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Готові списки джерел за темами / The virtual learning environment

Добірка наукової літератури з теми "The virtual learning environment"

Автор: Grafiati

Опубліковано: 19 червня 2021

Оновлено: 1 лютого 2022

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Статті в журналах з теми "The virtual learning environment":

1

Johnson, A., J. Leigh, B. Carter, J. Sosnoski, and S. Jones. "Virtual Harlem [learning environment]." IEEE Computer Graphics and Applications 22, no. 5 (September 2002): 61–67. http://dx.doi.org/10.1109/mcg.2002.1028727.

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2

Chen, Zhengxin. "Learning about Learners: System Learning in Virtual Learning Environment." International Journal of Computers Communications & Control 3, no. 1 (March 1, 2008): 33. http://dx.doi.org/10.15837/ijccc.2008.1.2372.

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Virtual learning is not just about a set of useful IT tools for learning. From an examination on where virtual learning stands in the overall learning spectrum, we point out the important impact of natural computing on virtual learning. We survey and analyze selected literature on important role of natural computing aspects, such as emergence (using swarm intelligence to achieve collective intelligence) and emotion, to virtual learning. In addition, in order to effectively incorporate these aspects into virtual learning, we propose using infrastructural support for virtual learning through system learning: The virtual learning environment not only provides facilities for learners, but also observes the behavior of learners and takes actions, so that its own performance can be improved (i.e., to better serve the learners). In this sense, system learning is concerned with learning about learners. Consequently, a virtual learning environment is a true human-machine symbiosis, paired by human learning and system learning.

3

Adamo-Villani, Nicoletta, and Hazar Dib. "Online Virtual Learning Environments." International Journal of Systems and Service-Oriented Engineering 4, no. 1 (January 2014): 1–20. http://dx.doi.org/10.4018/ijssoe.2014010101.

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This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

4

Latif, Subhenur. "Learning Engagement in Virtual Environment." International Journal of Computer Applications 148, no. 11 (August 16, 2016): 7–13. http://dx.doi.org/10.5120/ijca2016911289.

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5

Kim, Heesung, and Fengfeng Ke. "OpenSim-Supported Virtual Learning Environment." Journal of Educational Computing Research 54, no. 2 (December 18, 2015): 147–72. http://dx.doi.org/10.1177/0735633115620197.

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6

Kusuma, Rahma Djati, and Egi Adithia Adithia Pradana. "Pengembangan 3D Virtual Learning Environment." Jurnal Ilmiah Manajemen Kesatuan 7, no. 3 (December 29, 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

7

KALAYCI, SERIFE. "Students’ Attitudes Towards Collaborative Tools In A Virtual Learning Environment." EDUCATIONAL PROCESS: INTERNATIONAL JOURNAL 4, no. 1-2 (November 15, 2015): 71–86. http://dx.doi.org/10.12973/edupij.2015.412.6.

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8

Dauksiene, Estela, Margarita Tereseviciene, and Airina Volungeviciene. "Virtual Learning Environment for Open Online Learning." EDEN Conference Proceedings, no. 1 (June 16, 2019): 460–65. http://dx.doi.org/10.38069/edenconf-2019-ac-0051.

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Digital networked society is learning in various platforms, in different ways and at selected time and pace. What are the preferences of members of digital and networked society for the learning platforms? What resources should be used to better fulfil nowadays learner expectations? And how higher education institutions are preparing for that? These are the main research questions of this research. In order to answer the research questions, the theory analysis and quantitative research were performed. The results of the research findings of the preferred learning ways and requirements for virtual learning platform of the online learners who speak Lithuanian are discussed in the paper.

9

Ewais, Ahmed, and Olga De Troyer. "Authoring Adaptive 3D Virtual Learning Environments." International Journal of Virtual and Personal Learning Environments 5, no. 1 (January 2014): 1–19. http://dx.doi.org/10.4018/ijvple.2014010101.

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The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

10

FIAIDHI, Jinan. "Virtual SceneBean: a Learning Object Model for Collaborative Virtual Learning Environment." Informatics in Education 3, no. 2 (October 15, 2004): 191–218. http://dx.doi.org/10.15388/infedu.2004.14.

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Дисертації з теми "The virtual learning environment":

1

Yahaya, Ros Aizan. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16489/.

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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.

2

Maddox, Winston H. "Adapting to a Virtual Learning Environment." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1429557429.

