paper, the authors describe an experiment performed to validate the issues of usability and acceptability of an adaptive 3D VLE. This pilot evaluation reveals some important recommendations and improvements.
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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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A Rashid, Ana Haziqah, Nurbiha A Shukor, Zaidatun Tasir, and Kew Si Na. "Teachers’ perceptions and readiness toward the implementation of virtual learning environment." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (2021): 209. http://dx.doi.org/10.11591/ijere.v10i1.21014.

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The current trend of education is towards the implementation of technology in teaching in order to attract the attention of 21st century learners whereby teachers need to adopt technology-enhanced environment such as the Virtual Learning Environment (VLE) in their teaching. This study aims to investigate the teachers’ perceptions and tendency to use VLE as a tool for teaching. The teachers’ perceptions were investigated based on the main constructs of the Technology Acceptance Model (TAM). The respondents were 178 teachers in southern state of Malaysia. The data were collected using a questionnaire and it is validated through the use of Rasch model. The finding was found that the teachers were moderately ready to use VLE and they moderately accepted the implementation of the VLE (mean=3.67 and 3.65). Besides that, the teachers felt that the VLE was useful (mean=3.58) and was easy to use (mean=3.34). It was also found that 84.2% of the teachers’ acceptance was influenced by the teachers’ readiness, and the teachers’ perceptions of the usefulness and ease of using the VLE in teaching. Therefore, it can be concluded that Malaysian teachers has intention to use VLE in their teaching. The use of VLE can improve the innovative way of teaching that can increase students’ interest in constructing knowledge through their learning process.
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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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Goldberg, H. R., and G. M. McKhann. "Student test scores are improved in a virtual learning environment." Advances in Physiology Education 23, no. 1 (2000): S59–66. http://dx.doi.org/10.1152/advances.2000.23.1.s59.

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This study evaluates the effectiveness of delivering the core curriculum of an introductory neuroscience course using a software application referred to as a virtual learning interface (VLI). The performance of students in a virtual learning environment (VLE) is compared with that of students in a conventional lecture hall in which the same lecturer presented the same material. This study was not designed to determine whether grades are improved by augmenting a lecture with other information. The VLI takes advantage of audio, video, animation, and text in a multimedia computer environment. Our results indicate that raw average scores on weekly examinations were 14 percentage points higher for students in the VLE compared with those for students in a conventional lecture hall setting. Moreover, normalized test scores were over 5 points higher for students in the VLE. This analysis suggest that a core curriculum can be effectively presented to students using the VLE, thereby making it possible for faculty to spend less class time relaying facts and more time engaging students in discussion of scientific theory.
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Dissertations / Theses on the topic "VLE Virtual Learning Environment"

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Bin, Fryan Latefa. "Good practice framework for virtual learning environment in higher education." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/13812.

