Education delivered through the Internet known as E-learning is growing tremendously and attracts researchers’ attention in terms of its pedagogical merits. It is in that context of investigating the use of Information and Communication Technology (ICT) for efficient learning that the current research was carried out. This study consists of a critical assessment at a Local Level of UNISA’s Virtual Learning Environment (VLE1) in terms of Diana Laurillard’s Pedagogical Conversational Framework. It focuses on assessing how the E-learning platform (called SAKAI) used by UNISA supports the learning process of online students staying in Rwanda. A qualitative approach was followed and documentary analysis along with a questionnaire was used to collect useful data. Research findings are presented and discussed under two themes: the requirements for effective online learning and the use of the local UNISA’s VLE to support effective online learning of students based in Rwanda. It is revealed that effective online learning is a function of different aspects that can be grouped under three critical factors: Pedagogical, Technological and Managerial. Although, I have argued that the Pedagogical factor should be considered as the most important and guide all E-learning projects, the three factors mentioned are interrelated and interdependent. Findings about the use of the local UNISA VLE to support the learning process show that it provides sufficient tools to support all activities necessary for learning activities, as summarized in the Conversational Framework. However, the tools provided by the E-learning platform are underused by participants. Some necessary learning activities are not carried out, even though the E-learning platform used provides tools which could support those activities. The under usage of available tools is caused by two factors: inadequate consideration given to some necessary learning activities and the lack of skills on both usage of and information on the capability of UNISA’s VLE. These handicap the effective online learning. The gaps found in VLE used by UNISA are also mentioned. The research report ends with recommendations for more effective E-learning in local UNISA VLE. Further studies in related areas are suggested. 1

<p>This project is associated with the field of Information Systems and more specifically with Virtual Learning Environments (VLEs). These environments are becoming very popular the last years, especially in higher education. However we decided to focus in lower level education since there is lack of these learning platforms and their spreading is limited.</p><p>More specifically our project will focus on the description of a Virtual Learning Environment for preliminary schools. The target age will be 5-8 years old. The design of our system is based on the guidelines of a preliminary schoolteacher in Spain, who is actually our stakeholder. Designing a system for so young students means that various aspects have to be taken into consideration such as their level of computer knowledge, their maturity, their not still developed studying abilities and the fact that it is their first approach to school as a learning environment. However we believe that if they can be integrated in the information society in such an early age, it will be beneficial for their future and the future of information technologies as well. We hope that through this project we will be able to contribute to computer based education and equip the young students with new ways and potentials of learning.</p><p>On a theoretical basis, we could say that our project contains two different parts: a theoretical part and a more practical one. In the theoretical part, all the related work of similar VLEs is presented in an effort to see what products already exist in the market and try to create a new, innovative system taking into consideration various educational aspects. In addition, a review of our literature research concerning computer based education and VLEs is included in order to provide the necessary theoretical background before starting to design our system. Finally, a summary of our research made including questionnaires and interviews as well as the analysis and the conclusions of this research are presented since before designing our system we tried to include the opinion of the different people involved in this system like the students and their parents, the teachers and the pedagogues. On the other hand, the second more practical part focuses on the description of the learning platform. The architecture of the system as well as the use cases is included here. A prototype of the system is also provided but we were not able to complete the whole implementation due to time limitations.</p>

This thesis focuses upon a series of empirical studies which examine communication and learning in online glocal communities within higher education in Sweden. A recurring theme in the theoretical framework deals with issues of languaging in virtual multimodal environments as well as the making of identity and negotiation of meaning in these settings; analyzing the activity, what people do, in contraposition to the study of how people talk about their activity. The studies arise from netnographic work during two online Italian for Beginners courses offered by a Swedish university. Microanalyses of the interactions occurring through multimodal video-conferencing software are amplified by the study of the courses’ organisation of space and time and have allowed for the identification of communicative strategies and interactional patterns in virtual learning sites when participants communicate in a language variety with which they have a limited experience. The findings from the four studies included in the thesis indicate that students who are part of institutional virtual higher educational settings make use of several resources in order to perform their identity positions inside the group as a way to enrich and nurture the process of communication and learning in this online glocal community. The sociocultural dialogical analyses also shed light on the ways in which participants gathering in discursive technological spaces benefit from the opportunity to go to class without commuting to the physical building of the institution providing the course. This identity position is, thus, both experienced by participants in interaction, and also afforded by the ‘spaceless’ nature of the online environment.