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3

Nakhal, Bilal. "Generation of communicative intentions for virtual agents in an intelligent virtual environment : application to virtual learning environment." Thesis, Brest, 2017. http://www.theses.fr/2017BRES0156/document.

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La réalité virtuelle joue un rôle majeur dans le développement de nouvelles technologies de l’éducation, et permet de développer des environnements virtuels pour l’apprentissage, dans lesquels, des agents virtuels intelligents jouent le rôle de tuteur. Ces agents sont censés aider les utilisateurs humains à apprendre et appliquer des procédures ayant des objectifs d’apprentissage prédéfini dans différents domaines. Nous travaillons sur la construction d’un système temps-réel capable d’entamer une interaction naturelle avec un utilisateur dans un Environnement d’Apprentissage Virtuel (EAV). Afin d’implémenter ce modèle, nous proposons d’utiliser MASCARET (Multi-Agent System for Collaborative, Adaptive & Realistic Environments for Training) comme modèle d’Environnement Virtuel Intelligent (EVI) afin de représenter la base de connaissances des agents, et de modéliser la sémantique de l’environnement virtuel et des activités des utilisateurs. Afin de formaliser l’intention des agents, nous implémentons un module cognitif dans MASCARET inspiré par l’architecture BDI (Belief-Desire-Intention) qui nous permet de générer des intentions de haut-niveau pour les agents. Dans notre modèle, ces agents sont représentés par des Agents Conversationnels Animés (ACA), qui sont basés sur la plateforme SAIBA (Situation, Agent, Intention, Behavior, Animation). Les agents conversationnels de l’environnement ont des intentions communicatives qui sont transmises à l’utilisateur via des canaux de communication naturels, notamment les actes communicatifs et les comportements verbaux et non-verbaux. Afin d’évaluer notre modèle, nous l’implémentons dans un scénario pédagogique concret pour l’apprentissage des procédures d’analyse de sang dans un laboratoire biomédical. Nous utilisons cette application afin de réaliser une expérimentation et une étude pour valider les propositions de notre modèle. L’hypothèse de notre étude est de supposer que la présence d’un ACA dans un Environnement Virtuel (EV) améliore la performance du processus d’apprentissage (ou qu’au moins, ça ne le dégrade pas) dans le contexte de l’apprentissage d’une procédure spécifique. La performance de l’utilisateur est représentée par le temps requis pour l’exécution de la procédure, le nombre d’erreurs commises et le nombre de demande d’assistance. Nous analysons les résultats de cette évaluation, ce qui confirme partiellement l’hypothèse de l’expérience et affirme que la présence de l’ACA dans l’EV ne dégrade pas la performance de l’apprenant dans le contexte de l’apprentissage d’une procédure
Virtual Reality plays a major role in developing new educational methodologies, and allows to develop virtual environments for learning where intelligent virtual agents play the role of tutors. These agents are expected to help human users to learn and apply domain-specific procedures with predefined learning outcomes. We work on building a real-time system able to sustain natural interaction with the user in a Virtual Learning Environment (VLE). To implement this model, we propose to use the Multi-Agent System for Collaborative, Adaptive & Realistic Environments for Training (MASCARET) as an Intelligent Virtual Environment (IVE) model that provides the knowledge base to the agents and model the semantic of the virtual environment and user’s activities. To formalize the intention of the agents, we implement a cognitive module within MASCARET inspired by BDI (Belief-Desire-Intention) architecture that permits us to generate high-level intentions for the agents. Furthermore, we integrate Embodied Conversational Agents (ECA), which are based on the SAIBA (Situation, Agent, Intention, Behavior, Animation) framework. The embodied agents of the environment have communicative intentions that are transmitted to the user through natural communication channels, namely the verbal and non-verbal communicative acts and behaviors of the ECAs. To evaluate our model, we implement it in a concrete pedagogical scenario for learning blood analysis procedures in a biomedical laboratory. We use this application to settle an experiment to validate the propositions of our model. The hypothesis of this experiment is to assume that the presence of anECA in a Virtual Environment (VE) enhances the learning performance (or at least does not degrade it) in the context of a learning procedure. The performance is represented by the time of execution, the number of committed errors and the number of requests for assistance. We analyze the results of this evaluation, which partially confirms the hypothesis of the experiment and assure that having an ECA in the VLE does not degrade the performance of the learner in the context of a learning procedure

4

Wong, Kah Wei. "NUS libraries in a virtual learning environment." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106036.

