an article by Irena Pulak (Jesuit University of Philosophy and Education 'Ignatianum', Cracow, Poland) published in International Journal of Continuing Engineering Education and Life-Long Learning Volume 26 Number 4 (2016)
Abstract
The article showcases results of the research of university students’ experiences in the field of creating the individual learning environment.
Contemporary learning environments can be built both in the traditional and virtual spaces. They consist of information resources, means of transportation and tools for collecting, processing and cleaning up data, administering and presenting in various, often multimedia forms.
Educational institutions in the formal education framework as well as during informal education where the student individually designs and organises their learning environment can create individual experiences of the personal learning environment.
The ability of creating the individual learning environment, tailored to specific needs, is a significant factor contributing to starting lifelong learning.
Showing posts with label VLEs. Show all posts
Showing posts with label VLEs. Show all posts
Tuesday, 7 February 2017
Friday, 6 July 2012
Perceived fit and satisfaction on web learning performance: …
IS continuance intention and task-technology fit perspectives
an article by Wen-Shan Lin (Department of Management Information Systems, National Chiayi University, Taiwan) published in International Journal of Human-Computer Studies Volume 70 Issue 7 (July 2012)
Abstract [slightly amended]
Virtual learning systems (VLS), information systems that facilitate e-learning, have been widely implemented by higher education institutions to support face-to-face teaching and self-managed learning in the virtual learning and education environment (VLE).
This is referred to as blended learning instruction. By adopting the VLS, students are expected to enhance learning by getting access to course-related information and having full opportunities to interact with instructors and peers. However, there are mixed findings revealed in the literature with respect to the learning outcomes in adopting VLS.
In this study, we argue that the link between the precedents of leading students to continue to use VLSs and their impacts on learning effectiveness and productivity are overlooked in the literature. This paper aims to tackle this question by integrating information system (IS) continuance theory with task-technology fit (TTF) to extend our understanding of the precedents of the intention to continue VLS and their impacts on learning.
By doing it, factors of technology-acceptance-to-performance, based on TAM (technology acceptance model) and TTF and post-technology-acceptance, based on expectation–confirmation theory, models can be included to test in one study. The results reveal that perceived fit and satisfaction are important precedents of the intention to continue VLS and individual performance.
Later, a discussion and conclusions are provided. This study sheds light on learning system design as assisted by IS in VLE and can serve as a basis for promoting VLS in assisting learning.
Highlights
► Virtual learning system (VLS) is an information system that facilitates e-learning.
► Theories of information system (IS) continuance and task-technology fit (TTF) are applied.
► Perceived fit and satisfaction are revealed as important in adopting VLS.
Hazel’s comment:
I found this a difficult read due primarily to, in my opinion, a poor translation into English. A pity since the melding of information systems architecture to ensure that blended learning really works for the student is an important aspect of learning in higher education when the number of students increases without a corresponding increase in the number of lecturers and tutors.
an article by Wen-Shan Lin (Department of Management Information Systems, National Chiayi University, Taiwan) published in International Journal of Human-Computer Studies Volume 70 Issue 7 (July 2012)
Abstract [slightly amended]
Virtual learning systems (VLS), information systems that facilitate e-learning, have been widely implemented by higher education institutions to support face-to-face teaching and self-managed learning in the virtual learning and education environment (VLE).
This is referred to as blended learning instruction. By adopting the VLS, students are expected to enhance learning by getting access to course-related information and having full opportunities to interact with instructors and peers. However, there are mixed findings revealed in the literature with respect to the learning outcomes in adopting VLS.
In this study, we argue that the link between the precedents of leading students to continue to use VLSs and their impacts on learning effectiveness and productivity are overlooked in the literature. This paper aims to tackle this question by integrating information system (IS) continuance theory with task-technology fit (TTF) to extend our understanding of the precedents of the intention to continue VLS and their impacts on learning.
By doing it, factors of technology-acceptance-to-performance, based on TAM (technology acceptance model) and TTF and post-technology-acceptance, based on expectation–confirmation theory, models can be included to test in one study. The results reveal that perceived fit and satisfaction are important precedents of the intention to continue VLS and individual performance.
Later, a discussion and conclusions are provided. This study sheds light on learning system design as assisted by IS in VLE and can serve as a basis for promoting VLS in assisting learning.
Highlights
► Virtual learning system (VLS) is an information system that facilitates e-learning.
► Theories of information system (IS) continuance and task-technology fit (TTF) are applied.
► Perceived fit and satisfaction are revealed as important in adopting VLS.
Hazel’s comment:
I found this a difficult read due primarily to, in my opinion, a poor translation into English. A pity since the melding of information systems architecture to ensure that blended learning really works for the student is an important aspect of learning in higher education when the number of students increases without a corresponding increase in the number of lecturers and tutors.
Friday, 16 January 2009
OfSTED on VLES
via Tom Roper's Weblog by Tom Roper on 13 January
OfSTED publish today a report on the state of VLEs in schools and colleges, Virtual learning environments: an evaluation of their development in a sample of educational settings.
It’s available as a pdf or Word file here
OfSTED publish today a report on the state of VLEs in schools and colleges, Virtual learning environments: an evaluation of their development in a sample of educational settings.
It’s available as a pdf or Word file here
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