Efficient learning using a virtual learning environment in a university class

Stricker, Daniel; Weibel, David; Wissmath, Bartholomäus

doi:10.1016/j.compedu.2010.09.012

Cited by 66 publications

(40 citation statements)

References 29 publications

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“…However, teachers are challenged to concentrate students' attention in an online or blended course in an environment that is full of shopping websites, online games, and social networking websites (eg, Facebook) (Tsai, ). That is, online learning environments may not meet the original purpose of providing students with a tool to support their learning process during the semester (Stricker, Weibel & Wissmath, ). In this regard, online learning requires a radical redesigning and reworking of pedagogy in order to accommodate these learners (Burdick & Willis, ).…”

Section: Background and Objectivesmentioning

confidence: 99%

Research trends in self‐regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012

Tsai¹,

Shen²,

Fan³

2013

Brit J Educational Tech

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Section: Background and Objectivesmentioning

confidence: 99%

Research trends in self‐regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012

Tsai¹,

Shen²,

Fan³

2013

Brit J Educational Tech

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“…Moreover, the contribution in [8] witnesses that students that use VLEs achieve better performances than non-users: the beneficial effects of distance learning are confirmed both by online performances and final exam outcomes. Besides, the success of VLEs is measured by the students involved, according to their usage intentions, their actual use, satisfaction and benefits in employing it [9].…”

Section: Studentsmentioning

confidence: 97%

A Virtual Learning Architecture Enhanced by Fog Computing and Big Data Streams

Pecori

2018

Future Internet

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Abstract:In recent years, virtual learning environments are gaining more and more momentum, considering both the technologies deployed in their support and the sheer number of terminals directly or indirectly interacting with them. This essentially means that every day, more and more smart devices play an active role in this exemplary Web of Things scenario. This digital revolution, affecting education, appears clearly intertwined with the earliest forecasts of the Internet of Things, envisioning around 50 billions heterogeneous devices and gadgets to be active by 2020, considering also the deployment of the fog computing paradigm, which moves part of the computational power to the edge of the network. Moreover, these interconnected objects are expected to produce more and more significant streams of data, themselves generated at unprecedented rates, sometimes to be analyzed almost in real time. Concerning educational environments, this translates to a new type of big data stream, which can be labeled as educational big data streams. Here, pieces of information coming from different sources (such as communications between students and instructors, as well as students' tests, etc.) require accurate analysis and mining techniques in order to retrieve fruitful and well-timed insights from them. This article presents an overview of the current state of the art of virtual learning environments and their limitations; then, it explains the main ideas behind the paradigms of big data streams and of fog computing, in order to introduce an e-learning architecture integrating both of them. Such an action aims to enhance the ability of virtual learning environments to be closer to the needs of all the actors in an educational scenario, as demonstrated by a preliminary implementation of the envisioned architecture. We believe that the proposed big stream and fog-based educational framework may pave the way towards a better understanding of students' educational behaviors and foster new research directions in the field.

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“…In order to achieve the change in the model, information network measures are the foundation and key [6]. First of all, Blackboard (BB), the school teaching management platform, realizes teaching support and network function.…”

Section: B Teaching Model Designed Under Blended Learningmentioning

confidence: 99%

Design of Basic Computer Teaching Mode Based on Blended Learning

Xie

Zhong

2012

2012 IEEE 14th International Conference on High Performance Computing and Communication &Amp; 2012 IEEE 9th International Confe

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This paper presents the teaching design for Computer Basic Course Group, according to lack of learning initiative in current universities computer basic teaching and weak independent study of students. The combination of "classroom, experiment, extracurricular" with the information network method using in teaching realizes the process of student-centered teacher-directed teaching practice. This paper also discusses about how to develop teaching design from three aspects, consists of curriculum, teaching model and teaching evaluation, under the concept of Blended Learning.

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Efficient learning using a virtual learning environment in a university class

Cited by 66 publications

References 29 publications

Research trends in self‐regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012

Research trends in self‐regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012

A Virtual Learning Architecture Enhanced by Fog Computing and Big Data Streams

Design of Basic Computer Teaching Mode Based on Blended Learning

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