首页 > 最新文献

International Journal of Virtual and Personal Learning Environments最新文献

英文 中文
Information and Communication Technology (ICT) Adoption in Higher Education 信息和通信技术(ICT)在高等教育中的应用
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijvple.295309
S. Attuquayefio
The purpose of this study is to investigate students’ intention to use ICT and use behaviour for learning and research by extending the UTAUT model with Health Issues and satisfaction as mediating variables between ergonomics factors and intention to use ICT relationship. This study employed a survey, which used a questionnaire to elicit data from university students and quantitative approaches to address the study's objective. A total of 1500 questionnaires were sent out, 972 responses were received, and 955 of them were useful. To examine students' ICT usage, the researchers used partial least squares structural equation modelling. The findings suggest that performance expectancy, effort expectancy, social influence and health issues significantly influence students’ behavioural intentions to use ICTs. However, ergonomics factors negatively influence health issues. Finally, students ICT use behaviour was strongly influenced by behavioural intentions. The model explained 50.3% of students’ behavioural intention to use ICT for learning
摘要本研究以健康问题和满意度为中介变量,扩展UTAUT模型,探讨学生使用资讯及通讯科技的意向和行为,探讨学生使用资讯及通讯科技的意向和行为。本研究采用问卷调查的方式,从大学生中获取数据,并采用定量方法来解决研究的目标。共发放问卷1500份,收到回复972份,其中有用回复955份。为了检查学生的ICT使用情况,研究人员使用了偏最小二乘结构方程模型。研究结果表明,成绩预期、努力预期、社会影响和健康问题显著影响学生使用信息通信技术的行为意向。然而,人体工程学因素对健康问题产生负面影响。最后,学生的ICT使用行为受到行为意向的强烈影响。该模型解释了50.3%的学生使用ICT进行学习的行为意向
{"title":"Information and Communication Technology (ICT) Adoption in Higher Education","authors":"S. Attuquayefio","doi":"10.4018/ijvple.295309","DOIUrl":"https://doi.org/10.4018/ijvple.295309","url":null,"abstract":"The purpose of this study is to investigate students’ intention to use ICT and use behaviour for learning and research by extending the UTAUT model with Health Issues and satisfaction as mediating variables between ergonomics factors and intention to use ICT relationship. This study employed a survey, which used a questionnaire to elicit data from university students and quantitative approaches to address the study's objective. A total of 1500 questionnaires were sent out, 972 responses were received, and 955 of them were useful. To examine students' ICT usage, the researchers used partial least squares structural equation modelling. The findings suggest that performance expectancy, effort expectancy, social influence and health issues significantly influence students’ behavioural intentions to use ICTs. However, ergonomics factors negatively influence health issues. Finally, students ICT use behaviour was strongly influenced by behavioural intentions. The model explained 50.3% of students’ behavioural intention to use ICT for learning","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"7 1","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78701807","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}
引用次数: 1
Higher Education Student Emotions: Empirical Evidence From Online Classes Given During the COVID-19 Pandemic 高等教育学生情绪:来自COVID-19大流行期间在线课程的经验证据
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijvple.2022010103
Evan Barba
This article presents the perception of 611 students from public universities in Mexico about online classes in pandemic times. Exploratory factor analysis was conducted. Vygotsky's contributions are taken, especially those related to emotional manifestations. It is concluded that the most important factor in this change is the emotions that are identified as an impulse to act during online classes, given the didactic and pedagogical components, resources, and supports for students that promote learning. This proposes a framework for considering the emotional aspects of positive engagement in students learning online. There is evidence of some balance between the advantages and disadvantages of online education. It also suggests that women perceive more negative emotions such as disappointment and frustration in the online education experience. The teacher, being a vicarious learning model, can innovate in education by promoting peripheral participation with other playful activities that involve abstract, applied, and situated learning.
