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Artículos de revistas sobre el tema "Virtual education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 26 de julio de 2025

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1

Halfer, Diana, and Marty Rosenheck. "Virtual Education." JONA: The Journal of Nursing Administration 44, no. 10 (2014): 535–40. http://dx.doi.org/10.1097/nna.0000000000000112.

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Gordon, Averill. "International Virtual Teams in Higher Education." Tripodos, no. 42 (June 1, 2018): 39–58. https://doi.org/10.51698/tripodos.2018.42.39-58.

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This three-year study of virtual team leadership offers a view into the inside workings of virtual teams, which are common in large PR consultancies, but lack a research background. It argues that different leadership is needed from face-to-face teams and has significant implications for virtual team leaders. It builds on earlier research regarding team stages as requiring different levels of interaction and leadership. Most significantly, the initial and final team stages are seen as highly active, whereas previously this was only recognised in the initial stage. The development of a virtual

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3

Mosier, Brian. "Virtual Physical Education." Journal of Physical Education, Recreation & Dance 83, no. 3 (2012): 6–10. http://dx.doi.org/10.1080/07303084.2012.10598734.

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4

Firer, Ruth. "Virtual peace education." Journal of Peace Education 5, no. 2 (2008): 193–207. http://dx.doi.org/10.1080/17400200802264479.

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5

Shahade, A. K., Diksha Bhutekar, Harshada Parne, Nikita Patond, and Prajesha Peshattiwar. "REVIEW ON EFFICIENT VIRTUAL EDUCATION SYSTEM." International Journal of Research Publication and Reviews 4, no. 4 (2023): 4954–57. http://dx.doi.org/10.55248/gengpi.234.4.4957.

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6

Jagdish, Deshmukh, Gavade Bhagvan, G. Tandale Prashant, and K. Nrip N. "Virtual Reality in Education." International Journal of Multidisciplinary Research Transactions 5, no. 3 (2023): 41–47. https://doi.org/10.5281/zenodo.7748468.

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This research paper explains what virtual reality is. What are two features driving virtual reality in food, medical, entertainment, education, industrial, military sectors and other major virtual reality applications? Examples of virtual reality in education - ease of management, device allocation Benefits of VR in education, including faster retrieving and deleting, better security, and better support for remote students. What are the benefits of virtual reality in education? What are the disadvantages of virtual reality in the education system? Virtual reality education frontier How is virt

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7

Dean, Kevin L., Xylar S. Asay-Davis, Evan M. Finn, et al. "Virtual Explorer: Interactive Virtual Environment for Education." Presence: Teleoperators and Virtual Environments 9, no. 6 (2000): 505–23. http://dx.doi.org/10.1162/105474600300040367.

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The Virtual Explorer project of the Senses Bureau at the University of California, San Diego, focuses on creating immersive, highly interactive environments for education and scientific visualization which are designed to be educational—and exciting, playful, and enjoyable, as well. We have created an integrated model system on human immunology to demonstrate the application of virtual reality to education, and we've also developed a modular software framework to facilitate the further extension of the Virtual Explorer model to other fields. The system has been installed internationally in num

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8

Salinas Velastegui, Verónica Gabriela, Gloria Alexandra Llerena Morales, Andrea Alexandra Tufiño Aguilar, and Evelyn Thalia Caicedo Peña. "Virtual reality in medical education." Medwave 23, S1 (2023): eUTA296. http://dx.doi.org/10.5867/medwave.2023.s1.uta296.

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Introducción Hablar de realidad virtual es incluir diversas técnicas informáticas y tecnológicas, que mediante la inmersión en una escena digital e interactiva facilitan la práctica y el entrenamiento en los diferentes campos educativos incluido el campo médico, actualmente existen dispositivos enfocados a la integración de todos los sentidos como son: sofisticados visores, tecnología de audio en varias dimensiones, resolución de pantallas con percepciones de profundidad, todo esto a tiempo real y con grandes potenciales para percibir, recibir y analizar información, con el objetivo de preveni

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9

Novak, Gary A. "Virtual courseware for geoscience education: Virtual Earthquake and Virtual Dating." Computers & Geosciences 25, no. 4 (1999): 475–88. http://dx.doi.org/10.1016/s0098-3004(98)00153-8.

