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Journal Article

Collaborative e‑Learning: e‑Portfolios for Assessment, Teaching and Learning  pp21-30

Dharmadeo Luchoomun, Joe McLuckie, Maarten van Wesel

© Jan 2010 Volume 8 Issue 1, Editor: Shirley Williams, pp1 - 50

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Abstract

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Keywords: e-Portfolio, Virtual Learning Environment, VLE, online assessment, blended learning, collaborative learning, learning objects

 

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Journal Article

The social shaping of a Virtual Learning Environment: The case of a university wide course management system  pp70-81

William H Dutton, Pauline Hope Cheong, Namkee Park

© Jan 2004 Volume 2 Issue 1, Special Issue for ECEL 2003, Editor: Roy Williams, pp1 - 239

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Abstract

 

Keywords: courseware, course management system, virtual learning environment, VLE, e-Learning, information and communication technologies, institutional change, social shaping of technology, online learning

 

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Journal Article

Usability of a virtual learning environment concerning safety at work  pp96-105

Heli Ihamaki, Inka Vilpola

© Jan 2004 Volume 2 Issue 1, Special Issue for ECEL 2003, Editor: Roy Williams, pp1 - 239

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Abstract

 

Keywords: VLE usability problems, usability engineering, human centred design, VLE design guidelines

 

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Journal Article

Assessing Air Force Officers’ Satisfaction on the Use of SOC Virtual Classroom: Input to Professional Military Education e‑Learning Design and Implementation  pp134-147

Christopher Chua, Joseph Archog

© Oct 2018 Volume 16 Issue 2, Editor: Rikke Ørngreen and Karin Levinsen, pp79 - 158

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Abstract

As the power of Learning Management System (LMS) in supporting classroom instruction has been observed in Higher Education Institutions (HEIs), only few has been documented in military environment using this kind of learning technology. This paper is the first attempt to investigate the satisfaction of air force officers on the use of Squadron Officer Course Virtual Classroom (SOCVC) in the Philippines. The popular Modular Object‑Oriented Dynamic Learning Environment (MOODLE) was used to implement the SOCVC. A total of 47 Philippine Air Force (PAF) officers enrolled in the SOC participated in this study. Satisfaction in terms of learner interface, learning community, content and usefulness on the use of SOCVC was obtained using a questionnaire. The respondents are seen comfortable and satisfied with the use of the virtual classroom. Profile variables used in the study when taken separately do not show significant difference as to the respondents’ satisfaction on the use of the virtual classroom. The findings oppose what are already established pertaining to the variables that affect the use of Virtual Learning Environment (VLE) in civilian setting.

 

Keywords: Virtual classroom, Squadron Officer Course, VLE, MOODLE, Air force

 

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Journal Article

Providing Fine‑grained Feedback Within an On‑line Learning System — Identifying the Workers from the Lurkers and the Shirkers  pp15-26

Colin Egan, Amanda Jefferies, Jason Johal

© Feb 2006 Volume 4 Issue 1, Editor: Shirley Williams, pp1 - 111

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Abstract

This paper describes a mechanism developed by the authors to gather student feedback from formative revision Multiple Choice Questionnaires (MCQs) within an on‑line learning system. The MCQs provided first year Computer Science students with instant formative feedback, while data was also gathered about student responses, such as the percentage opting for each answer and the time taken to answer the question. We measured how students were using our on‑line learning system; whether they were in fact 'workers' who provided answers to the MCQs, were 'lurkers' who did not provide answers but asked for solutions or 'shirkers', who did not access the site at all! The data indicates that the time taken to answer a harder question was less than that of an easier question suggesting that the workers turned into lurkers strategically when they thought they could not answer successfully. It was not however clear whether the lurker suddenly finding an easier question would change back into a worker. Future work to encourage the shirkers to participate is also discussed.