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Many higher education institutions (HEIs) around the world are investing in the implementation of different Virtual Learning Environments (VLEs) to support the teaching and learning process. However, there is a lack of detailed guidelines or a practical framework for the VLE system implementation without which an effective VLE system implementation framework, many of the full potential of VLE system cannot be realised objectives and benefits remain underachieved. A small number of frameworks specific for VLE system implementation are reported in the literature; however, these are not comprehensive in terms of covering the entire end-to-end implementation, do not consider all the key elements of a VLE system implementation and are far from integrated. Moreover, a practice-based framework that considers various organisational, pedagogical, and technological aspects and covers the entire end-to-end implementation, is not available in the current literature, and there is no complete set of guidelines to be used by HEIs to support and manage an effective VLE system implementation. Therefore, further research is needed for investigating various key elements and for identifying aspects of a good-practice framework for the implementation of VLE systems in HEIs. Particularly, an integrated good-practice framework that is comprehensive and integrates elements from existing literature and current practices or case studies would be a significant and useful contribution to this field, which highlights the importance of this study. Hence, research into investigating a good-practice VLE system implementation framework is important, and this thesis builds and presents a good-practice-in-context framework for the implementation and use of VLE systems in HEIs. This is done through identifying and exploring the key elements that build-up such a comprehensive practice-based framework for VLE system implementation through literature and good practices by considering various pedagogical, technical, and organisational aspects. These key elements include stages, processes, critical success factors (CSFs) considered, challenges (CLG) faced, associated risks, stakeholders (SHs) involved, and various tools, technologies, and methods, integrated with the VLE system. The key elements provide a deeper understanding of the fundamental issues and success factors underlying the successful implementation and sustainability of a VLE system. Initially, a conceptual framework was developed encapsulating various key elements of a VLE system implementation framework based on an extensive literature review and an analysis of existing frameworks and models, encapsulating various key elements of a VLE system implementation framework, where the elements were integrated and mapped with each other highlighting and depicting interrelations and interactions among them. The conceptual framework was validated by empirical data from the two case studies (of HEIs, at local and national level) to propose a refined, novel, and practice-based framework for VLE system implementation in HEIs, which also contains mappings to Technology Enhance Learning (TEL) strategy components. Thus, the proposed good-practice-in-context framework can be used as a tool to assist or guide HEIs to implement VLE system successfully. Finally, the proposed framework could lead to a successful VLE system implementation and it could also serve as an effective approach that not only facilitates enhancement in the learning and teaching experience, but also fosters end-user engagement and supports flexibility and customization according to the end-user needs of HEIs.
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Ellaway, Rachel Helen. "Evaluating a virtual learning environment in medical education." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/885.

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The use of technology-supported teaching and learning in higher education has moved from a position of peripheral interest a few years ago to become a fundamental ingredient in the experience of many if not most students today. A major part of that change has been wrought by the widespread introduction and use of ‘virtual learning environments’ (VLEs). A defining characteristic of VLEs is that they combine a variety of tools and resources into a single integrated system. To use a VLE is not just to employ a single intervention but to change the very fabric of the students’ experience of study and the university. Despite this, much of the literature on VLEs has concentrated on producing typologies by listing and comparing system functions, describing small scale and short duration applications or providing speculative theories and predictions. Little attention has so far been paid to analysing what effects a VLE’s use has on the participants and the context of use, particularly across a large group of users and over a substantial period of time. This work presents the evaluation of a VLE developed and used to support undergraduate medical education at the University of Edinburgh since 1999. This system is called ‘EEMeC’ and was developed specifically within and in support of its context of use. EEMeC provides a large number of features and functions to many different kinds of user, it has evolved continuously since it was introduced and it has had a significant impact on teaching and learning in the undergraduate medical degree programme (MBChB). In such circumstances evaluation methodologies that depend on controls and single variables are nether applicable or practical. In order to approach the task of evaluating such a complex entity a multi-modal evaluation framework has been developed based on taking a series of metaphor-informed perspectives derived from the organisational theories of Gareth Morgan(Morgan 1997). The framework takes seven approaches to evaluation of EEMeC covering a range of quantitative and qualitative methodologies. These are combined in a dialectical analysis of EEMeC from these different evaluation perspectives. This work provides a detailed and multi-faceted account of a VLE-in-use and the ways in which it interacts with its user community in its context of use. Furthermore, the method of taking different metaphor-based evaluation perspectives of a complex problem space is presented as a viable approach for studying and evaluating similar learning support systems. The evaluation framework that has been developed would be particularly useful to those practitioners who have a pressing and practical need for meaningful evaluation techniques to inform and shape how complex systems such as VLEs are deployed and used. As such, this work can provide insights not just into EEMeC, but into the way VLEs are changing the environments and contexts in which they are used across the tertiary sector as a whole.
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Windarp, Josefin. "Usability and learning potential of virtual learning environments which applies spaced repetition : A case study on sharplet.com." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-179138.

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The increasing amount of learning tools developed in the virtual room enables more flexible learning; it can be personalized and reduce distance barriers. But researchers search to find design guidelines and user needs that relates to these learning tools. This thesis follows that path and researches the usability and learning potential of virtual learning environments (VLEs) which applies spaced repetition. A case study was performed in order to implement the extensive theoretical research regarding usability, e-learning and learning. The results generated improvement recommendations to the company of the case studied VLE. This thesis contributes to the research field by using usability aspects and learning perspectives as tools to analyze VLEs in general, as well as on a specific VLE.
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Makhafola, Lesego. "The use of a Virtual Learning Environment (VLE) to embed library information services in a Blended Learning Environment (BLE) : a University of Pretoria Engineering study." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/69124.