本文介绍了墨西哥公立大学611名学生对流行病时期在线课程的看法。进行探索性因素分析。维果茨基的贡献被采纳了,尤其是那些与情感表现有关的贡献。结论是,这种变化中最重要的因素是情感,这种情感被认为是在线课堂上的一种冲动,考虑到教学和教学成分、资源和对学生促进学习的支持。这提出了一个考虑学生在线学习中积极参与的情感方面的框架。有证据表明,在线教育的利弊之间存在某种平衡。研究还表明,女性在在线教育体验中感受到更多的负面情绪,比如失望和沮丧。教师作为一种替代学习模式,可以通过促进其他涉及抽象、应用和情境学习的有趣活动的外围参与来创新教育。
{"title":"Higher Education Student Emotions: Empirical Evidence From Online Classes Given During the COVID-19 Pandemic","authors":"Evan Barba","doi":"10.4018/ijvple.2022010103","DOIUrl":"https://doi.org/10.4018/ijvple.2022010103","url":null,"abstract":"This article presents the perception of 611 students from public universities in Mexico about online classes in pandemic times. Exploratory factor analysis was conducted. Vygotsky's contributions are taken, especially those related to emotional manifestations. It is concluded that the most important factor in this change is the emotions that are identified as an impulse to act during online classes, given the didactic and pedagogical components, resources, and supports for students that promote learning. This proposes a framework for considering the emotional aspects of positive engagement in students learning online. There is evidence of some balance between the advantages and disadvantages of online education. It also suggests that women perceive more negative emotions such as disappointment and frustration in the online education experience. The teacher, being a vicarious learning model, can innovate in education by promoting peripheral participation with other playful activities that involve abstract, applied, and situated learning.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"4 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76094183","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}
引用次数: 0
Rhizomatic Learning and Use of Mobile Instant Messaging Platforms: Case of University of Technology in South Africa 根茎式学习和移动即时通讯平台的使用:以南非科技大学为例
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijvple.295304
Frank Makoza, Laban Bagui
Rapid development and adoption of mobile technologies including Mobile Instant Messaging (MIM) platforms have transformed teaching and learning practices over the past decade. This paper presents an analysis of how students used WhatsApp as an example of a MIM platform to organise their learning activities. Drawing on Rhizomatic Learning Theory (RLT), the study showed that WhatsApp supported students to navigate through a complex network of learning where knowledge was generated beyond the confines of the formal learning context. WhatsApp supported learners during the transition to remote learning that was introduced during the lockdown due to the Covid-19 pandemic. Further, WhatsApp use supported learners to cope well with new learning experiences and practices. The study offers insights into the perspective of learners on the use of technology during challenging and uncertain times. The insights can be useful for lecturers when developing technology strategies and teaching best practices during uncertain times.
在过去十年中,包括移动即时通讯(MIM)平台在内的移动技术的快速发展和采用改变了教学和学习实践。本文分析了学生如何使用WhatsApp作为MIM平台组织学习活动的示例。根据根茎学习理论(RLT),该研究表明,WhatsApp支持学生在一个复杂的学习网络中导航,在这个网络中,知识的产生超出了正式学习环境的范围。WhatsApp在向远程学习过渡期间为学习者提供支持,远程学习是在Covid-19大流行导致的封锁期间引入的。此外,WhatsApp使用支持学习者很好地应对新的学习经验和实践。该研究为学习者在充满挑战和不确定的时期使用技术的观点提供了见解。当讲师在不确定时期制定技术策略和教授最佳实践时,这些见解可能会很有用。
{"title":"Rhizomatic Learning and Use of Mobile Instant Messaging Platforms: Case of University of Technology in South Africa","authors":"Frank Makoza, Laban Bagui","doi":"10.4018/ijvple.295304","DOIUrl":"https://doi.org/10.4018/ijvple.295304","url":null,"abstract":"Rapid development and adoption of mobile technologies including Mobile Instant Messaging (MIM) platforms have transformed teaching and learning practices over the past decade. This paper presents an analysis of how students used WhatsApp as an example of a MIM platform to organise their learning activities. Drawing on Rhizomatic Learning Theory (RLT), the study showed that WhatsApp supported students to navigate through a complex network of learning where knowledge was generated beyond the confines of the formal learning context. WhatsApp supported learners during the transition to remote learning that was introduced during the lockdown due to the Covid-19 pandemic. Further, WhatsApp use supported learners to cope well with new learning experiences and practices. The study offers insights into the perspective of learners on the use of technology during challenging and uncertain times. The insights can be useful for lecturers when developing technology strategies and teaching best practices during uncertain times.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"24 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85933577","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}