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10

Salinas Velastegui, Verónica Gabriela, Juan Gilberto Paredes Salinas, Cinthia Katherine Galarza Galarza, and Luis Felipe Varela Polit. "Virtual Education Modality and Impact on Higher Education." Medwave 23, S1 (2023): eUTA225. http://dx.doi.org/10.5867/medwave.2023.s1.uta225.

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Introducción La implementación de las Tecnologías de la Información, los cambios y las pandemias han permitido que la Educación Virtual se marque como una necesidad en los escenarios de aprendizaje, esto con la finalidad de mantener los procesos educativos en los diferentes niveles. El nivel más afectado es la Educación Superior, en donde el proceso enseñanza – aprendizaje tiene que mantenerse, sin duda reto más grande es incluir las prácticas preprofesionales. Objetivos Conocer el impacto que ha tenido la educación virtual en los entornos educativos superiores. Método Se realizó una búsqueda

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11

Ovhunov, Ikboljon A. "DEVELOPMENT AND PROSPECTS OF VIRTUAL EDUCATION TECHNOLOGIES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 04 (2022): 19–21. http://dx.doi.org/10.37547/pedagogics-crjp-03-04-05.

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This article describes virtual learning technologies, multimedia concepts and tools, multimedia applications, the use of simulators in the learning process. The problems of using systems and services that control the process of virtual learning are also described

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12

Vemuri, Naveen, Naresh Thaneeru, and Venkata Manoj Tatikonda. "Cloud-Based Virtual Reality (VR) in Education." International Journal of Research Publication and Reviews 5, no. 2 (2024): 2300–2309. http://dx.doi.org/10.55248/gengpi.5.0224.0543.

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13

Sharman, Josh. "Virtual reality in education." British Journal of Nursing 30, no. 22 (2021): 1270. http://dx.doi.org/10.12968/bjon.2021.30.22.1270.

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14

Bosom, Ángeles, Elisa Fernández, María José Hernández, Francisco José García, and Antonio Seoane. "Excellence in Virtual Education." Journal of Cases on Information Technology 9, no. 2 (2007): 61–74. http://dx.doi.org/10.4018/jcit.2007040106.

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15

Ivanko, A. F., M. A. Ivanko, and E. E. Romanchuk. "VIRTUAL REALITY IN EDUCATION." Научное обозрение. Педагогические науки (Scientific Review. Pedagogical Sciences) 1, no. 3 2019 (2019): 20–25. http://dx.doi.org/10.17513/srps.1911.

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16

NAGAOKA, Keizo. "Virtual Reality and Education." Journal of the Robotics Society of Japan 10, no. 7 (1992): 866–68. http://dx.doi.org/10.7210/jrsj.10.866.

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17

Curcio, Igor D. D., Anna Dipace, and Anita Norlund. "Virtual realities and education." Research on Education and Media 8, no. 2 (2016): 60–68. http://dx.doi.org/10.1515/rem-2016-0019.

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Abstract The purpose of this article is to highlight the state of the art of virtual reality, augmented reality, mixed reality technologies and their applications in formal education. We also present a selected list of case studies that prove the utility of these technologies in the context of formal education. Furthermore, as byproduct, the mentioned case studies show also that, although the industry is able to develop very advanced virtual environment technologies, their pedagogical implications are strongly related to a well-designed theoretical framework.

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18

Mejía Rivera, Sergio Alberto. "Virtual education in Nicaragua." Revista Digital de Investigación y Postgrado 5, no. 10 (2024): 161–69. http://dx.doi.org/10.59654/tcspwy90.

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El artículo examina los desafíos que enfrentan los docentes en la educación superior para potenciar el conocimiento estudiantil a través de plataformas digitales. Se destaca la necesidad de esfuerzo y capacitación tanto por parte de estudiantes como docentes, quienes deben crear un ambiente dinámico. La investigación empleó una metodología cuantitativa, encuestando a docentes de entornos virtuales para analizar habilidades, conocimientos y desafíos. Entre estos desafíos se encuentran la adaptación a cambios en la educación virtual, el manejo de herramientas digitales para crear materiales inte

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19

Gokce, Asiye Toker. "Education in virtual age." Educational Philosophy and Theory 50, no. 14 (2018): 1420–21. http://dx.doi.org/10.1080/00131857.2018.1459483.

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20

Twining, Peter. "Virtual Worlds and Education." Educational Research 52, no. 2 (2010): 117–22. http://dx.doi.org/10.1080/00131881.2010.482730.