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Providing collections of resources â books, journals, videos, CDs, papers â was and still is a major function of academic libraries to support learning. When resources were offered electronically, libraries responded proactively, integration was done naturally into a virtual environment of learning. Leveraging on the convenience and speed of technology to meet the information needs of students was a challenge that could not be ignored. This paper highlights user education initiatives that relate to the support of learning and teaching in the virtual environment.

5

Byron, Suzanne M. "Information Seeking in a Virtual Learning Environment." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2212/.

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Duplicating a time series study done by Kuhlthau and associates in 1989, this study examines the applicability of the Information Search Process (ISP) Model in the context of a virtual learning environment. This study confirms that students given an information seeking task in a virtual learning environment do exhibit the stages indicated by the ISP Model. The six-phase ISP Model is shown to be valid for describing the different stages of cognitive, affective, and physical tasks individuals progress through when facing a situation where they must search for information to complete an academic task in a virtual learning environment. The findings in this study further indicate there is no relationship between the amount of computer experience subjects possess and demonstrating the patterns of thoughts, feelings, and actions described by the ISP Model. The study demonstrates the ISP Model to be independent of the original physical library environments where the model was developed. An attempt is made to represent the ISP model in a slightly different manner that provides more of the sense of motion and interaction among the components of thoughts, feelings, and action than is currently provided for in the model. The study suggests that the development of non-self-reporting data collection techniques would be useful in complementing and furthering research to enhance and refine the representation of the ISP Model. Additionally, expanding the research to include the examination of group interaction is called for to enhance the ISP Model and develop further applications that could potentially aid educational delivery in all types of learning environments.

6

KOJIRI, Tomoko, and Toyohide WATANABE. "Seamless Virtual Learning Environment Supporting for Inducing Ideas." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2005. http://hdl.handle.net/2237/10430.

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7

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.

8

Parizotto, Rosamelia. "Aesthetics and usability of virtual learning environment interfaces." Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/9905/.

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9

Ortiz, Francisco. "Description of a virtual learning environment for preliminary schools." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1548.

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This project is associated with the field of Information Systems and more specifically with Virtual Learning Environments (VLEs). These environments are becoming very popular the last years, especially in higher education. However we decided to focus in lower level education since there is lack of these learning platforms and their spreading is limited.

More specifically our project will focus on the description of a Virtual Learning Environment for preliminary schools. The target age will be 5-8 years old. The design of our system is based on the guidelines of a preliminary schoolteacher in Spain, who is actually our stakeholder. Designing a system for so young students means that various aspects have to be taken into consideration such as their level of computer knowledge, their maturity, their not still developed studying abilities and the fact that it is their first approach to school as a learning environment. However we believe that if they can be integrated in the information society in such an early age, it will be beneficial for their future and the future of information technologies as well. We hope that through this project we will be able to contribute to computer based education and equip the young students with new ways and potentials of learning.

On a theoretical basis, we could say that our project contains two different parts: a theoretical part and a more practical one. In the theoretical part, all the related work of similar VLEs is presented in an effort to see what products already exist in the market and try to create a new, innovative system taking into consideration various educational aspects. In addition, a review of our literature research concerning computer based education and VLEs is included in order to provide the necessary theoretical background before starting to design our system. Finally, a summary of our research made including questionnaires and interviews as well as the analysis and the conclusions of this research are presented since before designing our system we tried to include the opinion of the different people involved in this system like the students and their parents, the teachers and the pedagogues. On the other hand, the second more practical part focuses on the description of the learning platform. The architecture of the system as well as the use cases is included here. A prototype of the system is also provided but we were not able to complete the whole implementation due to time limitations.

10

Tsamis, Thanassis. "Description of a virtual learning environment for preliminary schools." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1245.

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Анотація:

This project is associated with the field of Information Systems and more specifically with Virtual Learning Environments (VLEs). These environments are becoming very popular the last years, especially in higher education. However we decided to focus in lower level education since there is lack of these learning platforms and their spreading is limited.

More specifically our project will focus on the description of a Virtual Learning Environment for preliminary schools. The target age will be 5-8 years old. The design of our system is based on the guidelines of a preliminary schoolteacher in Spain, who is actually our stakeholder. Designing a system for so young students means that various aspects have to be taken into consideration such as their level of computer knowledge, their maturity, their not still developed studying abilities and the fact that it is their first approach to school as a learning environment. However we believe that if they can be integrated in the information society in such an early age, it will be beneficial for their future and the future of information technologies as well. We hope that through this project we will be able to contribute to computer based education and equip the young students with new ways and potentials of learning.