引用次数: 2
Group Work Using Active Learning: A Comparison of Students' Evaluations of Face-to-Face and Online Lessons 使用主动学习的小组工作:学生对面对面和在线课程的评价比较
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijvple.313412
Ryo Sugawara, S. Okuhara
An active learning group work course at “A” university in Japan is characterized by two-way interactions between students as well as between teachers and students. The spread of COVID-19 prompted a shift from in-person lessons to online synchronous lessons in 2020 and 2021. This mixed methods study analyzes data from a combined structured and open-ended questionnaire completed by 5,268 students. The results showed that online lessons were significantly more highly evaluated than face-to-face lessons in terms of enhancing students' understanding of student life, sense of belonging, expressing one's opinions and listening to those of others, and self-regulation of attendance and gaining an in-depth understanding of the course material. However, face-to-face lessons were preferred for small class sizes, interactions with students who have different ideas, and group learning activities. Open-ended responses indicated that conducting online classes via Zoom improved students' perceptions of group learning and interaction in this setting.
日本“A”大学的主动学习小组工作课程的特点是学生之间以及老师和学生之间的双向互动。2019冠状病毒病的传播促使2020年和2021年从面对面课程转向在线同步课程。这项混合方法的研究分析了5268名学生完成的结构化和开放式问卷调查的数据。结果显示,在增进学生对学生生活的了解、归属感、表达意见和倾听他人意见、自我调节出勤和深入理解课程材料等方面,在线课程的评价明显高于面对面课程。然而,面对面的课程更适合小班授课,与有不同想法的学生互动,以及小组学习活动。开放式回答表明,通过Zoom进行在线课程提高了学生在这种情况下对小组学习和互动的看法。
{"title":"Group Work Using Active Learning: A Comparison of Students' Evaluations of Face-to-Face and Online Lessons","authors":"Ryo Sugawara, S. Okuhara","doi":"10.4018/ijvple.313412","DOIUrl":"https://doi.org/10.4018/ijvple.313412","url":null,"abstract":"An active learning group work course at “A” university in Japan is characterized by two-way interactions between students as well as between teachers and students. The spread of COVID-19 prompted a shift from in-person lessons to online synchronous lessons in 2020 and 2021. This mixed methods study analyzes data from a combined structured and open-ended questionnaire completed by 5,268 students. The results showed that online lessons were significantly more highly evaluated than face-to-face lessons in terms of enhancing students' understanding of student life, sense of belonging, expressing one's opinions and listening to those of others, and self-regulation of attendance and gaining an in-depth understanding of the course material. However, face-to-face lessons were preferred for small class sizes, interactions with students who have different ideas, and group learning activities. Open-ended responses indicated that conducting online classes via Zoom improved students' perceptions of group learning and interaction in this setting.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"59 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85070400","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}
引用次数: 1
A User-Friendly Interface for an Educational Travel English Game Supported with Virtual Reality 支持虚拟现实的教育旅游英语游戏的用户友好界面
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijvple.307151
Ceren Çağlar, Irfan Simsek
In this research, it is aimed to develop a virtual reality application which has the right interface and lets users experience the travel processes and as well as improve their speaking skills for travel English. For this purpose, the first module of the application that is the airport module for Oculus Go was developed to experience with a head-mounted display. On the developed module, a usability test was applied with the eye-tracking technique with 8 participants. User reviews were taken with this test simultaneously. Based on the findings, a user-friendly virtual reality interface was created in the field of education by updating the airport module. As a result of the update, a prototype module has been developed in which the feeling of being presence and immersion can be achieved, immersive and motivating features were revealed.