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The main objective of libraries in higher education institutions is to enable access to information that will meet the teaching, learning and research needs of the institutions’ communities (Department of Arts and Culture, 2015:18). Technology makes it easier to accomplish this by allowing librarians to embed products and services directly into the teaching, learning and research environments used by the communities. Course Management Systems such as Blackboard, are used by higher learning institutions to provide blended learning experiences. Many face-to-face lectures rely on an online module, and students appear to be more comfortable using the various online tools than ever before. For librarians, the online component of such a hybrid learning model is an opportunity to extend the traditional face-to-face library training and information literacy sessions into the Virtual Learning Environment (VLE). Virtually embedded librarians enable students’ access to library information online (Hoffman & Ramin, 2010:298) and libraries that have shifted towards embedding in online courses reach users at their point of need (Paganelli and Paganelli, 2017:55). If these statements are true, the question remains whether the end user is satisfied with the services rendered online or not. Many surveys have been conducted to assess users’ satisfaction with library resources and the quality of library services (Zhang, 2015:273). Some studies investigated library use patterns of different user groups but few studies focus on the needs of Engineering students (Zhang, 2015:273) and if these needs are being addressed by embedded library services and products. The objective of this research was to establish the role that Engineering students expect an Information Specialist to play in a VLE, to identify the products and services the Engineering students expect the Information Specialist to provide, and to what extent. This was done using a case study research design. As was expected, this research confirmed that the Engineering students recognise the importance of librarians embedding in their online modules. It is anticipated that librarians who embed online will be able to meet the needs of the students and build strong relationships with the students. If that does become the case, it is feasible to expect that the students’ use of library resources will increase. The next phase would be to build and launch a pilot project. Recommendations made for embedding in a VLE were (1) to consult with the faculty, library staff, and the instructional designer before the librarian attempts to launch embedded activities; (2) to identify the top in-demand products and services that can be embedded for each course as a matter of urgency; (3) to pilot the program with a few students and library staff and obtain feedback before the initiative is made publicly available to all students; and (4) to align the expectations or activities of the program with those of the course.<br>Mini Dissertation (MIT)--University of Pretoria, 2018.<br>Information Science<br>MIT<br>Unrestricted
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McEnery, Michael. "Emerging practices in a post primary school : challenges and opportunities when working with a Virtual Learning Environment (VLE)." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680436.

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The use of a Virtual Learning Environment (VLE) to support teaching and learning in a range of second and third level education contexts is increasing. The variety of elements included in the VLE and the extent to which it is integral to the course varies. While the use of the VLE may appear to have a number of benefits, in particular the promotion of independent learning, there is a need for empirical research in a range of contexts to establish an evidence base that will inform practice. This dissertation reports on a study of a General Certificate of Education (GCE) Advanced Supplementary (AS) Level Information Communication Technology Course (ICT) in a co-educational school with a mixed ability intake. The course models a 'blended' approach to the teaching, incorporating many of the Web 2.0 technology tools that comprise a VLE to support the students in their work and to encourage independent learning. The VLE is used along with the traditional teacher-led style of delivery outlining learning outcomes, directing learning and assessing progress. While numerous studies in this area have provided insights into the potential benefits of a VLE, many use third level institutions as a backdrop and focus on staff rather than pupil experiences. Students' perceptions and engagement is under researched. This study addresses the students' reasons for engagement with the VLE, their perceptions of this mode of delivery and the extent and nature of independent working promoted by this approach. The study showed that students saw the benefits of engaging with the VLE for ~he purpose of the course over and above those employed in other subject areas specifically in relation to student management and organisation of learning, absence from school, assessment feedback and belonging to a community of learners. The study also found that although the school made the development of the VLE a whole school initiative, for the majority of subjects its use was limited to an online resource storage area.
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Ghaith, Omar. "The impact of blended learning on female student-teachers in Kuwait." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7628.

