Mind the gap: Cognitive active learning in virtual learning environment perception of instructors and students

Annansingh, Fenio

doi:10.1007/s10639-019-09949-5

Cited by 40 publications

(45 citation statements)

References 38 publications

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“…This suggested that their technological knowledge played an essential role in browsing and navigating the VLE. Annansingh (2019) advocates technological proficiency as a key to participation in a VLE.…”

Section: Theme 2: Technological Knowledgementioning

confidence: 99%

The university staff experience of using a virtual learning environment as a platform for e-learning

Molotsi

2020

Journal of Educational Technology and Online Learning

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Numerous open distance electronic learning (ODeL) institutions have embraced a virtual learning environment as a platform to facilitate e-learning. Although ODeL institutions have embarked on the use of a virtual learning environment (VLE), there is still a need to rethink e-learning processes to make content delivery exciting and interactive. The purpose of this study was to explore the experience of university staff using a VLE to study online courses. The use of VLE enhances content delivery, and university staff must embrace a new interactive learning environment to be on par with peers globally. The connectivism theory was adopted as a guiding framework to explore the staff experiences of a VLE. The use of VLE enhances content delivery and university staff have no choice but to embrace a new interactive learning environment to be on par with peers globally. As this study was empirical, a qualitative approach was used to sample seven staff members who studied e-courses using a VLE. This study was conducted at the University of South Africa (UNISA) which was a natural setting. The participants accessed the VLE within UNISA in their offices to share information with classmates globally. Data were gathered through an open-ended questionnaire. The thematical analysis was applied for analysis. Trustworthiness in this study was credibly maintained through member checking of each participant to confirm whether the information tallied with what transpired during the collection of data. The main research question that guided the gathering of data was: What are the university staff members' perceptions of the use of a VLE? The findings revealed that VLE was an enabler of content delivery as it is not bound to a specific time and place but can be accessed anytime and anywhere. It may be concluded that the use of VLE helped to develop the participants' digital skills and motivated them to design online learning courses. It is recommended that university staff be empowered to use other VLE interactive tools, to promote participation and engagement among the students, because VLE is not bound to a specific time frame or location.

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Section: Theme 2: Technological Knowledgementioning

confidence: 99%

The university staff experience of using a virtual learning environment as a platform for e-learning

Molotsi

2020

Journal of Educational Technology and Online Learning

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“…According to Robert Marzano, "Positive relationships between teachers and students are among the most commonly cited variables associated with effective instruction. If the relationship is strong, instructional strategies seem to be more effective" [11][12][13] Some of the strategies for increasing student motivation and engagement in a virtual classroom are shown in figure 6.…”

Section: Teaching and Learning Strategies For Effective Engagementmentioning

confidence: 99%

Peer Interaction Teaching-Learning Approaches for Effective Engagement of Students in Virtual Classroom

Rajalingam

Kanagamalliga

Karuppiah³

et al. 2021

JEET

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The virtual classroom teaching-learning, online meetings, and discussions are becoming most popular throughout the world due to the COVID-19 pandemic event. There is a need to enhance the engagement and thinking ability of the students during a virtual classroom using suitable tools. This study explores the perspective of engineering students and staff members towards virtual classroom teaching-learning in India and Ghana-West Africa. This study also proposes teaching-learning approaches to motivate students for effective engagement and thinking. As an outcome, problem-solving skills and necessary graduate attributes of the students will be developed and accomplished. The participants involved in the survey include 194 students and staff members from engineering colleges and universities in India and Ghana-West Africa. The questionnaire-based research method is used to collect the perspective of students and staff. The disciplines in engineering such as Electrical and Electronics Engineering, Mechanical Engineering, Civil Engineering, and Computer Engineering are considered for analysis. The survey gives the challenges and benefits of virtual learning faced by the students and staff members. It also gives the expectation of the students and staff doing a virtual meeting. The research findings show that peer interaction teaching-learning methodologies such as brainstorming, role plays, group discussion, case studies, animated videos, games, and activities are best suitable in a virtual classroom to overcome the challenges addressed by the students and staff members. Based on the analysis of the survey, ICTbased tools, and applications for incorporating interactive teaching-learning methodologies have been listed with strategies and approaches to motivate and engage the students effectively in a virtual classroom environment.

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“…As a basis for identifying learning process scenarios based on individual learning paths, we propose the approach of Annansingh (2019). He identified two types of scenariossynchronous and asynchronous (Annansingh, 2019, p. 3).…”

Section: Procedural and Algorithmic Blockmentioning

confidence: 99%

“…The problem of the structure of the educational environment, its properties and the technological basis of its creation is extremely relevant at present. The problem is addressed in numerous studies (Annansingh, 2019;Blažič & Blažič, 2020;Boyarinov, 2018Boyarinov, , 2019Cañas et al, 2003;De Cohen & Clewell, 2007;Emelchenkov et al, 2011;Iatrellis et al, 2019;Miller, 2004;Schwendimann, 2014). A significant role in the framework of such an environment is played by individual learning paths, as an instrument of personalization of the learning process.…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Model for Creating Individual Learning Paths Based on Educational Maps

Boyarinov¹

2020

ARPHA Proceedings

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The problem of the structure of the learning environment, its properties and the technological basis for its creation is extremely urgent at present. This issue is addressed in numerous studies. An essential role in such an environment is played by individual learning paths. The question of developing a pedagogical model for creating individual learning paths based on educational maps, to which this study is devoted, remains open. The purpose of this study is to develop a pedagogical model for creating individual learning paths based on educational maps. The leading approach to researching the problem is based on ideas of project-based and student-centered active learning. The developed pedagogical model for creating individual learning paths on the basis of educational maps includes four main blocks-target, content, procedural and algorithmic and the block of implementation and evaluation. The target block consists of goals, requirements, methodological approaches and guidelines for creating individual learning paths based on educational maps. The goal is to increase the student's activity and independence, support positive motivation, and individualize the learning process. As leading principles, we define adaptability, projectivity, and subjectivity. The content block includes a description of the structure of educational maps, technology for creating individual learning paths based on those maps. The procedural and algorithmic block includes a description of the scenarios practical implementation of individual learning paths based on educational maps. The block of implementation and evaluation contains a description of the methods, criteria and the corresponding performance indicators for creating individual learning paths based on educational maps.

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Mind the gap: Cognitive active learning in virtual learning environment perception of instructors and students

Cited by 40 publications

References 38 publications

The university staff experience of using a virtual learning environment as a platform for e-learning

The university staff experience of using a virtual learning environment as a platform for e-learning

Peer Interaction Teaching-Learning Approaches for Effective Engagement of Students in Virtual Classroom

Pedagogical Model for Creating Individual Learning Paths Based on Educational Maps

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