"Virtual word of mouth":a case for the adaptation of existing word of mouth theory to virtual community environments

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Supplementing the virtual learning environment for information systems graduate education

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Using Elements of Semantic Parsing in e-Learning Environments

Possibilities for using semantic parsing to estimate the correspondence of text materials to teaching aims, correspondence of test task to theoretical materials and other problems arising during the distance course designing and educational process itself in e-learning environments.

Remote Development of Distance Course Using Virtual Learning Space ‘Web-Class Khpi’

An approach to a specialized website creation – club of distance courses authors – on the basis of Virtual Learning Space “Web-Class KhPI” is implemented and suggested in the article.

Automating Exersises Validation in e-Learning Environments

E-learning is supposing an innovation in teaching, raising from the development of new technologies. It is based in a set of educational resources, including, among others, multimedia or interactive contents accessible through Internet or Intranet networks. A whole spectrum of tools and services support e-learning, some of them include auto-evaluation and automated correction of test-like exercises, however, this sort of exercises are very constrained because of its nature: fixed contents and correct answers suppose a limit in the way teachers may evaluation students. In this paper we propose a new engine that allows validating complex exercises in the area of Data Structures and Algorithms. Correct solutions to exercises do not rely only in how good the execution of the code is, or if the results are same as expected. A set of criteria on algorithm complexity or correctness in the use of the data structures are required. The engine presented in this work covers a wide set of exercises with these characteristics allowing teachers to establish the set of requirements for a solution, and students to obtain a measure on the quality of their solution in the same terms that are later required for exams.

On a Virtual Learning Environment

Education in the Information Society is based on asynchronism in time and space, interactivity and virtual restructuring of the educational space. One way to implement such a model of training is web-based - use of the WWW as a virtual environment to access educational materials or to organize the learning process. This work presents a virtual learning environment (VLE) developed for students and made up of modules of dynamically changing content implemented by authorized users. The aim is, through advanced technology for e-learning, testing and self-testing to stimulate students’ activity to focus their potential on the acquisition of the necessary knowledge, skills and competences. The VLE was developed under the Human Resources Development Operational Programme.

Knowledge creation in dynamic learning environments

Researchers have extensively discussed using knowledge management to achieve sustainable competitive advantages; however, the successful implementation of knowledge management programs in organizations remains challenging. Problems with knowledge management arise primarily from issues related to inter-subjective creation of meaning by diverse individuals in a dynamic learning environment. ^ The first part of this dissertation examined the concepts of shared interpretive resources referring to background assumptions, shared language, and symbolic resources upon which individuals draw in their interactions in the community. The discussion adopted an interpretive research approach to underscore how community members develop shared interpretive resources over time. The second part examined how learners' behaviors influence knowledge acquisition in the community, emphasizing the associations between learners' learning approaches and learning contexts. An empirical survey of learners provided significant evidence to demonstrate the influences of learners' learning approaches. The third part examined an instructor's strategy—namely, advance organizer—to enhance learners' knowledge assimilation process. Advance organizer is an instructor strategy that refers to a set of inclusive concepts that introduce and sum up new material, and refers to a method of bridging and linking old information with something new. In this part, I underscore the concepts of advance organizer, and the implementations of advance organizer in one learning environment. A study was conducted in one higher educational environment to show the implementation of advance organizer. Additionally, an advance organizer instrument was developed and tested, and results from learners' feedback were analyzed. The significant empirical evidence showed the association between learners' learning outcomes and the implementation of advance organizer strategy. ^

Classroom Reform with CMPLE: A Cogenerative Mediation Process for Learning Environments

We have designed a classroom goal setting process whereby students and instructors rank, discuss, and combine their learning preferences and then rate their classroom with respect to those preferences. All participants have the opportunity to be collectively engaged in building a preferred learning environment.

Transformational learning-environments in the post-secondary classroom: through the experience of indigenous women

This study investigated the physical, mental, emotional, and spiritual aspects of transformational learning, including the elements, attributes, factors, and catalysis of the transformational learning environment, as Indigenous women experienced them in the Indigenous Studies 3040H: The Meaning of Work in the Contemporary World (INDG 3040H) course at Trent University. Using a holistic model developed in connection with the Medicine Wheel an Indigenous epistemology is integrated into the study. Qualitative interviews were conducted with eight Indigenous women. The data collected from the interviews indicated that for Indigenous women, the transformational learning environment of the post-secondary classroom is heavily connected to the relationship students develop with themselves, their peers, and the faculty member alongside the content of the course.