This thesis focuses upon a series of empirical studies which examine communication and learning in online glocal communities within higher education in Sweden. A recurring theme in the theoretical framework deals with issues of languaging in virtual multimodal environments as well as the making of identity and negotiation of meaning in these settings; analyzing the activity, what people do, in contraposition to the study of how people talk about their activity. The studies arise from netnographic work during two online Italian for Beginners courses offered by a Swedish university. Microanalyses of the interactions occurring through multimodal video-conferencing software are amplified by the study of the courses’ organisation of space and time and have allowed for the identification of communicative strategies and interactional patterns in virtual learning sites when participants communicate in a language variety with which they have a limited experience. The findings from the four studies included in the thesis indicate that students who are part of institutional virtual higher educational settings make use of several resources in order to perform their identity positions inside the group as a way to enrich and nurture the process of communication and learning in this online glocal community. The sociocultural dialogical analyses also shed light on the ways in which participants gathering in discursive technological spaces benefit from the opportunity to go to class without commuting to the physical building of the institution providing the course. This identity position is, thus, both experienced by participants in interaction, and also afforded by the ‘spaceless’ nature of the online environment.

Abstract Teaching in the university has been under pressure to change in recent years. On the one hand, there is financial pressure to decrease resources on the other, there is a need to keep quality and quantity of education offered high and to give due consideration to changes in technology and learning methods. One response to these pressures has been to study if it is possible to build a learning environment for Control Engineering that is available to students virtually. It could help to distribute materials and facilitate overall communication, from course information through student feedback. It could also make studying more efficient by enabling better follow-up of learning and use of interactive functions. The development of a Web-based learning environment for Control Engineering started from a simple model of learning theories and course content. This model was applied to that context, and an open learning environment was developed and implemented. The implementation is referred to as Control Web. Functions were added to Control Web and tuned according to student feedback. The probe method was utilised in the validation. Two courses were subjected to under full validation in order to carry out validation for the whole system. Student feedback, grades, and credits during the years 1993 to 2000 were analysed. According to the results, the system implemented has performed well. However, the explicit influence of using the Web-based learning environment can be seen in only few cases; there are too many variables in the overall learning situation. The results and experiences yield an enhanced model for developing a learning environment and a tool that indicates a need to change course parameters.

Virtual Learning Environments (VLEs)/E-Learning has been adopted extensively by Higher Education (HE) in the UK and in the case study Coventry University (CU). Frameworks predicated upon pedagogic considerations evaluate VLEs/E-Learning but the evaluation of the management of VLEs/E-Learning through Knowledge Management (KM) Critical Systems Heuristics (CSH) and Soft Systems Methodology (SSM) has not been considered. Furthermore there are no frameworks that seek to reconcile the intent of VLEs/E-Learning with the resultant instantiation. Therefore, a conceptual framework to evaluate the management of VLEs/E-Learning has been derived. Action Research has been used by exposing every stage of the development of the conceptual framework to critique by stakeholders. The drivers for the uptake of VLEs/E-Learning have been identified and classified according to two schema, one schema is into people, processes and technology and the other into strategic/tactical or operational types. Existing evaluative frameworks have, on review, been classified according to a schema incorporating a purpose, theory, context, evaluative criteria, evaluative processes and management activities. VLEs/E-Learning can be considered to be a specialized computer system and therefore the fields of Knowledge management (KM), Critical Systems Heuristics (CSH) and Soft Systems Methodology (SSM) have been investigated, salient concepts extracted. From KM, knowledge appositions (know why; know-what; know who; know-when; know-where and know-how) are mapped onto tacit and explicit knowledge; people, processes and technology. From SSM, CATWOE (customer, actor, transformation, weltanschauung, owner, environment); and from CSH the concept of ‘is’ and ‘ought’ has also been mapped across the knowledge appositions. The resultant framework can be used by HE organisations as a tool for self development and also by external auditing agencies which wish to evaluate the management of VLEs/E-Learning.

