The advantage of VLs lies in their capacity for simulating real-world lab experiences within a fully immersive digital environment, yet the uptake in rural schools in developing countries remains low. To understand this paradox, this study explores the perceptions of seven secondary school science teachers in a rural district in South Africa. Through a qualitative case-study methodology guided by the interpretive paradigm, this research adopts a phenomenological approach to gain insights into teachers' attitudes, understandings, and the factors influencing their acceptance or rejection of this technology. The Unified Theory of Acceptance and Use of Technology is employed as a theoretical framework. The study finds that despite potential educational benefits, the actual use of VLs is largely influenced by teacher perceptions and experiences, rooted in context-specific challenges. The findings reveal that teachers perceive VL as a beneficial and practical tool providing access to high-quality lab equipment necessary for student experiments, which could otherwise be cost-prohibitive.
{"title":"Exploring the Integration of Virtual Laboratories in Science Education","authors":"Brian Shambare, Clement Simuja","doi":"10.4018/ijvple.348957","DOIUrl":"https://doi.org/10.4018/ijvple.348957","url":null,"abstract":"The advantage of VLs lies in their capacity for simulating real-world lab experiences within a fully immersive digital environment, yet the uptake in rural schools in developing countries remains low. To understand this paradox, this study explores the perceptions of seven secondary school science teachers in a rural district in South Africa. Through a qualitative case-study methodology guided by the interpretive paradigm, this research adopts a phenomenological approach to gain insights into teachers' attitudes, understandings, and the factors influencing their acceptance or rejection of this technology. The Unified Theory of Acceptance and Use of Technology is employed as a theoretical framework. The study finds that despite potential educational benefits, the actual use of VLs is largely influenced by teacher perceptions and experiences, rooted in context-specific challenges. The findings reveal that teachers perceive VL as a beneficial and practical tool providing access to high-quality lab equipment necessary for student experiments, which could otherwise be cost-prohibitive.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"9 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the potential of social learning platforms (SLPs) to enhance female students' learning experiences in Saudi higher education and address socio-cultural constraints. It examines the advantages and disadvantages of SLPs from the perspective female students and analyses the impact of personal beliefs on their perceptions of SLPs. The study includes a mixed-methods approach, combining a survey questionnaire (n= 87) and semi-structured interviews (n= 3). Results indicate that female students generally perceive SLPs as beneficial, despite implementation challenges. Preference for male instructors and family teaching preferences vary among participants. Computer experience was found to influence perceived advantages of SLPs. Qualitative analysis provides deeper insights, including educational, cultural, and economic aspects. The study offers recommendations for future research and implications for enhancing the learning experiences of female students in conservative higher education systems.
{"title":"Empowering Girls' Higher Education Through Social Learning Platforms","authors":"Abdulrahman M. Al-Zahrani","doi":"10.4018/ijvple.331383","DOIUrl":"https://doi.org/10.4018/ijvple.331383","url":null,"abstract":"This study explores the potential of social learning platforms (SLPs) to enhance female students' learning experiences in Saudi higher education and address socio-cultural constraints. It examines the advantages and disadvantages of SLPs from the perspective female students and analyses the impact of personal beliefs on their perceptions of SLPs. The study includes a mixed-methods approach, combining a survey questionnaire (n= 87) and semi-structured interviews (n= 3). Results indicate that female students generally perceive SLPs as beneficial, despite implementation challenges. Preference for male instructors and family teaching preferences vary among participants. Computer experience was found to influence perceived advantages of SLPs. Qualitative analysis provides deeper insights, including educational, cultural, and economic aspects. The study offers recommendations for future research and implications for enhancing the learning experiences of female students in conservative higher education systems.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135828430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Li Liu, Shaidatul Akma Adi Kasuma, Salasiah Che Lah
The COVID-19 pandemic has accelerated the adoption of online education, including mobile-assisted language learning (MALL). Extensive research has examined various aspects of MALL; there remains a gap in understanding the preferred mobile resources that promote lifelong learning ability, particularly in relation to gender differences. This study focuses on Chinese EFL learners' preferences for mobile resources in promoting lifelong learning. Employing a quantitative questionnaire, the researchers examine the relationship between mobile learning efficacy and lifelong learning ability. The findings indicate no significant differences in mobile resource preferences among male and female students. However, a moderately positive relationship between mobile learning efficacy and lifelong learning ability was discovered. Notably, this study identifies that Chinese EFL students preferred mobile resources that may act as a platform to enhance mobile learning efficacy and support lifelong learning.
