A case study of the experiences of instructors and students in a virtual learning environment (VLE) with different cultural backgrounds

Lim, Keol; Kim, Mi Hwa

doi:10.1007/s12564-015-9400-y

Cited by 11 publications

(7 citation statements)

References 42 publications

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“…The COVID-19 pandemic is requiring a substantial change in education systems around the world. The forced need for social distancing has structured a redesign of the teachinglearning processes toward approaches in which digital resources are the main protagonists in a reality according to the information society (Arora and Srinivasan, 2020;Lim and Kim, 2015). In fact, Learning and Knowledge Technologies have been established as the only tools for interaction and communication between teachers and students.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills

Cosculluela

Suárez

Quiroga

et al. 2021

ITSE

102

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Purpose The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century. Design/methodology/approach For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions. Findings On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed. Originality/value Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills

Cosculluela

Suárez

Quiroga

et al. 2021

ITSE

102

View full text Add to dashboard Cite

show abstract

“…Based on this expectation, the study predicts that there are certain variables that will simplify the relationship between the study variables. Through the demographic characteristics of the sample and the study environment and work culture of school teachers in the country (Lim & Hwa, 2015;Norazilawati, Noraini, Nik Azmah, & Rosnidar, 2013;Termit & Noorma, 2015;Wong, Rosma, Goh, & Mohd Khairezan, 2013) the study has listed two modifiers (moderators) namely experience and task load to measure their impact on each relationship between the main variables of the study.…”

Section: Attitude Toward Computer Usementioning

confidence: 99%

Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour

Yeop¹,

Aslamiah²,

Wong³

et al. 2019

INT J INSTRUCTION

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The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.

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“…Finally, the behavioral engagement effect of VR education comes from its improvements to the learners' behavior and the continuity of education practice free from the constraints of time and space. Unlike simple infusion lectures, in an environment implemented through VR, students can expect substantial behavioral improvement in that they directly participate in specific actions, such as the proper actions to take in dangerous situations consisting of accidents that occur when wearing or not wearing equipment [60][61][62][63]. In this study, the safety education and training system was designed so that learners can interact with the virtual environment based on VR technology and recognize the order of the work process, unlike the existing regular class method.…”

Section: Discussionmentioning

confidence: 99%

Establishment of Virtual-Reality-Based Safety Education and Training System for Safety Engagement

et al. 2021

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The current safety education and training system has a number of problems, namely that the actual risks in the field are not reflected and that workers cannot be engaged in safety education. Therefore, we conducted a study to build a VR-based safety education system that reflects the problems actually occurring in the field. The risk points of the electrical construction sites were derived through in-depth interviews with various stakeholders such as field workers, safety managers, and management. A risk scenario was also constructed by analyzing the causes and effects of existing accident cases. A safety education system was constructed to which the established risk scenario was applied. In the virtual construction site, the site’s own model, safety equipment, and members were implemented in a 3D model to form a virtual reality environment. This environment is intended to provide an educational environment wherein workers can immerse themselves in safety, specifically because this VR-based environment can induce active participation by providing safety information through various experiences. In addition, in this study, a VR-based safety education system that reflects the field conditions was designed to prepare basic data for the modernization and activation of safety education.

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A case study of the experiences of instructors and students in a virtual learning environment (VLE) with different cultural backgrounds

Cited by 11 publications

References 42 publications

Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills

Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills

Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour

Establishment of Virtual-Reality-Based Safety Education and Training System for Safety Engagement

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