Background: According to Park, et. al. (2021) a flipped classroom consists of pre-class activities that expose students to the subject matter, in-class activities that promote interaction between classmates, learners and instructors and post-class activities that help solidify information. This method of education is thought to be more effective at promoting clinical judgement than traditional lecture-based classrooms. Delivery of course content through virtual meetings can also allow for additional flexibility in students’ schedules, while still allowing for engagement with classmates and promoting students’ engagement in their learning and motivations to learn (Philips & O’Flaherty, 2019). The nation-wide restrictions on 2020-2021 academic year required that all courses in the Nashville State Community College department of nursing be transitioned to an online format with mandatory weekly meetings with students via videoconference. To facilitate this transition, a flipped “virtual classroom” approach was implemented for the Medical-Surgical Nursing 2 course. Implementation: The course operated on a weekly schedule, with a format of asynchronous lecture content, homework assignments and synchronous online meetings. Asynchronous lecture content: asynchronous lectures were provided as 10-40 minute videos and presented in .mp4 format. The majority of students spent 2-4 hours viewing recorded lecture content. Homework assignments: each week, students spent an average of 1-2 hours outside of the scheduled class time completing homework assignments. Homework assignments served to help students apply the course material and consisted of several short case studies, one long-form patient case study, flowcharts or concept maps. Synchronous online meetings: synchronous online meetings were held via videoconference at a set date and time each week. Student attendance at meetings was mandatory. In synchronous online meetings the instructor reviewed the material from the homework assignments using online polling or quizzes, discussion and student feedback. Synchronous meetings were automatically recorded and provided for student review. Evaluation: Student learning outcomes: course outcomes for each student cohort are evaluated based on student achievement on nationally normed, standardized tests. The score designated by NSCC indicates mastery of content in the 50th percentile or higher nationwide. In two virtual semesters, 100% of students achieved the designated percentile on standardized tests. The average percentile rank was 91.8%. Student feedback: A total of 27 students were polled via survey monkey. Student feedback was generally positive: 81% of students ranked this course format as better than online courses that contained only asynchronous lecture with no weekly meetings or outside assignments. 93% of students ranked this course format as better than online courses that contained only synchronous lecture via videoconferencing. In addition, 63% of students ranked this course format as better than fully in-person courses. Implications: Course outcomes were met for both virtual semesters and students responded positively to the course format. This suggests that the virtual flipped classroom approach can be used to achieve student learning outcomes.

Assessing Virtual Versus In-Person Experiential Learning in Medical Student Pediatric Clerkship Training Andrew Berry, Andrew Wigger, Karilynn Craig, Dr. Brock Blankenship, Dr. Jennifer Gibson, Center for Experiential Learning, Quillen College of Medicine, East Tennessee State University, Johnson City, TN. Simulation and experiential training have been incorporated into medical school training for decades. While there are many ways to accomplish experiential-based learning, many faculty and students feel Socratic learning styles provide the best learning experience. As medical students had just finished a predominantly virtual preclinical year due to the COVID-19 pandemic, our research team was interested in understanding students’ perceptions of virtual and in-person experiential learning activities. The primary goal of this study is to compare medical students’ perceptions of the quality and value of in-person versus virtual experiential learning during their pediatric clerkship. Secondary measures of this study examine the differences regarding the retention of case information presented, the clinical relevance of the pediatric cases discussed, and the likelihood that students will attend similar future sessions. Our team hypothesized that students would perceive in-person sessions as more valuable and meaningful to their medical education. One academic year of medical students who participated in two experiential learning encounters during their pediatric clerkship was assessed. Each encounter involved a series of approximately ten patient cases over two hours; one encounter was done in person, and the other was done virtually. Each case was then discussed using a Socratic format; faculty would ask questions and engage students individually, assessing their decision-making capability (including differential diagnosis, treatment plans, and dispositions). Data was collected by a survey administered after both encounters, each with the same questions. Students generally felt the virtual format for this type of training was as well received as the in-person format (56% vs. 52.2% for excellent value ratings, respectively). Similarly, 43.5% of students reported that the in-person cases greatly improved their retention, while 40% said the virtual cases improved their retention of educational material to the same degree. The in-person experiences were reported as being extremely clinically relevant by 56.5% of students, while the virtual cases were perceived as extremely relevant by 48% of respondents. Lastly, survey data showed that 47.8% of respondents said they would very likely attend similar future in-person sessions (compared to 44% for similar virtual events). Our team feels that the results of this study demonstrate that utilizing a Socratic Model of teaching in experiential learning has excellent value, and high-quality training can be accomplished virtually, even during times of potential virtual fatigue. These findings are important as our results show that experiential learning can be adapted, yet still beneficial, when in-person activities cannot take place, such as what we encountered during the COVID-19 pandemic.