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This study aims to identify the effect of using the blended learning method on students' academic achievement and satisfaction level in a university course for female student teachers who follow the General Teaching Method Course (304) at the College of Basic Education in Kuwait. The content of the course (304) was based on the five stages of the ADDIE instructional design model, comprising five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The research questions of the study can be summarised in two main questions: 1. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ academic achievement, compared to using face–to–face approaches to learning alone? 2. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ satisfaction, compared to using face–to-face approaches to learning alone? The researcher answered these questions through a mixed method research approach using the Explanatory Sequential Design, in order to determine the nature and objectives of the study. In this, the researcher started with the collection and analysis of quantitative data (using a quasi-experimental approach), which has priority for addressing the two research questions, and then followed this with the collection and analysis of qualitative data (using group interviews) to help explain the quantitative results. The researcher identified the study sample as 96 female students’ teachers at the College of Basic Education in Kuwait. The sample consisted of a first experimental group (n= 39)who followed the General Teaching Method Course (304) by blended learning using virtual learning environment (VLE) of Blackboard, a second experimental group (n=31) who followed the course (304) by blended learning using personal learning environment (PLE) of Facebook, and the control group (n= 26) who followed the course (304) using face-to-face approaches to learning alone. The dependent variables were academic achievement (as assessed in the course’s midterm, final and practical exams) and students’ satisfaction (as assessed by the questionnaire, giving a total mark and 3 sub-marks in reference to the students’ satisfaction about the teaching method of the course, the content of the course, and the instructor's support during the course). When answering the first question of the research, the study found that there was a significant difference in both mid-term and final tests between the first experimental group (studying through the blended learning method using VLE of Blackboard) and the control group (studying through face-to-face learning alone). However, there was no significant difference in both mid-term and final tests between the second experimental group (studying through the blended learning method using PLE of Facebook) and the control group. And there was also no significant difference in the practical test between the two experimental groups (each separately) and the control group. When answering the second question of the research, the study found that there was a significant difference in the teaching method dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group. And there was also a significant difference in the instructor’s support dimension of the satisfaction questionnaire between the first experimental group and the control group, but no significant difference was found between the second experimental group and the control group. There was also no significant difference in the course content dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group.
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Kandi, Kamala M. "IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/224957.

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CITE/Mathematics and Science Education<br>Ed.D.<br>This study examines the effect of a technology-based instructional tool `Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed.<br>Temple University--Theses
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Peretti, Andrà Prado. "POJAVA: Ambiente Virtual de Aprendizagem para a Web 2.0." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3952.