 

Keywords: VLE, Formative MCQs, Summative MCQs, On-line teaching, On-line learning

 

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Journal Article

GEARS a 3D Virtual Learning Environment and Virtual Social and Educational World Used in Online Secondary Schools  pp215-224

Jonathan Barkand, Joseph Kush

© Dec 2009 Volume 7 Issue 3, Special ICEL 2009 Issue, Editor: Florin Salajan and Avi Hyman, pp191 - 316

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Abstract

Virtual Learning Environments (VLEs) are becoming increasingly popular in online education environments and have multiple pedagogical advantages over more traditional approaches to education. VLEs include 3D worlds where students can engage in simulated learning activities such as Second Life. According to Claudia L'Amoreaux at Linden Lab, "at least 300 universities around the world teach courses and conduct research in Second Life." However, to date, VLEs have been very limited in use for K‑12 education. One option for secondary schools was developed by Game Environment Applying Real Skills (GEARS) and can be used in online or traditional schools. The 3D VLE is named ARC: The Impending Gale. This program has been used successfully for over a year as part of the Lincoln Interactive online curriculum. ARC allows students to create their own custom avatar and enter the educational environment. The actual content of the game differs depending on the subject the student is taking. Current courses include earth science, geography, pre‑algebra, and spanish. The 3D VLE experience is designed to serve as a reinforcement of the concepts learned in the traditional lessons. The game environment itself has been very well received by students primarily because many of the continued development features were derived from student suggestions. One unique feature that was most requested was the inclusion of voice chat. Voice chat was only added as part of the ARC headquarters where students were able to meet before going out into the game world for their own specific content. The students are also highly motivated to progress through the content. ARC has been a great success for Lincoln Interactive and its parent company the National Network of Digital Schools. The social aspect of ARC was limited, and the ARC Headquarters prompted a plan to create a 3D Virtual Social and Educational World (VSEW) for the 15,000 students that had access to the Lincoln Interactive curriculum in 2009. With the inclusion of a social component, the concept of an online community was evaluated. Garrison's et al. (2000) Community of Inquiry framework is used to explore the Lincoln Interactive Community. The VSEW contains a 3D social space with custom avatars, chat, Voice Over Internet Protocol (VOIP) communication, social objects in the form of community musical instruments, and a tutor zone for teachers. In 2009 four educational games are included in the VSEW. These educational games focus on basic concepts in the three disciplines of math, social studies, and language arts. Garrison et al, (2000) Social Presence, Cognitive Presence, and Teaching Presence are each explained in regards to the VSEW. Both ARC and the VSEW are implemented, and as of November 2009 they are currently being used by students. While there is still much to learn and explore in regards to 3D VLEs and Social Worlds, practical application by GEARS in an online secondary school has been positively accepted by faculty and students. National Network of Digital Schools: http:nndsonline.org Lincoln Interactive Curriculum: http:www.lincolninteractive.com Game Environment Applying Real Skills: http:gears.nndsonline.org 3D Virtual Social and Educational World: http:www.learnwithfriends.com.

 

Keywords: VLE, game environment, virtual learning environment, online, GEARS, virtual world, online community, social environment

 

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Journal Article

Using Data Mining for e‑Learning Decision Making  pp65-81

David Monk

© Jan 2005 Volume 3 Issue 1, Editor: Shirley Williams, pp1 - 81

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Abstract

The initial investigation aimed to examine the paths learners followed when offered the course in a custom virtual learning environment (VLE) which is structured by tasks, course materials and learning resources. However, it quickly became clear that students were spending little time with the course materials online and the time spent with each page was usually less than 20 seconds. Consequently a better understanding of how learners accessed the electronic course materials was needed to evaluate the effectiveness of developing and delivering courses in this way. By combining data on the activity with content with user profiles it was possible to examine alternate information perspectives and reveal patterns in large volume data sets. Mining data in this way provides ways to learn about learners in order to make effective decisions regarding teaching methods, delivery models and infrastructure investment.

 

Keywords: data mining, decision making, elearning, VLE

 

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Journal Issue

Volume 8 Issue 1 / Jan 2010  pp1‑50

Editor: Shirley Williams

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Editorial

As we enter 2010 it is interesting to reflect how learning has changed over the past decade. Technology has changed considerably over this time period, as have learners’ expectations. In the last 10 years we have gone from internet access as a luxury to many seeing it as a necessity. In this climate it is interesting to look at the data collected by Littlejohn and her colleagues, and to speculate what will happen in the next 10 years, and whether there will be more similarities or differences across the disciplines represented in the papers that form this edition. Shirley Williams Reading January 2010

 

Keywords: assessment for learning, blended learning, collaborative learning, digital literacy, engineering education, English for Academic Purposes (EAP), e-portfolio, , higher education , interdisciplinary collaboration, learning design, learning objects., online assessment, online faculty, online learning, pedagogy, reusability, students’ expectations of technology use, study skills, teacher education, technology-enhanced learning, TPCK, transfer of assessment practices, Virtual Learning Environment (VLE), Web 2.0,

 

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