On a theoretical basis, we could say that our project contains two different parts: a theoretical part and a more practical one. In the theoretical part, all the related work of similar VLEs is presented in an effort to see what products already exist in the market and try to create a new, innovative system taking into consideration various educational aspects. In addition, a review of our literature research concerning computer based education and VLEs is included in order to provide the necessary theoretical background before starting to design our system. Finally, a summary of our research made including questionnaires and interviews as well as the analysis and the conclusions of this research are presented since before designing our system we tried to include the opinion of the different people involved in this system like the students and their parents, the teachers and the pedagogues. On the other hand, the second more practical part focuses on the description of the learning platform. The architecture of the system as well as the use cases is included here. A prototype of the system is also provided but we were not able to complete the whole implementation due to time limitations.

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Книги з теми "The virtual learning environment":

1

Suhanthan, Kathirvelayuthapillai. Virtual learning environments. London: University of East London, 2003.

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2

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

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3

Terry, Krista P. Smith, and Amy Cheney. Utilizing virtual and personal learning environments for optimal learning. Hershey PA: Information Science Reference, 2016.

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4

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

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5

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

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6

Keppell, Mike, Kay Souter, and Matthew Riddle. Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. Hershey, PA: Information Science Reference, 2012.

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7

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

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8

Tettegah, Sharon Y., and Cynthia Calongne. Identity, learning and support in virtual environments. Rotterdam: Sense Publishers, 2009.

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9

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

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10

Weiss, Joel, Jason Nolan, Jeremy Hunsinger, and Peter Trifonas, eds. The International Handbook of Virtual Learning Environments. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/978-1-4020-3803-7.

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Частини книг з теми "The virtual learning environment":

1

McComas, William F. "Virtual Learning Environment." In The Language of Science Education, 110. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_99.

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2

Hildebrand, Michiel, Anton Eliëns, Zhisheng Huang, and Cees Visser. "Interactive Agents Learning Their Environment." In Intelligent Virtual Agents, 13–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-39396-2_3.

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3

Fan, Ming-Xiang, Rita Kuo, Maiga Chang, and Jia-Sheng Heh. "Story-Based Virtual Experiment Environment." In Smart Learning Environments, 175–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44447-4_10.

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4

Kuna, Peter, and Martin Vozar. "Student’s Behavior in Virtual Environment." In Interactive Collaborative Learning, 177–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_15.

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5

Kyrö, P., T. Kauppi, and M. Nurminen. "Entrepreneurial Learning and Virtual Learning Environment." In Contributions to Management Science, 117–33. Heidelberg: Physica-Verlag HD, 2008. http://dx.doi.org/10.1007/978-3-7908-2038-6_12.

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6

Henze, N., and W. Nejdl. "A Web-Based Learning Environment: Applying Constructivist Teaching Concepts in Virtual Learning Environments." In The Virtual Campus, 63–77. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35352-4_7.

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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, 97–119. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41965-2_4.

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Cottrell, Stella, and Neil Morris. "Virtual learning environments." In Study Skills Connected, 25–40. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-01944-8_2.

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Morineau, Thierry, Paul Gorzerino, and Jean-Paul Papin. "Virtual Environment: For Learning or for Training?" In Virtual Reality, Training’s Future?, 85–92. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0038-8_10.

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Flavin, Michael. "Virtual Library Environment? VLEs in Practice." In Re-imagining Technology Enhanced Learning, 43–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55785-0_3.

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Тези доповідей конференцій з теми "The virtual learning environment":

1

Piovesan, Sandra Dutra, Erico Marcelo Hoff do Amaral, Catiane Priscila Barbosa Arenhardt, and Roseclea Duarte Medina. "Adaptive virtual learning environment." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201131.

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Calderon, Rosalino Rodriguez, and Miguel Angel Garcia Ruiz. "Learning physics with virtual environment." In 2019 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2019. http://dx.doi.org/10.1109/edunine.2019.8875824.

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Singh, Jeetinder, Jayanthi Sivaswamy, and Krishnarajulu Naidu. "MuDiS - A Virtual Learning Environment." In 2007 IEEE International Workshop on Digital Games and Intelligent Toys-based Education. IEEE, 2007. http://dx.doi.org/10.1109/digitel.2007.35.