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nÃo hÃ<br>Apesar das vÃrias opÃÃes de ambientes virtuais de aprendizagem no cenÃrio educacional, hà pouco resultado nas aÃÃes que ensejam uma maior motivaÃÃo e envolvimento dos alunos numa utilizaÃÃo mais eficiente destes. Os ambientes virtuais de aprendizado tÃm se apresentado com configuraÃÃes semelhantes no decorrer dos anos. Como forma de envolver os alunos, e buscar resultados mais efetivos nestes ambientes, à introduzida neste trabalho, uma nova arquitetura de ambiente virtual de aprendizagem, baseado nas tecnologias web 2.0 no sentido da personalizaÃÃo em massa. Em um contexto educacional a personalizaÃÃo em massa à um conceito onde o prÃprio usuÃrio tem maior autonomia na decisÃo da forma e conteÃdo do seu ambiente. Jà o termo web 2.0 refere-se as novas aplicaÃÃes web que proporcionam uma rica experiÃncia ao usuÃrio, com recursos de Ãudio, vÃdeo e principalmente diversas possibilidades de interaÃÃo, enxergando o usuÃrio como parte integrante do sistema, muitas vezes atà como o principal criador da informaÃÃo. Neste trabalho foi definido um modelo de arquitetura, com o objetivo de mostrar possÃveis aplicaÃÃes pedagÃgicas com essas novas tecnologias, bem como uma definiÃÃo de requisitos baseado na engenharia de software. Analisaram-se ferramentas e recursos que devem compor este novo ambiente para web 2.0 e com mÃltiplas possibilidades de personalizaÃÃo, das fontes de informaÃÃo aos aplicativos, como tambÃm os fatores que fazem essas tecnologias propÃcias à prÃtica educacional, como tambÃm questÃes relativas ao comportamento do aluno. TambÃm foram analisados trabalhos que apresentavam propostas relacionadas e exemplos destas tecnologias na web atual. Novas formas de comunicar e aprender desafiam as instituiÃÃes de ensino, um ambiente baseado nestes conceitos nÃo à constituÃdo apenas de novas tecnologias, mas sim de uma quebra de paradigma para um ambiente de aprendizagem com menor nÃvel de controle, onde o aluno possui maior liberdade e domÃnio da informaÃÃo.<br>Though several options of virtual learning environments in the educational scenario there is a few result in actions wich crave greater motivation and involvement of the students in a use more efficient of these. The virtual learning environments have been presented with similar settings over the years. Used as a way to involve the students and reach more effective results in these environments is introduced in this paper a new architecture of virtual learning environments based on Web 2.0 technologies towards mass customization. Considering an educational context the mass customization is a concept where the user has more autonomy in deciding about the form and the content of his own environment. Already the term Web 2.0 refers to the new web applications that provide a great experience to the user with resources of audio, video and mainly many possibilities of interaction. The user is viewed as part of the system and even the main creator of the information. An architecture model was defined in order to show possible pedagogical applications with these new technologies as well as a definition of requirements based on software engineering. Tools and resources were analysed and they must compose this new environment for web 2.0 with multiple possibilities for customization from the sources of information to applications, as well as the factors that make these technologies conducive to educational practice, questions related to the behavior of the student and some analyses of other studies that showed proposals and examples of these technologies on the todayÂs web. New ways to communicate and learn defy the institutions of education, an environment based on these concepts is not composed only of new technology but even about a breach of paradigm to a learning environment with lower level of control where the student has more freedom and field of information.
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Moraes, Marcelo Jorge de. "Aplicação de recursos de ambiente virtual de aprendizagem em curso de biologia do ensino médio." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-20072011-152717/.

