scholarly journals Keeping environmental physiology education up and running during the COVID-19 pandemic

2021 ◽  
Vol 45 (3) ◽  
pp. 538-540
Author(s):  
Christopher James Tyler ◽  
Tadej Debevec ◽  
Stephen S. Cheung
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Rapid Adaptation ◽  
Negative Effects ◽  
Web Based ◽  
Environmental Physiology ◽  
Educational Levels ◽  
Symposium Series ◽  
Novel Approaches

The COVID-19 pandemic provoked a need for rapid adaptation of teaching strategies and learning environments. Thus novel approaches, predominantly based on online/virtual platforms are needed to minimize the negative effects of the pandemic on teaching (and learning). Herein we describe our recent web-based symposium series on environmental physiology and ergonomics initiative as an example of such a strategy. We outline the ideas behind this series and its implementation, which could serve as an example of a useful joint interactive virtual educational environment that could be applied to any physiology subspecialty. Based on the feedback received from all stakeholders involved in the process, we strongly believe that such an approach can provide an excellent platform for all educational levels from undergraduate students up to seasoned academics. Importantly, the unrestricted availability (free registration and publication of recordings and student handouts) is an important consideration for the democratization of science and the inclusion of financially less well-supported students and academics.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

Online Virtual Learning Environments

2014 ◽  
Vol 4 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

Strategic Design for Web-Based Teaching and Learning

2011 ◽  
pp. 280-302
Author(s):  
Brian Corbitt ◽  
Dale M Holt ◽  
Stephen Segrave
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Technology Infrastructure ◽  
Web Based ◽  
Strategic Design ◽  
New Concepts ◽  
E Learning ◽  
Education Design ◽  
And Function ◽  
Academic Teacher

Deakin University has established and integrated a major, corporate technology infrastructure to unify and enhance its on campus and distance education. This environment is called Deakin Online. Efforts to realise its potential for creating enduring teaching and learning benefits are understood in the context of the University’s commitment to ’relevance, responsiveness and innovation’. How are these values and benefits realised in an evolving, educational enterprise using the new digital, corporate technologies and new concepts of organisational structure and function? We argue for the transforming influence of a new academic teacher role, new forms of academic development and open collegiality. Moreover, changes in role and process need to be grounded in systemic, organisation wide and program wide approaches to designing and working within comprehensively conceived, contemporary learning environments. We argue for system wide education design, situating e learning within broader curricular and pedagogical concerns to create enduring benefits in the learning environments of higher education.

Design and Evaluation of a Web-Based Tool for Teaching Computer Network Design to Undergraduates

2011 ◽  
Vol 6 (4) ◽  
pp. 39-59 ◽  
Author(s):  
Nurul I. Sarkar ◽  
Krassie Petrova
Keyword(s):  
Network Design ◽  
Undergraduate Students ◽  
Wireless Lan ◽  
Teaching And Learning ◽  
Computer Network ◽  
Local Area Network ◽  
Positive Impact ◽  
Local Area ◽  
Area Network ◽  
Web Based

Previous studies have shown that motivating students to learn about local area network (LAN) design can be difficult when presented in the traditional lecture format. To overcome this problem, a Web-based tool (“WebLan-Designer”) was developed as an aid in teaching and learning of LAN design at the introductory level. A WebLan-Designer provides a set of learning resources (tutorials, quizzes, network modeling, network design scenarios, key terms and definitions, and review questions and answers) and assists undergraduate students in learning the basics of both wired and wireless LAN design. The tool is Internet-based and can be accessed at any time so that students can study LAN design at their own pace and convenience. This flexible learning approach contributes positively to distance education and e-learning. The effectiveness of WebLan-Designer is evaluated both formally and informally; positive student and peer feedback indicates that the design and implementation of the tool has been successful and that using WebLan-Designer may have a positive impact on student learning and comprehension.

Constructivist Teaching and Learning in a Web-Based Environment

2011 ◽  
pp. 394-399
Author(s):  
Valerie N. Morphew
Keyword(s):  
Learning Environments ◽  
Growth And Development ◽  
Teaching And Learning ◽  
Constructivist Teaching ◽  
Constructivist Approach ◽  
Web Based ◽  
The Rich ◽  
Traditional Setting

Web-based teaching and learning is on the rise in education and industry, challenging teachers and trainers to deliver instruction in new ways with the same or better results. To maximize the potential of Web-based delivery, instructors can avail themselves of the rich body of research that supports constructivist teaching and learning in the traditional setting. Applying the constructivist approach to Web-based teaching and learning can help instructors establish learning environments and practices that encourage growth and development in their students.

Online Virtual Learning Environments

2016 ◽  
pp. 16-37
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

Online Virtual Learning Environments

2016 ◽  
pp. 327-348
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

Constructivist Teaching and Learning in a Web-Based Environment

2011 ◽  
pp. 418-423
Author(s):  
Valerie N. Morphew
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Constructivist Teaching ◽  
Constructivist Approach ◽  
Web Based ◽  
Approach To Teaching ◽  
The Rich ◽  
Teaching Learning ◽  
Traditional Setting

Web-based teaching and learning is on the rise in education and industry, challenging teachers and trainers to deliver instruction in new ways with the same or better results. To maximize the potential of Web-based delivery, instructors can avail themselves of the rich body of research that supports constructivist teaching and learning in the traditional setting. Applying the constructivist approach to Web-based teaching and learning can help instructors establish learning environments and practices that encourage growth and development in their students. Constructivist teaching and learning recognizes both teacher and student as important and contributing members in a teaching-learning relationship. Other students in the learning environment also hold such qualities. The constructivist approach acknowledges that teacher and student, alike, bring prior knowledge and experiences with them into the learning environment. By capitalizing on familiar concepts and experiences, the student is able to connect new knowledge with prior and construct new meaning. This approach to teaching and learning differs markedly from the long-held notion that students are empty vessels (tabula rasa) waiting to be filled by a knowledgeable teacher. Although constructivism is widely accepted in theory, the teaching practices of many instructors do not support this approach.

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