{"title":"The Impact of Mobile Resources on Enhancing Lifelong Learning Among Chinese Undergraduate EFL Students","authors":"Li Liu, Shaidatul Akma Adi Kasuma, Salasiah Che Lah","doi":"10.4018/ijvple.331081","DOIUrl":"https://doi.org/10.4018/ijvple.331081","url":null,"abstract":"The COVID-19 pandemic has accelerated the adoption of online education, including mobile-assisted language learning (MALL). Extensive research has examined various aspects of MALL; there remains a gap in understanding the preferred mobile resources that promote lifelong learning ability, particularly in relation to gender differences. This study focuses on Chinese EFL learners' preferences for mobile resources in promoting lifelong learning. Employing a quantitative questionnaire, the researchers examine the relationship between mobile learning efficacy and lifelong learning ability. The findings indicate no significant differences in mobile resource preferences among male and female students. However, a moderately positive relationship between mobile learning efficacy and lifelong learning ability was discovered. Notably, this study identifies that Chinese EFL students preferred mobile resources that may act as a platform to enhance mobile learning efficacy and support lifelong learning.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alexandra María Silva Monsalve, Duvan Andrés Garzón Garzón
This research aims to identify the existing technological and cognitive gaps in educational institutions through the implementation of characterization software. To meet this objective, the study establishes a framework of digital competencies to validate the level of performance using the input of educational community members, which allows for establishing a diagnosis regarding the use and appropriation of technological resources. The study utilized an applied research methodology based on a validation approach using the technological acceptance method. The findings reveal educational institutions' lack of knowledge in identifying and appropriating technological resources. The research concludes that recognizing technology and technological resources can lead to the improvement of educational processes. It also provides a framework for researchers to present proposals that allow them to recognize technology's mediating role in the teaching-learning process.
{"title":"Identifying the Cognitive and Digital Gap in Educational Institutions Using a Technology Characterization Software","authors":"Alexandra María Silva Monsalve, Duvan Andrés Garzón Garzón","doi":"10.4018/ijvple.330130","DOIUrl":"https://doi.org/10.4018/ijvple.330130","url":null,"abstract":"This research aims to identify the existing technological and cognitive gaps in educational institutions through the implementation of characterization software. To meet this objective, the study establishes a framework of digital competencies to validate the level of performance using the input of educational community members, which allows for establishing a diagnosis regarding the use and appropriation of technological resources. The study utilized an applied research methodology based on a validation approach using the technological acceptance method. The findings reveal educational institutions' lack of knowledge in identifying and appropriating technological resources. The research concludes that recognizing technology and technological resources can lead to the improvement of educational processes. It also provides a framework for researchers to present proposals that allow them to recognize technology's mediating role in the teaching-learning process.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135982309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study designed and implemented a personal learning environment platform for spoken English teaching in a junior high school in China to improve students' spoken English narrative competence. Altogether, 83 junior high school year one students took part in this study. The participants were divided into experimental and control classes for the two-month-long experiment. The personal learning environment-based spoken English platform was implemented in the experimental class, while the control class used traditional face-to-face instruction. Pre- and post-spoken English tests and semistructured interviews were used in the study. The data analysis revealed that PLEs has the potential to boost students' learning motivation and enthusiasm and improve their spoken English narrative performance as well. This study advanced practical research of PLEs in junior high school and enhanced the theoretical research in spoken English teaching.
