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An e-Laboratory Designed to Enhance Learning Opportunities through Experience
Published in Sarah Morton, Designing Interventions to Address Complex Societal Issues, 2023
Internet technologies are in place to widen participation in education (HEFCE, 2009) and to improve educational outcomes (Scottish Government, 2016, 2020). The virtual learning environment (VLE) provides vital online ‘anytime, anywhere’ access to teaching materials and communication tools for learners and tutors both on- and off-campus. However, currently, there is a limitation with VLEs as they are unable to duplicate the authentic ‘hands-on’ laboratory experience necessary to the learning style of learners whose need, and preference, is to gain knowledge actively through engagement and participation. Learning provision should aim to give each learner the opportunity to engage in the manner that suits them best. To ensure a user-centred learning experience, it is critical that learners have access to hands-on laboratory content. Computer simulation cannot be considered a substitute.
A Sentiment Analysis Framework for Virtual Learning Environment
Published in Applied Artificial Intelligence, 2021
Márcio Aurélio dos Santos Alencar, José Francisco de Magalhães Netto, Felipe de Morais
Virtual Learning Environments (VLE) provide a set of communication and cooperation tools used by students and teachers in the teaching-learning process. In these environments we have the image of the tutor or mediator, who is responsible for carrying out the students follow-up using VLE resources, however these environments have limitations of technological resources that help teachers in their daily activities, considering the large number of activities carried out by students. With this it is of fundamental importance to verify the students’ performance through the accomplishment of their activities, in addition as a strategy we can also analyze aspects related to the affectivity of the students, since they can influence in the learning, in the perception of the class, besides helping the tutor in decision making (Alencar and Netto 2011).
A survey of good practice in control education
Published in European Journal of Engineering Education, 2018
J. A. Rossiter, B. Pasik-Duncan, Sebastian Dormido, Ljubo Vlacic, Bryn Jones, Richard Murray
Lecture time should not be dominated by didactic delivery; rather, students should be active.Provision of lecture recordings and pre-prepared videos gives support to students who benefit from seeing and listening to something several times and frees lecture time for more engaging activities.There is an opportunity for IFAC to facilitate the sharing of high-quality resources (IFAC 2016).VLE tools are available to improve student access, feedback, record keeping, communication, monitoring, assessment, and so on.Allowing students access to software during examinations means being able to give more industrially relevant and interesting assessments.The landscape is changing fast and teaching staff will need to engage more actively with the potential uses of web-based resources ranging from the many free ones on the IFAC repository (IFAC 2016) to more structured ones such as MOOCs.