本研究旨在开发一个界面合适的虚拟现实应用程序,让用户体验旅游过程,提高他们的旅游英语口语能力。为此,该应用程序的第一个模块,即Oculus Go的机场模块,是为头戴式显示器开发的。在开发的模块上,对8名参与者进行了眼动追踪技术的可用性测试。用户评论与此测试同时进行。根据调查结果,通过更新机场模块,在教育领域创建了一个用户友好的虚拟现实界面。作为更新的结果,开发了一个原型模块,可以实现临场感和沉浸感,揭示了身临其境和激励功能。
{"title":"A User-Friendly Interface for an Educational Travel English Game Supported with Virtual Reality","authors":"Ceren Çağlar, Irfan Simsek","doi":"10.4018/ijvple.307151","DOIUrl":"https://doi.org/10.4018/ijvple.307151","url":null,"abstract":"In this research, it is aimed to develop a virtual reality application which has the right interface and lets users experience the travel processes and as well as improve their speaking skills for travel English. For this purpose, the first module of the application that is the airport module for Oculus Go was developed to experience with a head-mounted display. On the developed module, a usability test was applied with the eye-tracking technique with 8 participants. User reviews were taken with this test simultaneously. Based on the findings, a user-friendly virtual reality interface was created in the field of education by updating the airport module. As a result of the update, a prototype module has been developed in which the feeling of being presence and immersion can be achieved, immersive and motivating features were revealed.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"33 2","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72625774","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}
引用次数: 0
The Efficacy of Matching Learning Modality in the Teaching-Learning Process: A Case of Teaching Hypothesis Testing 匹配学习方式在教学过程中的有效性:以教学假设检验为例
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijvple.285597
Ulysis Malait, Celbert M. Himang, L. Ocampo, Egberto F. Selerio, Ella Luzano, John Henry Caballero, Remegio Bergamo, Rebecca Manalastas
As a foundational approach in inferential statistics, hypothesis testing (HT) is considered as one of the most challenging topics for teaching and learning. A promising approach is through the consideration of students’ learning modalities, as demonstrated in vast applications; however, contentions that surround the use of learning modality in education exist in recent debates. The cause of this unrest is the lack of robust empirical evidence on the efficacy of learning modalities in education. Thus, this work attempts to contribute to this debate and investigates whether sensory modality does influence learning. It develops an approach for teaching HT to college students via learning modality. Results show that learning modalities have a positive impact on students’ performance on competencies in learning HT. Furthermore, it was found out that some learning modalities work together on learning specific competencies. Lastly, the task-dependency of learning modalities was observed in the results of the experiment.