Learning Environments in Design Studio Culture

The paper reports on a study of design studio culture from a student perspective. Learning in design studio culture has been theorised variously as a signature pedagogy emulating professional practice models, as a community of practice and as a form of problem-based learning, all largely based on the study of teaching events in studio. The focus of this research has extended beyond formally recognized activities to encompass the student’s experience of their social and community networks, working places and study set-ups, to examine how these have contributed to studio culture and how there have been supported by studio teaching. Semi-structured interviews with final year undergraduate students of architecture formed the basis of the study using an interpretivist approach informed by Actor-network theory, with studio culture featured as the focal actor, enrolling students and engaging with other actors, together constituting an actor-network of studio culture. The other actors included social community patterns and activities; the numerous working spaces (including but not limited to the studio space itself); the equipment, tools of trade and material pre-requisites for working; the portfolio enrolling the other actors to produce work for it; and the various formal and informal events associated with the course itself. Studio culture is a highly charged social arena: The question is how, and in particular, which aspects of it support learning? Theoretical models of situated learning and communities of practice models have informed the analysis, with Bourdieu’s theory of practice, and his interrelated concepts of habitus, field and capital providing a means of relating individually acquired habits and modes of working to social contexts. Bourdieu’s model of habitus involves the externalisation through the social realm of habits and knowledge previously internalised. It is therefore a useful model for considering whole individual learning activities; shared repertoires and practices located in the social realm. The social milieu of the studio provides a scene for the exercise and display of ‘practicing’ and the accumulation of a form of ‘practicing-capital’. This capital is a property of the social milieu rather than the space, so working or practicing in the company of others (in space and through social media) becomes a more valued aspect of studio than space or facilities alone. This practicing-capital involves the acquisition of a habitus of studio culture, with the transformation of physical practices or habits into social dispositions, acquiring social capital (driving the social milieu) and cultural capital (practicing-knowledge) in the process. The research drew on students’ experiences, and their practicing ‘getting a feel for the game’ by exploring the limits or boundaries of the field of studio culture. The research demonstrated that a notional studio community was in effect a social context for supporting learning; a range of settings to explore and test out newly internalised knowledge, demonstrate or display ideas, modes of thinking and practicing. The study presents a nuanced interpretation of how students relate to a studio culture that involves a notional community, and a developing habitus within a field of practicing that extends beyond teaching scenarios.

Applying Enterprise: Active Learning Environments for Business Higher National Diploma Students

This article details an approach to teaching entrepreneurship to Higher National Diploma (HND) students that combines lecture-based and experiential learning processes to increase student learning, comprehension, and entrepreneurial skills. A UK university redesigned an entrepreneurship course to have students design and implement business plans for a pop-up shop and an event in the local community, while working closely with instructors and outside stakeholders. The lectures used in the lessons were designed to complement the enterprise activities and be immediately applied in group work settings. Data was collected from student reflections and analyzed against instructor reflections to highlight both the success and challenges of this approach, as well as any areas of dissonance between student and instructor observations. While literature on the benefits of active and experiential learning processes are highlighted in the literature, this article examines these teaching methods specifically in a HND context, an area in which research on the benefits of these teaching methods for developing entrepreneurial students and for developing students prepared for undergraduate education has been limited.

Virtual Research Environments The Next Steps workshop

The main aim of the workshop was to extend international dialogue and promote the development of VREs led by researcher needs. On the first day principal investigators and project managers of a great variety of projects provided an insight in the current state of development regarding technical innovation, disciplinary specific solutions, and impact on the research community. A series of short presentations of selected projects were followed by an extensive poster session that functioned as a "trade fair" of current trends in the field of VRE development and implementation. The second day was dedicated to the discussion of the "next steps" to improve and advance the development of VREs and to foster ideas for future engagement. The results of landscape studies funded by Jisc and the SURFfoundation were presented as Key Notes and impulse for the following discussions in four sub-groups. The sub-groups concentrated on the following four key themes: technological challenges organisation & concepts researcher needs strategic issues The outcomes of the separate discussions consisted of recommendations to the Knowledge Exchange initiative itself, for the Knowledge Exchange partner organisations and beyond.

Virtual Research Environments Roundtable

The roundtable offered an opportunity to share experiences and perceptions of virtual research environments. John Doove (SURFfoundation) presented his impressions from the VRE projects. Jim Farmer, Instructional Media + Magic led a 50 minute discussion on key developments and challenges. The discussion included issues like: An emerging issue is the sharp and continuous increase of data in an era of limited resources. These increases often reduce the effectiveness of search-additional time is required to find expected results. Would new methods of search may be useful? Should this be included as services in a VRE? The form of much new 'knowledge' is in informal 'publications' such as blogs, email, audio, and video which lack the precise metadata of books and journal articles. Could VRE services assist in using these resources as well? The programme continued with discussions on business models for sustainability led by Birte Christensen-Dalsgaard, The Royal Library, and policy and funders' interventions led by Sigrun Eckelmann, DFG.

Virtual Research Environments Catalysts of Change workshop

Knowledge Exchange organised the workshop 'Virtual Research Environments: Catalysts of change', following the success of the Virtual Research Environments: The next steps workshop which took place in Rotterdam, 2010. Changing research behaviour and practice have repercussions for funding programmes, policy and technology infrastructures. The development of tools has the potential to transform research practice, but as these tools become part of the digital infrastructure, challenges of use, maintenance and sustainably inevitably arise. This workshop allowed Knowledge Exchange and its partners to share their experience and understanding with leading experts, influencers and funders, including members of the European Commission. The workshop offered new perspectives and debate on: changing researcher behaviours policies in the creation and use of VREs sustainability re-use of tools and technologies.

Perceived learning environments and metacognitive strategy knowledge at the upper secondary school level

There is evidence that students benefit from teachers’ explicit fostering of metacognitive strategy knowledge (MSK). However, there is insufficient understanding about the effect of implicit promotion of MSK in regular school instruction. This study investigates the relationship between perceived characteristics of learning environments (social climate, support, autonomy, self-reflection) and students’ MSK. A representative cohort of students (Nt1 = 1,272/Nt2 = 1,126) in Grades 10 and 11 at schools at the upper secondary education level (ISCED Level 3A) in Switzerland participated in this two-wave longitudinal study. Multilevel analysis showed effects on both the individual and the class level. Students who experienced higher social integration showed a higher extent of MSK at the beginning of the school year than students who experienced less social integration. Perceived autonomy was also positively related to students’ MSK on the individual level. In contrast, the results showed a negative relationship between perceived self-reflection and students’ MSK. On the class level, there was a negative relationship between self-reflection and students’ MSK. Teachers’ support did not correlate with students’ MSK on either the individual or the class level. Implications of these results for education and further studies are discussed. (DIPF/Orig.)