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Hasan, Raza, Midhat Ghufran, Syed Shahrukh Javed, Hammad-ul-Haq, Ahmed Azeem, and Danish Jamil. "SMART Virtual Dental Learning Environment." In 2019 4th MEC International Conference on Big Data and Smart City (ICBDSC). IEEE, 2019. http://dx.doi.org/10.1109/icbdsc.2019.8645584.

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5

Kneale, Bruce, and Ilona Box. "A Virtual Learning Environment for Real-World Networking." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2657.

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Virtual learning environments are a solution to some of the problems of providing an authentic learning environment. We encountered problems such as lack of funding and physical space, and risks and threats to our network environment when we contemplated providing a real, physical specialist laboratory to teach computer networking. We solved most of our problems by developing Velnet, a virtual environment for learning networking. Velnet consists of one or more host machines and operating systems, commercial virtual machine software, virtual machines and their operating systems, a virtual network connecting the virtual machines, and remote desktop display software. Our first experiment with Velnet was in a standalone configuration, without remote desktop display. The initial pilot had students connecting to Velnet via our institution’s network. Velnet performed well under this restricted access environment. We are developing a virtual reality overlay of Velnet to be able to present computernetworking concepts. We are also investigating the changes we can make to our instructional design and assessment strategies, and the consequent learning experiences of the students.

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Hakala, Ismo, Tuomo Härmänmaa, and Sanna Laine. "INTEGRATED VIRTUAL CINETCAMPUS STUDIES ENVIRONMENT." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1264.

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Domingueti, Daniel B., Diego R. C. Dias, and Darlinton B. F. Carvalho. "AVRA: virtual learning environment with virtual reality capabilities." In 2020 22nd Symposium on Virtual and Augmented Reality (SVR). IEEE, 2020. http://dx.doi.org/10.1109/svr51698.2020.00029.

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Pivetta, Elisa Maria, Vania Ribas Ulbricht, Daniela Satomi Saito, and Ana Margarida Pisco Almeida. "Bilingual and accessible virtual learning environment." In 2017 Twelfth Latin-American Conference on Learning Technologies (LACLO). IEEE, 2017. http://dx.doi.org/10.1109/laclo.2017.8120955.

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Bergstrom, Laura, Kaj Grahn, and Goran Pulkkis. "A Virtual Learning Environment for Mobile IP." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3021.

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This paper presents a virtual learning environment for Mobile IP (Internet Protocol). The learning environment has been produced in a production circle of Virtual Polytechnic of Finland. Protocols and mechanisms for secure mobility in the Internet are surveyed. A detailed description of the development of the learning environment and the content of the Mobile IP animation is given. The chosen didactical approach and the graphical design of the learning platform are presented and motivated. The IT technology and the IT infrastructure needed to implement and use the learning platform are also described and assessed.

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Abdul-Kader, H. M. "E-Learning Systems in Virtual Environment." In Communications Technology (ICICT). IEEE, 2008. http://dx.doi.org/10.1109/itict.2008.4806644.

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Звіти організацій з теми "The virtual learning environment":

1

O'Leary, Ros, and Andy Ramsden. Virtual Learning Environments. The Economics Network, September 2002. http://dx.doi.org/10.53593/n1138a.

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Adam, Taskeen, Chris McBurnie, and Björn Haßler. Rolling out a national virtual learning environment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0010.

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

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Wrubel, Jim, David White, and Julia Allen. High-Fidelity e-Learning: SEI's Virtual Training Environment (VTE). Fort Belvoir, VA: Defense Technical Information Center, January 2009. http://dx.doi.org/10.21236/ada501744.

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McBurnie, Chris. The use of virtual learning environments and learning management systems during the COVID-19 pandemic. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0023.

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: A Short Guide. EdTech Hub, August 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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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 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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Hariri, Salim, Dongmin Kim, Yoonhee Kim, and Ilkyeun Ra. Virtual Distributed Computing Environment. Fort Belvoir, VA: Defense Technical Information Center, March 2000. http://dx.doi.org/10.21236/ada376238.

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Turanova, L. M., and A. A. Stiugin. Electronic educational environment «Virtual classroom». OFERNIO, November 2020. http://dx.doi.org/10.12731/ofernio.2020.24655.

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Day, James. Virtual Faculty Learning Community Implementation Framework. ERAU, February 2020. http://dx.doi.org/10.15394/2020.2473.

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