假设检验作为推理统计学的一种基本方法,被认为是教学和学习中最具挑战性的课题之一。一个有希望的方法是通过考虑学生的学习方式,正如在大量应用中所证明的那样;然而,围绕在教育中使用学习方式的争论在最近的辩论中存在。这种不安的原因是缺乏关于学习方式在教育中的有效性的强有力的经验证据。因此,这项工作试图为这一争论做出贡献,并调查感官模式是否会影响学习。提出了一种通过学习模式对大学生进行英语教学的方法。研究结果显示,学习方式对学生的学习能力有正向影响。此外,我们还发现一些学习方式在学习特定能力方面是相互作用的。最后,在实验结果中观察到学习模式的任务依赖性。
{"title":"The Efficacy of Matching Learning Modality in the Teaching-Learning Process: A Case of Teaching Hypothesis Testing","authors":"Ulysis Malait, Celbert M. Himang, L. Ocampo, Egberto F. Selerio, Ella Luzano, John Henry Caballero, Remegio Bergamo, Rebecca Manalastas","doi":"10.4018/ijvple.285597","DOIUrl":"https://doi.org/10.4018/ijvple.285597","url":null,"abstract":"As a foundational approach in inferential statistics, hypothesis testing (HT) is considered as one of the most challenging topics for teaching and learning. A promising approach is through the consideration of students’ learning modalities, as demonstrated in vast applications; however, contentions that surround the use of learning modality in education exist in recent debates. The cause of this unrest is the lack of robust empirical evidence on the efficacy of learning modalities in education. Thus, this work attempts to contribute to this debate and investigates whether sensory modality does influence learning. It develops an approach for teaching HT to college students via learning modality. Results show that learning modalities have a positive impact on students’ performance on competencies in learning HT. Furthermore, it was found out that some learning modalities work together on learning specific competencies. Lastly, the task-dependency of learning modalities was observed in the results of the experiment.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"41 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76320829","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}
引用次数: 1
A Chatbot to Facilitate Student Learning in a Programming 1 Course: A Gendered Analysis 聊天机器人促进学生在编程1课程中的学习:性别分析
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijvple.310007
S. I. Malik, Mohammed Waseem Ashfque, R. M. Tawafak, Ghalia Musallam ALFarsi, Naushad Ahmad Usmani, B. Khudayer
The programming domain is a challenging field of study for most novice programmers. Novices have to learn different skills in the Programming 1 course at the same time. This study prepared and introduced a chatbot in the course. The chatbot emphasizes syntax and semantics, problem solving strategies, course details, and common programming syntax and semantics errors. The influence of the chatbot on students' learning in the Programming 1 course was determined by performing a survey and analyzing the final grades of the course. The survey results reveal that the chatbot approach was appreciated by both female and male students in the Programming 1 course. The chatbot helped novices in comprehending the fundamental programming concepts and understanding common syntax and semantic errors. The analysis of final grades shows that female students perform well in the medium and low achiever categories, and male students show better performance in the high achiever category.
对于大多数编程新手来说,编程领域是一个具有挑战性的研究领域。初学者必须在编程1课程中同时学习不同的技能。本研究准备并在课程中介绍了一个聊天机器人。聊天机器人强调语法和语义、解决问题的策略、课程细节以及常见的编程语法和语义错误。聊天机器人对编程1课程学生学习的影响是通过对课程最终成绩的调查和分析来确定的。调查结果显示,在编程1课程中,聊天机器人的方法受到了男女学生的欢迎。聊天机器人帮助新手理解基本的编程概念,并理解常见的语法和语义错误。对期末成绩的分析表明,女生在中低生类别表现较好,男生在优等生类别表现较好。
{"title":"A Chatbot to Facilitate Student Learning in a Programming 1 Course: A Gendered Analysis","authors":"S. I. Malik, Mohammed Waseem Ashfque, R. M. Tawafak, Ghalia Musallam ALFarsi, Naushad Ahmad Usmani, B. Khudayer","doi":"10.4018/ijvple.310007","DOIUrl":"https://doi.org/10.4018/ijvple.310007","url":null,"abstract":"The programming domain is a challenging field of study for most novice programmers. Novices have to learn different skills in the Programming 1 course at the same time. This study prepared and introduced a chatbot in the course. The chatbot emphasizes syntax and semantics, problem solving strategies, course details, and common programming syntax and semantics errors. The influence of the chatbot on students' learning in the Programming 1 course was determined by performing a survey and analyzing the final grades of the course. The survey results reveal that the chatbot approach was appreciated by both female and male students in the Programming 1 course. The chatbot helped novices in comprehending the fundamental programming concepts and understanding common syntax and semantic errors. The analysis of final grades shows that female students perform well in the medium and low achiever categories, and male students show better performance in the high achiever category.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"41 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78096492","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}
引用次数: 0
Social Networks in the Learning Community 学习社区中的社会网络
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijvple.295308
Boin Chang
The purpose of this study is to explore how social networks impact learners’ knowledge sharing in the context of a learning community. The findings indicate that the various networks collaboratively support learners’ knowledge sharing in a local community. A better social position gives rise to more networks and correspondingly more knowledge accessible to learners. The between-group ties such as residential committees are crucial for knowledge exchange through connecting various social networks. Social isolation impacts learners’ interactions with others. However, more networks do not necessarily lead to more advanced knowledge acquisition. Accessing social networks cannot guarantee that learners will successfully access substantial knowledge in other fields. Social networks targeting learners’ need influence learners’ interest in social networks.
