Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic IT Skills Training

Abstract

Internet technologies are having a significant impact on the learning industry. For-profit organizations and traditional institutions of higher education have developed and are using web-based courses, but little is known about their effectiveness compared to traditional classroom education. Our work focuses on the effectiveness of a webbased virtual learning environment (VLE) in the context of basic information technology skills training. This article provides three main contributions. First, it introduces and defines the concept of VLE, discussing how a VLE differs from the traditional classroom and differentiating it from the related, but narrower, concept of computer aided instruction (CAI). Second, it presents a framework of VLE effectiveness, grounded in the technologymediated learning literature, which frames the VLE research domain, and addresses the relationship between the main constructs. Finally, it focuses on one essential VLE design variable, learner control, and compares a web-based VLE to a traditional classroom through a longitudinal experimental design. Our results indicate that, in the context of IT basic skills training in undergraduate education, there are no significant differences in performance

Analysis of competencies for effective virtual team leadership in building successful organisations

“…The need to address the competitive demands of globalisation through the adoption of electronic communication and information technology within the workplace has made many organisations embrace virtual team structures (Bal and Teo, 2000;Piccoli et al, 2004;Mogale, 2009). The concept of the virtual team evolved from teleworkers and virtual groups.…”

“…A leader's social presence may be difficult to achieve in a virtual environment; thus, creating challenges in team integration, member identification, and coordination (Connaughton and Daly, 2004). It has been argued that the major difference between mediocre and high-performing virtual teams is the development of effective virtual leaders who are able to develop and lead the virtual team to achieve success in project deliverables (Armstrong and Cole, 2002;Piccoli et al, 2004).…”

The Student's Attitude toward Use Platform as Learning Resources at University of Granada

“…For example, one study concluded that asynchronous e-learning was not effective as a standalone method to deliver technical training for information technology professionals learners in the study commented that e-learning eliminates classroom interaction time, where a significant amount of "real learning" takes place as users assimilate information, utilize software, apply knowledge to problem solving, and interact with the instructor and other learners (Laine, 2003). Other potential problems of e-learning that have been identified in previous research include a sense of learner isolation (Brown, 1996); learner frustration, anxiety, and confusion (Hara & Kling, 2000;Piccoli, Ahmad, & Ives, 2001); higher student attrition rates (Frankola, 2001;Laine, 2003;Ryan, 2001); the need for greater discipline, writing skills, and self-motivation; and the need for online users to make a time commitment to learning (Golladay, Prybutok, & Huff, 2000;Serwatka, 2003).…”

Application of Fuzzy Analytic Hierarchy Process in Ranking Modern Educational Systems’ Success Criteria

“…Picoli et al [1] site individual features of trainee such as maturity and ability to work with computer and design/technology features such as reliability of technology and individual interactions have significant effects on e-learning effectiveness. According to the studies of Picoli et al [18], Johnson et al [8] also highlight the importance of interacting and participating educational environment and mention trainees features and technology have influence on e-learning outcomes. Table (1) shows briefly some studies about e-learning CSFs.…”