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Este trabalho refere-se à utilização de um Ambiente Virtual de Aprendizagem (AVA) em um curso presencial de Biologia com alunos do terceiro ano do Ensino Médio. O estudo foi desenvolvido com três turmas distintas nos anos de 2008, 2009 e 2010, em escola particular de São Paulo. O estudo teve por objetivo testar a hipótese de que os estudantes desse contexto buscaram no AVA principalmente um repositório de materiais. Era objetivo, também, verificar a possibilidade de estabelecer interações efetivas através de participação em fóruns. Pelas características metodológicas, o trabalho se enquadrou na categoria de pesquisa-ação. Para seu desenvolvimento utilizaram-se, como fontes de informações, os dados de acessos do AVA, questionários de avaliação do ambiente postados pelos alunos e entrevistas. Para a análise da interação, utilizou-se uma adaptação do modelo de Henri (HENRI apud MCKENZIE e MURPHY, 2000). As análises feitas corroboraram a hipótese inicial de que os alunos buscam no ambiente principalmente os materiais pedagógicos. No tocante à utilização dos fóruns, poucos apresentaram uma interação efetiva, tendo sido testadas algumas possibilidades de atuação pedagógica para favorecer essa interação. São discutidos os fatores que respondem pela baixa adesão aos fóruns. Finalizando a dissertação, são comentadas algumas perspectivas decorrentes do trabalho.<br>This work refers to the use of a Virtual Learning Environment (VLE) for a biology course in attendance for senior high school students. This study was developed with three different groups in the years of 2008, 2009 and 2010, at a private school in São Paulo, Brazil. The objective of this study was to test the hypothesis that students within this context specially used the VLE as a source of studying documents. Another objective was to verify the possibilities of establishing effective interactions through forum participation This study can be classified as an action research due to its methodological characteristics. The sources of information were VLE log data, students evaluation questionnaires and interviews. For interaction analysis, a Henri models adaptation was used (HENRI apud MCKENZIE and MURPHY, 2000). The results endorse the initial hypothesis the students look for studying sources at the virtual environment. In relation to forum use, few students demonstrate effective interaction and some possible teacher mediations that could enrich this interaction were tested. The elements that are related to low forum participation are discussed. Some perspectives driven from this study are brought at the end of the work.
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Santos, Alexandre. "Processo de implementação de Ambiente Virtual de Aprendizagem (AVA) para disciplina Matemática Financeira na modalidade semipresencial EaD na instituição FAMOSP." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19582.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-01-10T11:26:58Z No. of bitstreams: 1 Alexandre Santos.pdf: 664590 bytes, checksum: e1be3898431dc1079b103d240badbd0a (MD5)<br>Made available in DSpace on 2017-01-10T11:26:58Z (GMT). No. of bitstreams: 1 Alexandre Santos.pdf: 664590 bytes, checksum: e1be3898431dc1079b103d240badbd0a (MD5) Previous issue date: 2016-12-06<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>Distance education (DE) is a topic that has been successfully growing on a national level, and because of that, it offers the opportunity to most people entering higher education by flexibility and mobility that this model provides. The objective of this study was to analyze some insights about Educational Designer in implementing the 20% of presentials disciplines to distance mode. In addition to addressing the theoretical aspects of the Educational Design, because in this new educational context arises the importance of the Educational Design, whose main characteristic is to be articulator between the direction of the institution, faculty and student body and being involved with the planning, development and use of educational resources, methods, techniques and activities to promote the teaching and learning according to the guidelines of the education program. The Financial Mathematics in FAMOPS It is the focus of the implementation of the online course, presenting the tools used by the Educational Designer applied within the Moodle, being synchronous and asynchronous, helps to monitor learning and encourage participation in individual and group activities<br>Como a EAD tem crescido muito no âmbito nacional, oferece-se a oportunidade de diversas pessoas ingressarem no ensino superior, pela flexibilidade e mobilidade que esse modelo proporciona. Esta dissertação relata o trabalho do Designer Educacional na implementação dos 20% das disciplinas na modalidade a distância. Além de abordar os aspectos teóricos sobre o Design Educacional, descreve o processo de implementação de conteúdo disciplinar, por meio do uso de recursos de designer. Além disso, neste novo contexto educacional o trabalho ressalta a importância da gestão do designer, cuja principal finalidade é articular com a direção da instituição, corpo docente e o corpo discente, além de estar envolvido com o planejamento, o desenvolvimento e a utilização de recursos educacionais, métodos, técnicas e atividades a fim de promover o processo de ensino e aprendizagem de acordo com as diretrizes do projeto pedagógico. A disciplina de Matemática Financeira na FAMOSP é o foco da implementação do curso online. A pesquisa descreve as ferramentas utilizadas pelo Designer Educacional aplicadas dentro do Moodle, ou seja, do ambiente virtual de aprendizagem para planejar e construir atividades síncronas e assíncronas, permitindo o auxilio e acompanhamento da aprendizagem. Em conclusão, o trabalho pode evidenciar a necessidade de revisão do modelo a distância e dos procedimentos de planejamento adotados, tendo em vista as descobertas que emergiram na análise da narrativa do autor
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Books on the topic "VLE Virtual Learning Environment"

1

Lim, Yan Yan. The development of virtual learning environments (VLEs). University of East London, 2003.

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Sanders, William R. Collective staff training in a virtual learning environment. U.S. Army Research Institute for the Behavioral and Social Sciences, 2002.

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Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. Information Science Reference, 2012.

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Ure, Jenny. Studiospace: A virtual learning environment for teaching and learning in art and design. Robert Gordon University, Gray's School of Art, 2002.

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Electronic resources in the virtual learning environment: A guide for librarians. Chandos, 2004.

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Stimson, Gary. The potential contribution of virtual and remote laboratories to the development of a shared virtual learning environment: Report. JISC, 1997.