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21

Zotou, Elissavet Spyridoula. "Innovative education: Virtual labs." Open Schools Journal for Open Science 1, no. 1 (2018): 9. http://dx.doi.org/10.12681/osj.17377.

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What can we do to improve our system of education, our society and our future? Virtual labs can become an inseparable part of every student’s life. The aim of this article is to inform as more students and teachers as possible about this new way of teaching and learning, what it has to offer, if it is used abroad, in what ways it can be used and under what certain circumstances.

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22

Slator, Brian M., Paul Juell, Philip E. McClean, et al. "Virtual environments for education." Journal of Network and Computer Applications 22, no. 3 (1999): 161–74. http://dx.doi.org/10.1006/jnca.1999.0089.

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23

Pragya Nigam Apoorva Asthana. "Virtual Reality in Education." International Journal of Scientific Research in Science, Engineering and Technology 12, no. 3 (2025): 132–38. https://doi.org/10.32628/ijsrset251237.

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The rapid development of Virtual Reality (VR) and Augmented Reality (AR) technologies has significantly impacted the education sector, offering highly engaging and interactive learning experiences across a variety of fields As VR technology continues to evolve, it has proven to be a powerful tool in addressing traditional challenges in education. By implementing VR, students can engage more deeply with their subjects, leading to enhanced understanding, improved academic performance, and increased student involvement. The existing literature emphasizes VR's expanding role in improving learning

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24

Budi Raharjo, Yuli Fitriyanto, and Sumaryanto Sumaryanto. "VIRTUAL LABORATORY FOR VIRTUAL ANALYSIS IN TECHNICAL EDUCATION." Journal of Engineering, Electrical and Informatics 2, no. 2 (2022): 56–71. http://dx.doi.org/10.55606/jeei.v2i2.915.

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Face-to-face technical instruction is subject to the existence of instrumentation and room. The fee, security, and listing can manner blockade to the administration directly in the laboratory. Virtual analysis can be adopted to increase the scholar's expertise by combining pre-laboratory for live analysis and serving approach to implementing that cannot be used securely personality. Virtual learning is applied in many areas, but questions are left over about how it should be used in engineering, this is an area that is mainly dependent on face-to-face laboratory and classroom settings. T

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25

Peng, L., Y. Yen, and I. Siswanto. "Virtual reality teaching material - virtual reality game with education." Journal of Physics: Conference Series 1456 (January 2020): 012039. http://dx.doi.org/10.1088/1742-6596/1456/1/012039.

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26

Liebermann, Anja, and Kurt Erdelt. "Virtual education: Dental morphologies in a virtual teaching environment." Journal of Dental Education 84, no. 10 (2020): 1143–50. http://dx.doi.org/10.1002/jdd.12235.

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27

ÖZDEMİR, Gökhan, Berkman ALBAYRAK, Emir YÜZBAŞIOĞLU, and Yeşim ÖLÇER US. "Virtual Articulators, Virtual Occlusal Records and Virtual Patients in Dentistry." Journal of Experimental and Clinical Medicine 38, SI-2 (2021): 129–35. http://dx.doi.org/10.52142/omujecm.38.si.dent.9.

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Digital technology is broadly used in almost every part of medicine. As tools of digital technology, augmented reality and virtual reality have been adopted in all disciplines of dentistry and dental education. In particular, virtual articulators have allowed for a full analysis of occlusion with dental models that can simulate all mandibular movements in static and dynamic positions. When combined with additional software, virtual articulators can also enhance education and practice, allow for quicker and more precise individualized diagnoses and enable discussions of dental treatment plannin

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28

Hussain, Ijaz, Javed Iqbal, and Noor Muhammad. "Virtual Education in Pakistan: A perceived perspective of 'Education-for-All' at higher education level." Journal of Social Sciences Advancement 3, no. 4 (2022): 218–23. http://dx.doi.org/10.52223/jssa22-030404-50.

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Virtual education is a mode of education that is an opportunity for learners through synchronous and asynchronous educational technologies. This study aimed to find out the perspective of virtual 'Education-for-All' in higher education in Pakistan. It could not be underestimated as it was a vast job opportunity and a second opportunity for individuals. The population of this study was postgraduate learners of the Virtual University of Pakistan. The sample was drawn by using multi-staged random sampling techniques. At the first stage, 15 campuses (three from the university's own and twelve from

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29

Apaydın, Çiğdem. "Virtual schools." Pegem Eğitim ve Öğretim Dergisi 1, no. 4 (2011): 19–27. http://dx.doi.org/10.14527/c1s4m3.