{"title":"The Impact of Personal Learning Environments on Chinese Junior High School Students' Spoken English Narrative Competence","authors":"M. Zhang, Xiaoshu Xu, Yunfeng Zhang","doi":"10.4018/ijvple.329599","DOIUrl":"https://doi.org/10.4018/ijvple.329599","url":null,"abstract":"This study designed and implemented a personal learning environment platform for spoken English teaching in a junior high school in China to improve students' spoken English narrative competence. Altogether, 83 junior high school year one students took part in this study. The participants were divided into experimental and control classes for the two-month-long experiment. The personal learning environment-based spoken English platform was implemented in the experimental class, while the control class used traditional face-to-face instruction. Pre- and post-spoken English tests and semistructured interviews were used in the study. The data analysis revealed that PLEs has the potential to boost students' learning motivation and enthusiasm and improve their spoken English narrative performance as well. This study advanced practical research of PLEs in junior high school and enhanced the theoretical research in spoken English teaching.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48684364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An effective educational program warrants the inclusion of an innovative construction that enhances the higher education efficacy in such a way that accelerates the achievement of desired results and reduces the risk of failures. Educational decision support system has currently been a hot topic in educational systems, facilitating the pupil result monitoring and evaluation to be performed during their development. In this literature survey, the authors have discussed the importance of multi-agent systems and comparative machine learning approaches in EDSS development. They explored the relationship between machine learning and multiagent intelligent systems in literature to conclude their effectiveness in student performance prediction paradigm. They used the PRISMA model for the literature review process. They finalized 18 articles published between 2014-2022 for the survey that match the research objectives.
{"title":"Students' Performance Prediction in Higher Education Using Multi-Agent Framework-Based Distributed Data Mining Approach","authors":"M. Nazir, A. Noraziah, M. Rahmah","doi":"10.4018/ijvple.328772","DOIUrl":"https://doi.org/10.4018/ijvple.328772","url":null,"abstract":"An effective educational program warrants the inclusion of an innovative construction that enhances the higher education efficacy in such a way that accelerates the achievement of desired results and reduces the risk of failures. Educational decision support system has currently been a hot topic in educational systems, facilitating the pupil result monitoring and evaluation to be performed during their development. In this literature survey, the authors have discussed the importance of multi-agent systems and comparative machine learning approaches in EDSS development. They explored the relationship between machine learning and multiagent intelligent systems in literature to conclude their effectiveness in student performance prediction paradigm. They used the PRISMA model for the literature review process. They finalized 18 articles published between 2014-2022 for the survey that match the research objectives.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49646819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The democratization of online platforms through technological advancements has helped in the growth of new tools for digital learning. The global pandemic in 2019 accelerated the shift to a digital environment for organisations worldwide. With a shift to online learning, there has been a sudden spike in enrolments for massive open online courses. The present study addresses this gap in the literature by analysing the impact of MOOC courses on the achievement of program outcomes of a formal education program. The authors attempt to understand if digital learning outcomes vary among diverse learner groups, if the adaption of MOOC courses enhances the achievement of program outcomes among diverse learner groups. The data for this study were collected using purposive sampling from students pursuing a management course at a B-school in India. The results of the study indicate that diversity has no impact on the achievement of program outcomes.
{"title":"Decoding Digital Learning Outcomes Among Diverse Learners","authors":"Abisha Aseervatham, Madhava Priya Dananjayan","doi":"10.4018/ijvple.325474","DOIUrl":"https://doi.org/10.4018/ijvple.325474","url":null,"abstract":"The democratization of online platforms through technological advancements has helped in the growth of new tools for digital learning. The global pandemic in 2019 accelerated the shift to a digital environment for organisations worldwide. With a shift to online learning, there has been a sudden spike in enrolments for massive open online courses. The present study addresses this gap in the literature by analysing the impact of MOOC courses on the achievement of program outcomes of a formal education program. The authors attempt to understand if digital learning outcomes vary among diverse learner groups, if the adaption of MOOC courses enhances the achievement of program outcomes among diverse learner groups. The data for this study were collected using purposive sampling from students pursuing a management course at a B-school in India. The results of the study indicate that diversity has no impact on the achievement of program outcomes.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46462199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Zhilmagambetova, Zhanat Kopeyev, A. Mubarakov, A. Alimagambetova
This article is devoted to the development of an adaptive personalized online course in mathematics for students, which was implemented on the Stepik platform. The authors discuss a non-linear approach to online learning that adapts to the needs of the student as they progress through the course content, which leads to an individual learner's experience based on prior knowledge. Within the framework of this article, the authors consider the experience of Aktobe Higher Polytechnic College in the task of implementing an adaptive personalized online course, and also offer specific methods and technologies. For this reason, the authors are exploring Stepik adaptive personalized learning software as an educational platform and designer of open online courses and interactive training lessons, using videos, tests, and various tasks with automatic verification and instant feedback.