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Stimson, Gary. The potential contribution of virtual and remote laboratories to the development of a shared virtual learning environment: Executive summary. JISC, 1997.

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Wilson, Kathleen S. The Palenque design: Children's discovery learning experiences in an interactive multimedia environment. K.S. Wilson, 1988.

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Rowley, Joanne. Library wise?: Using the learnwise virtual learning environment to deliver user education in the John McDermott Library and Learning Resources Centre at Tamworth & Lichfield College : a comparison with traditional delivery methods. University of Central England in Birmingham, 2002.

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Jain, L. C. Modeling machine emotions for realizing intelligence: Foundations and applications. Springer-Verlag, 2010.

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Book chapters on the topic "VLE Virtual Learning Environment"

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Müller, Daniel. "Elicitation of VLE Design Characteristics." In Design Characteristics of Virtual Learning Environments. Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-00392-0_4.

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Müller, Daniel. "Evaluation of VLE Design Characteristics." In Design Characteristics of Virtual Learning Environments. Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-00392-0_5.

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Müller, Daniel. "A Research Framework of VLE Design Characteristics." In Design Characteristics of Virtual Learning Environments. Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-00392-0_2.

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Flavin, Michael. "Virtual Library Environment? VLEs in Practice." In Re-imagining Technology Enhanced Learning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55785-0_3.

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Schellhase, Jörg. "Architekturansatz des Virtual Learning Environment Generators (VLEG)." In Entwicklungsmethoden und Architekturkonzepte für Web-Applikationen. Deutscher Universitätsverlag, 2001. http://dx.doi.org/10.1007/978-3-322-99226-0_5.

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Liang, Po-Huei, and Jiann-Min Yang. "Virtual Personalized Learning Environment (VPLE) on the Cloud." In Web Information Systems and Mining. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23982-3_49.

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Powell-Perry, Jan, and Panos Louvieris. "Using a Virtual Learning Environment (VLE) to Support Large Groups in an Undergraduate Tourism Programme." In Information and Communication Technologies in Tourism 2002. Springer Vienna, 2002. http://dx.doi.org/10.1007/978-3-7091-6132-6_24.

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McComas, William F. "Virtual Learning Environment." In The Language of Science Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_99.

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Hildebrand, Michiel, Anton Eliëns, Zhisheng Huang, and Cees Visser. "Interactive Agents Learning Their Environment." In Intelligent Virtual Agents. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-39396-2_3.

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"VLE 2.0." In Virtual Learning Environments. Routledge, 2007. http://dx.doi.org/10.4324/9780203964347-21.

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Conference papers on the topic "VLE Virtual Learning Environment"

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Ashkanani, Jenan. "Virtual Learning Environment Program in KOC VLE." In Abu Dhabi International Petroleum Exhibition & Conference. Society of Petroleum Engineers, 2016. http://dx.doi.org/10.2118/183109-ms.

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Valdez, M. Travassos, C. Machado Ferreira, and F. P. Maciel Barbosa. "3D virtual laboratory for teaching circuit theory — A virtual learning environment (VLE)." In 2016 51st International Universities Power Engineering Conference (UPEC). IEEE, 2016. http://dx.doi.org/10.1109/upec.2016.8114126.

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Sa'don, Nor Fadzleen Binti, Halina Binti Mohamed Dahlan, and Haliza Binti Zainal. "Derivation for design of Virtual Learning Environment (VLE) framework for Malaysian schools." In 2013 International Conference on Research and Innovation in Information Systems (ICRIIS). IEEE, 2013. http://dx.doi.org/10.1109/icriis.2013.6716772.

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Zaharudin, Rozniza, and Voon Yeun Ting. "Students' Learning Experiences towards the Use of Assessments in a Virtual Learning Environment (VLE)." In Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.106.

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Md Suhadi, Hisham, and Faaizah Shahbodin. "COMPETENCE DEVELOPMENT OF TEACHERS IN THE HANDLING OF THE VIRTUAL LEARNING ENVIRONMENT (VLE) DEVICES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1300.