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The purpose of this article is to examine the concept of virtual schools in the scope of distance education based on a literature review. The virtual school is that the students have distance education by using online computers. The virtual school is named as a "out of school" model and these schools are administered that students complete their studies from their homes by online computers and they interact with their teachers distantly. The main purpose of the virtual schools is to provide access to citizens who cannot have education due to some reasons. Virtual schools were launched in the U

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30

Gradinscak, Marija. "Virtual Prototyping in Engineering Education." Applied Mechanics and Materials 437 (October 2013): 853–56. http://dx.doi.org/10.4028/www.scientific.net/amm.437.853.

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Many major companies are developing complete virtual factories to enable them to simulate complete manufacturing processes with the main aim to deliver high quality products but also to achieve cost improvements. The manufacturers aim to build virtual factories which will enable them to analyze and improve their production lines in any of their plants all around the world without having to go there. Education needs to go in step with this idea and prepare students for those engineering jobs. There are a number of schools and universities that are beginning to follow and have integrated virtual

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31

Trifonas, Peter Pericles, and Blane Déspres. "Teaching Education and the Virtual." E-Learning and Digital Media 1, no. 2 (2004): 184–97. http://dx.doi.org/10.2304/elea.2004.1.2.3.

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32

Chen, Xiaofeng, and Keng Siau. "Technology-Mediated Synchronous Virtual Education." Journal of Database Management 27, no. 4 (2016): 39–63. http://dx.doi.org/10.4018/jdm.2016100103.

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Many higher education institutions have used Internet technology to develop virtual education for a new generation of college students. In this research, the authors assessed the relative effectiveness of two technology-mediated learning environments for synchronous higher education compared to a traditional face-to-face learning environment. Specifically, they assessed the effects of these three learning environments on interactivity, perceived learning, and satisfaction when different instructional strategies were used. The authors' findings suggest that learning environments interact with i

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33

Mursidi, Agus, M. Kamal, Harwanti Noviandari, Nurul Agustina, and M. Haddadalwi Nasyafiallah. "Virtual boarding school education management." Linguistics and Culture Review 5, S3 (2021): 1054–66. http://dx.doi.org/10.21744/lingcure.v5ns3.1790.

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If general education has been implemented virtually, there is nothing wrong with the same method applied by Islamic education or Islamic boarding schools. For this reason, we will look for data to strengthen this discussion to propose a virtual boarding school education system which is the idea of ??equal distribution of educational services to the millennial generation from house to house. We collect data online on published journals, books, proceedings, and websites that address virtual boarding school education issues. Furthermore, the collected data is analyzed using a coding system, compr

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34

Filanovich, Anton, and Alexander Povzner. "Virtual Laboratories in Physics Education." Physics Teacher 59, no. 8 (2021): 582–84. http://dx.doi.org/10.1119/5.0038803.

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35

Jabbur-Lopes, Monique O., Alessandra R. Mesquita, Leila M. A. Silva, Abilio De Almeida Neto, and Divaldo P. Lyra. "Virtual Patients in Pharmacy Education." American Journal of Pharmaceutical Education 76, no. 5 (2012): 92. http://dx.doi.org/10.5688/ajpe76592.

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36

Powers, David A., and Darrow Melissa. "Special Education and Virtual Reality." Journal of Research on Computing in Education 27, no. 1 (1994): 111–21. http://dx.doi.org/10.1080/08886504.1994.10782120.

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Lemole, G. Michael, P. Pat Banerjee, Cristian Luciano, Sergey Neckrysh, and Fady T. Charbel. "Virtual Reality in Neurosurgical Education." Neurosurgery 61, no. 1 (2007): 142–49. http://dx.doi.org/10.1227/01.neu.0000279734.22931.21.

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38

English, W. "Virtual reality and surgical education." Journal of Surgical Simulation 5 (2018): A2. http://dx.doi.org/10.1102/2051-7726.2018.a002.

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39

Barbera, Elena. "Quality in virtual education environments." British Journal of Educational Technology 35, no. 1 (2004): 13–20. http://dx.doi.org/10.1111/j.1467-8535.2004.00364.x.