本研究的目的是探讨社交网络如何影响学习者在学习社区背景下的知识共享。研究结果表明,各种网络协同支持学习者在当地社区的知识共享。一个更好的社会地位会产生更多的网络,相应地,学习者可以获得更多的知识。居民委员会等团体之间的联系是通过连接各种社会网络进行知识交流的关键。社会孤立影响学习者与他人的互动。然而,更多的网络并不一定导致更高级的知识获取。访问社交网络并不能保证学习者能够成功地获取其他领域的实质性知识。针对学习者需求的社交网络影响学习者对社交网络的兴趣。
{"title":"Social Networks in the Learning Community","authors":"Boin Chang","doi":"10.4018/ijvple.295308","DOIUrl":"https://doi.org/10.4018/ijvple.295308","url":null,"abstract":"The purpose of this study is to explore how social networks impact learners’ knowledge sharing in the context of a learning community. The findings indicate that the various networks collaboratively support learners’ knowledge sharing in a local community. A better social position gives rise to more networks and correspondingly more knowledge accessible to learners. The between-group ties such as residential committees are crucial for knowledge exchange through connecting various social networks. Social isolation impacts learners’ interactions with others. However, more networks do not necessarily lead to more advanced knowledge acquisition. Accessing social networks cannot guarantee that learners will successfully access substantial knowledge in other fields. Social networks targeting learners’ need influence learners’ interest in social networks.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"12 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81923145","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}
引用次数: 0
Leveraging Virtual Learning to Facilitate Training Transfer in VUCA Times: A Case Study 利用虚拟学习促进VUCA时代的培训转移:一个案例研究
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijvple.295301
R. Dixit, V. Sinha
The purpose of this case study is to highlight the efficacy of Virtual Learning as a tool to facilitate training transfer of behavioral skills and knowledge imparted during the course of a leadership intervention in a manufacturing firm during the pandemic lockdown. A mixed-method approach involving qualitative depth interviews and survey questionnaire responses were used to draw logical inferences. The findings of the study revealed that virtual learning supports effective training transfer of behavioral skills and knowledge. The learners also highlighted virtual learning to be offering convenience and an enriching learning experience. The study offers practical insights for learning and development practitioners on leveraging virtual learning as a powerful tool to promote the transfer of trained knowledge at the workplace. The study is first of its kind as it offers key insights on training transfer in organizational learning and development context, gathered from personal experiences of learners involved in the training intervention conducted during the pandemic lockdown.