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Tsinakos, A., and J. Papaioanou. "Educational additions to an Open Source Virtual Learning Environment (VLE) for the Greek Schools' Network." In IEEE International Conference on Computer Systems and Applications, 2006. IEEE, 2006. http://dx.doi.org/10.1109/aiccsa.2006.205212.

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Ajates Gonzalez, Raquel. "Innovative Food Systems Teaching and Learning: overcoming disciplinary and teaching silos to fix the food system." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5271.

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While inter-university and interdisciplinary research projects are very common in Higher Education (HE), inter-university and interdisciplinary teaching programmes are still very rare. This paper reflects on the first year of the Innovative Food Systems Teaching and Learning (IFSTAL) programme. IFSTAL is a three-year project funded by the Higher Education Funding Council for England (HEFCE) with the aim of bringing together postgraduate students from very different programmes to learn about food and farming beyond their own disciplines. IFSTAL creates learning environments and activities that encourage students to think systemically about the transdisciplinary challenges facing the food system. IFSTAL combines both face to face events and an inter-university virtual learning environment (VLE) that was created from scratch for this project. At the end of its first year, a survey was carried out to evaluate the programme and inform the structure for year two (Y2). Survey data revealed students preferred interacting at face to face events over the shared VLE. The programme for Y2 was re-designed to incorporate more flipped classroom features with an andragogy-based approach.
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Benselama, Abdallah S., Ali S. Hennache, and Mohammed S. Ben Saleh. "Designing and evaluating the effectiveness of the Virtual Learning Environment (VLE) in Saudi Arabia: A review and recommendations." In 2009 2nd IEEE International Conference on Computer Science and Information Technology. IEEE, 2009. http://dx.doi.org/10.1109/iccsit.2009.5234565.

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Moraes, Daniel de Sousa, Álan L. V. Guedes, Antonio J. G. Busson, Carlos de Salles Soares Neto, and Sérgio Colcher. "A Proposal of Educational Video Gamification as a Service." In XXV Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/webmedia_estendido.2019.8153.

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Online and hybrid courses are characterized by the use of technologies teaching support and student-centered methodologies. In particular, the use of content authoring, storage, distribution, and presentation technologies has contributed to the emergence of Virtual Learning Environments (VLEs), such as Moodle, and MOOCS (Massive Open Online Course), such as EdX. However, those types of courses still suffers from problems involving student engagement. To improve this engagement, this article discusses the proposal of a Deep Learning as a Service (DLaS) called EVGAS (Educational Video Gamification As a Service). More precisely, EVGAS is a service for recommending and gamifying activities in existing educational VLE videos. First, EVGAS uses Deep Learning techniques to classify videos from an AVA. Then, it accesses repositories of activities, such as Khan Academy and UVA OnlineJudge, in order to select activities according to the topics classified from the videos. Finally, EVGAS adds VLA activities and gamification. It allows the teacher to monitor student progress, including in relation to each topic of the video. As a result, this paper presents high level requirements and an EVGAS Mockup.
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Cudden, Noel. "0167 Pedagogical And Technical Considerations For The Utilisation Of Video Recorded Simulated Male Catheterisation In Moodle - A Virtual Learning Environment (vle)." In Association for Simulated Practice in Healthcare Annual Conference 11–13 November 2014 Abstracts. The Association for Simulated Practice in Healthcare, 2014. http://dx.doi.org/10.1136/bmjstel-2014-000002.185.

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Reports on the topic "VLE Virtual Learning Environment"

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Wrubel, Jim, David White, and Julia Allen. High-Fidelity e-Learning: SEI's Virtual Training Environment (VTE). Defense Technical Information Center, 2009. http://dx.doi.org/10.21236/ada501744.

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: A Short Guide. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0029.

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In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.
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Adam, Taskeen, Chris McBurnie, and Björn Haßler. Rolling out a national virtual learning environment. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0010.

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Sanders, William R. Collective Staff Training in a Virtual Learning Environment. Defense Technical Information Center, 2002. http://dx.doi.org/10.21236/ada400495.

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