The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined those relationships for the 476 students enrolled in virtual courses between January 2010 and January 2013 in Sullivan County Schools, TN. These students were in grades 7-12 during the time the courses were taken. Independent variables in Phase I of the study included gender, race/ethnicity, socio-economic status, prior number of virtual courses completed, and existing student grade point average. Independent variables in Phase II of the study included instructional dialogue in the virtual course, structure of the virtual course, and autonomy of the learner allowed in the virtual course. The researcher investigated the relationships between these independent variables and the dependent variable, academic achievement, as determined by final virtual course grade. The statistical methods used to answer the research questions included bivariate correlations, independent samples t-tests, and bivariate regression analysis. Two of the independent variables in Phase I of the study were found to be significant. Students identified as being economically disadvantaged tended to perform better academically in virtual courses than students identified as non-economically disadvantaged, as determined by final virtual course grade. A statistical significance was also found between existing student GPA and academic achievement in virtual environments. Students with a higher GPA prior to taking a virtual course tended to receive higher grades than those with lower existing GPAs. Using bivariate regression, existing GPA accounted for 25% of the variance in student academic achievement in virtual courses. All three of the independent variables in Phase II of the study were found to have a significant relationship with student academic achievement as determined by final virtual course grade. Students who reported high levels of instructional dialogue (frequency of teacher-student interactions, teaching presence, content interactions) tended to perform significantly higher than those reporting lower levels of instructional dialogue. Students who reported high levels of structure (instructional support, navigation, course design) tended to perform significantly higher than those reporting lower levels of structure in the course. Students who reported higher levels of autonomy (student ability to determine goals, learning experiences, and evaluation decisions) tended to perform significantly better academically than those who reported lower levels of autonomy.

An analysis of data from the Community College Survey of Student Engagement and multiyear analysis of pretest/posttest scores in introductory criminal justice courses revealed there was a systemic decline in student engagement and achievement. Because of this analysis, a commercial virtual learning tool (CJI) that purported great success in improving student engagement and performance was identified and implemented on the college's course management application in the spring of 2010. CJI, a comprehensive learning tool that incorporated Web 2.0 activities, such as video, simulations, and study aids, was designed to improve student engagement and performance. The inclusion of Web 2.0 activities was important because the majority of students at Herkimer County Community College are of the Millennial generation, those born between 1979 and 1994. The purpose of this study was to investigate the design and implementation of a VLT, utilizing multiple intelligence theory while specifically targeting Millennial students could improve student engagement and achievement. For this study, the VLT was implemented in two hybrid sections and compared to a traditional section of an introductory criminal justice class. The quasi-experimental design examined the effectiveness of a VLT on student learning, and engagement. Based on the results, the VLT had a positive effect on students' perception of ease of use and usefulness. The students' positive perception led to an increase in student engagement the testing period. The results of the testing revealed that overall students found the VLT beneficial to them as a learning tool and had a positive impact on their course performance. While the VLT did not improve student performance beyond that of the traditional lecture course, there were positive implications in the design of the VLT utilizing multiple intelligence theory as a foundation. The implications of this study involved the impact of the VLT on students' perception of usefulness and ease of use. A VLT designed with multiple intelligence learning tools can improve student engagement and their perception of the tools usefulness and ease of use. It is clear that VLTs' designed with multiple intelligence learning tools should be incorporated as a tool to improve student performance.