本案例研究的目的是强调虚拟学习作为一种工具的有效性,以促进在大流行封锁期间制造企业领导干预过程中传授的行为技能和知识的培训转移。采用混合方法,包括定性深度访谈和调查问卷回答来得出逻辑推论。研究结果表明,虚拟学习支持行为技能和知识的有效训练转移。学员们还强调,虚拟学习提供了便利和丰富的学习体验。该研究为学习和发展的实践者提供了实用的见解,以利用虚拟学习作为一种强大的工具,促进工作场所培训知识的转移。这项研究是同类研究中的第一个,因为它提供了关于组织学习和发展背景下培训转移的关键见解,这些见解来自大流行封锁期间参与培训干预的学习者的个人经验。
{"title":"Leveraging Virtual Learning to Facilitate Training Transfer in VUCA Times: A Case Study","authors":"R. Dixit, V. Sinha","doi":"10.4018/ijvple.295301","DOIUrl":"https://doi.org/10.4018/ijvple.295301","url":null,"abstract":"The purpose of this case study is to highlight the efficacy of Virtual Learning as a tool to facilitate training transfer of behavioral skills and knowledge imparted during the course of a leadership intervention in a manufacturing firm during the pandemic lockdown. A mixed-method approach involving qualitative depth interviews and survey questionnaire responses were used to draw logical inferences. The findings of the study revealed that virtual learning supports effective training transfer of behavioral skills and knowledge. The learners also highlighted virtual learning to be offering convenience and an enriching learning experience. The study offers practical insights for learning and development practitioners on leveraging virtual learning as a powerful tool to promote the transfer of trained knowledge at the workplace. The study is first of its kind as it offers key insights on training transfer in organizational learning and development context, gathered from personal experiences of learners involved in the training intervention conducted during the pandemic lockdown.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"93 1","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79167832","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}
引用次数: 0
Evaluation of an e-Advising System: User Experience 电子咨询系统的评估:用户体验
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.4018/ijvple.2022010101
A. Al-Hunaiyyan, R. Alhajri, A. Alzayed, Ahmed Al-Sharrah
Higher education (HE) in Kuwait suffers from high dropout rates, and one of the leading causes of this desertion is a lack of academic advising. Effective academic advising systems must fulfill its user’s needs and provide a positive user experience (UX), which allows users to successfully and effectively fulfill their goals. This study used quantitative and qualitative approaches to evaluate an electronic advising system (e-Advisor) used by the Public Authority for Applied Education and Training (PAAET). Survey data from 1,095 PAAET students were analyzed to determine students' perceptions and evaluate their experience using e-Adviser. The findings indicated that students were aware of the features and advantages of e-Advisor. Overall, the participants had a moderately positive impression of e-Advisor’s UX. The system’s attractiveness, efficiency, and perspicuity were rated slightly higher than its dependability, stimulation, and novelty. Moreover, female students’ perceptions of e-Advisors UX were significantly more favorable than their male counterparts.
科威特高等教育(HE)的辍学率很高,其中一个主要原因是缺乏学术指导。有效的学术咨询系统必须满足其用户的需求,并提供积极的用户体验(UX),使用户能够成功有效地实现他们的目标。本研究采用定量和定性的方法来评估公共应用教育和培训管理局(PAAET)使用的电子咨询系统(e-Advisor)。对1095名PAAET学生的调查数据进行了分析,以确定学生的看法并评估他们使用e- advisor的体验。调查结果表明,学生了解e-Advisor的特点和优势。总体而言,参与者对e-Advisor的用户体验有一个中等积极的印象。该系统的吸引力、效率和清晰度评分略高于其可靠性、刺激性和新颖性。此外,女生对e-Advisors用户体验的认知明显优于男生。
{"title":"Evaluation of an e-Advising System: User Experience","authors":"A. Al-Hunaiyyan, R. Alhajri, A. Alzayed, Ahmed Al-Sharrah","doi":"10.4018/ijvple.2022010101","DOIUrl":"https://doi.org/10.4018/ijvple.2022010101","url":null,"abstract":"Higher education (HE) in Kuwait suffers from high dropout rates, and one of the leading causes of this desertion is a lack of academic advising. Effective academic advising systems must fulfill its user’s needs and provide a positive user experience (UX), which allows users to successfully and effectively fulfill their goals. This study used quantitative and qualitative approaches to evaluate an electronic advising system (e-Advisor) used by the Public Authority for Applied Education and Training (PAAET). Survey data from 1,095 PAAET students were analyzed to determine students' perceptions and evaluate their experience using e-Adviser. The findings indicated that students were aware of the features and advantages of e-Advisor. Overall, the participants had a moderately positive impression of e-Advisor’s UX. The system’s attractiveness, efficiency, and perspicuity were rated slightly higher than its dependability, stimulation, and novelty. Moreover, female students’ perceptions of e-Advisors UX were significantly more favorable than their male counterparts.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"20 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91065281","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}
引用次数: 0
期刊
International Journal of Virtual and Personal Learning Environments
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1