{"title":"The Role of Adaptive Personalized Technologies in the Learning Process","authors":"R. Zhilmagambetova, Zhanat Kopeyev, A. Mubarakov, A. Alimagambetova","doi":"10.4018/ijvple.324079","DOIUrl":"https://doi.org/10.4018/ijvple.324079","url":null,"abstract":"This article is devoted to the development of an adaptive personalized online course in mathematics for students, which was implemented on the Stepik platform. The authors discuss a non-linear approach to online learning that adapts to the needs of the student as they progress through the course content, which leads to an individual learner's experience based on prior knowledge. Within the framework of this article, the authors consider the experience of Aktobe Higher Polytechnic College in the task of implementing an adaptive personalized online course, and also offer specific methods and technologies. For this reason, the authors are exploring Stepik adaptive personalized learning software as an educational platform and designer of open online courses and interactive training lessons, using videos, tests, and various tasks with automatic verification and instant feedback.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44931346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Executive coaching has acquired a significant position in the world of developmental interventions in human resources development. Similarly, another trend spotted over the past two decades is reduction in the age group of senior and top executives. As the managers reach the top slots at young ages, it is imperative that their coaching needs must be re-assessed on the backdrop of the traditional needs of their relatively elder counterparts. Hence, the study was undertaken to understand the coaching needs expectations of young executives below 40 years of age. This paper presents the findings based on these young executives' responses on the related parameters (e.g., firm and faster decision making, acquisition of new knowledge, certifications, refining the presentation skills, better time management, strict financial controls and planning, technological updates, wider reading, better communication, listening skills, empathy, and career opportunities). The paper concludes with a few pointers for coaching for young executives and paves the way for further research in this area.
{"title":"Executive Coaching: Understanding the Coaching Needs of Young Executives","authors":"D. Bhatia, A. Naik, P. Damle","doi":"10.4018/ijvple.309718","DOIUrl":"https://doi.org/10.4018/ijvple.309718","url":null,"abstract":"Executive coaching has acquired a significant position in the world of developmental interventions in human resources development. Similarly, another trend spotted over the past two decades is reduction in the age group of senior and top executives. As the managers reach the top slots at young ages, it is imperative that their coaching needs must be re-assessed on the backdrop of the traditional needs of their relatively elder counterparts. Hence, the study was undertaken to understand the coaching needs expectations of young executives below 40 years of age. This paper presents the findings based on these young executives' responses on the related parameters (e.g., firm and faster decision making, acquisition of new knowledge, certifications, refining the presentation skills, better time management, strict financial controls and planning, technological updates, wider reading, better communication, listening skills, empathy, and career opportunities). The paper concludes with a few pointers for coaching for young executives and paves the way for further research in this area.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"77 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81516985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While speaking anxiety is one of the most problematic aspects observed in English as a foreign language (EFL) context, a limited number of studies focused on the impact of collaborative learning on speaking anxiety in different learning environments. This study investigates the effects of collaborative tasks on foreign language learners' speaking anxiety in face-to-face and online learning contexts. In this experimental study, the data were collected from 34 foreign language students with a questionnaire consisting of a background part and a scale for measuring speaking anxiety. Even though the results revealed changes in speaking anxiety levels after the collaborative instruction in the face-to-face environments, no differences were found between face-to-face and online environments in terms of the impact of collaborative instruction on learners' speaking anxiety.
{"title":"The Impact of Collaborative Learning on Speaking Anxiety Among Foreign Language Learners in Online and Face-to-Face Environments","authors":"Buse Nur Bozkurt, Selami Aydın","doi":"10.4018/ijvple.316973","DOIUrl":"https://doi.org/10.4018/ijvple.316973","url":null,"abstract":"While speaking anxiety is one of the most problematic aspects observed in English as a foreign language (EFL) context, a limited number of studies focused on the impact of collaborative learning on speaking anxiety in different learning environments. This study investigates the effects of collaborative tasks on foreign language learners' speaking anxiety in face-to-face and online learning contexts. In this experimental study, the data were collected from 34 foreign language students with a questionnaire consisting of a background part and a scale for measuring speaking anxiety. Even though the results revealed changes in speaking anxiety levels after the collaborative instruction in the face-to-face environments, no differences were found between face-to-face and online environments in terms of the impact of collaborative instruction on learners' speaking anxiety.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49193602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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