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40

Peterson, Mark. "Virtual worlds in language education." JALT CALL Journal 4, no. 3 (2008): 29–37. http://dx.doi.org/10.29140/jaltcall.v4n3.67.

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41

Foronda, Cynthia L., Margo Fernandez-Burgos, Catherine Nadeau, Courtney N. Kelley, and Myrthle N. Henry. "Virtual Simulation in Nursing Education." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 15, no. 1 (2020): 46–54. http://dx.doi.org/10.1097/sih.0000000000000411.

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42

MacDonald, Karen I., and Wyoma Vanduinkerken. "Distance Education and Virtual Reference." Journal of Library & Information Services in Distance Learning 2, no. 4 (2006): 29–40. http://dx.doi.org/10.1300/j192v02n04_03.

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43

Aleman Vilca, Yaneth, Paola Alarcón Saravia, Miguel Pacheco Quico, Ariosto Carita Choquecahua, Rildo Bellido Medina, and Jose Calizaya Lopez. "Student satisfaction in virtual education." Minerva 5, no. 15 (2024): 95–107. http://dx.doi.org/10.47460/minerva.v5i15.178.

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Virtual education emerged as a response to the COVID-19 pandemic, allowing for educational continuity through social distancing. However, this transition revealed inequalities in access to and use of technology among students and teachers, influenced by factors such as geographical location, economic resources, and technology training. Additionally, the pandemic generated psychosocial issues that impacted students' emotional well-being, increasing stress and sleep disorders. Although various studies have analyzed virtual education, focusing on its behavior during and after the crisis, a signif

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44

Aleman Vilca, Yaneth, Paola Alarcon Saravia, Miguel Pacheco Quico, Ariosto Carita Choquecahua, Rildo Bellido Medina, and Jose Calizaya Lopez. "Student satisfaction in virtual education." Universidad Ciencia y Tecnología 28, no. 125 (2024): 108–20. http://dx.doi.org/10.47460/uct.v28i125.860.

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Virtual education emerged as a response to the COVID-19 pandemic, allowing for educational continuity through social distancing. However, this transition revealed inequalities in access to and use of technology among students and teachers, influenced by factors such as geographical location, economic resources, and technology training. Additionally, the pandemic generated psychosocial issues that impacted students' emotional well-being, increasing stress and sleep disorders. Although various studies have analyzed virtual education, focusing on its behavior during and after the crisis, a signif

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45

Cocârță, Diana Mariana, Lăcrămioara Diana Robescu, and Liviu Andrei Negrea. "Virtual Education for Environmental Engineers." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 10, no. 1 (2019): 64. https://doi.org/10.70594/brain/v10.i1/6.

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The present paper describes the main components and the most important issues concerning the e-Learning system called EnvYJobs. This tool was developed across the implementation of the Erasmus+ project entitled Environmental learning innovation for more knowledge and better jobs. One of the main objectives of the project is to enhance students’ knowledge in environmental engineering and to make their skills and competencies more attractive for the labor market. The eLearning system supports both the students and tutors/teachers communicate with each other in order to allow students the access

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Crellin, Jonathan, Emma Duke-Williams, Jane Chandler, and Timothy Collinson. "Virtual worlds in computing education." Computer Science Education 19, no. 4 (2009): 315–34. http://dx.doi.org/10.1080/08993400903384950.

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Dee, Fred R. "Virtual microscopy in pathology education." Human Pathology 40, no. 8 (2009): 1112–21. http://dx.doi.org/10.1016/j.humpath.2009.04.010.

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Tan, Zaldy S., Paul L. Mulhausen, Stephen R. Smith, and Jorge G. Ruiz. "Virtual Patients in Geriatric Education." Gerontology & Geriatrics Education 31, no. 2 (2010): 163–73. http://dx.doi.org/10.1080/02701961003795813.

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Ota, David, Bowen Loftin, Tim Saito, Robert Lea, and James Keller. "Virtual reality in surgical education." Computers in Biology and Medicine 25, no. 2 (1995): 127–37. http://dx.doi.org/10.1016/0010-4825(94)00009-f.

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Hendrix, Katherine Grace, and Cicely Wilson. "Virtual Invisibility: Race andCommunication Education." Communication Education 63, no. 4 (2014): 405–28. http://dx.doi.org/10.1080/03634523.2014.934852.

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