Virtual learning environment

Online learning is raging due to the offered advantages including the ease of information accessibility and flexible learning experiences remotely. However, it still lacks intelligent authentication and validation of users at the other end. Additional questions are raised for the effectiveness of transfer of knowledge, soft skills, and value of education as the student's engagement. Following the hype and crucial need for full-fledged virtual learning environments (VLEs) in recent times, the literature has witnessed a significant increase in the studies targeting the associated problem areas. The existing VLEs in place fail to provide aggregated functionalities of student authentication and activity tracking in dynamic visual environments. To solve the problem by providing interactive functionality, an automated hybrid information activity system (HIAS) based on facial biometrics, facial emotion recognition using computer vision techniques is proposed. The proposed system solves the problem intelligently by analysing the incoming online video from the tutor's computer screen.

This study is about student learning experiences towards the use of assessments in a virtual learning environment. Students' learning experiences are crucial in learning processes to achieve better learning outcomes. Students' learning experiences can be assessed by using the Community of Inquiry (COI) Framework. Assessment can be defined as the evaluation for the students' performance and abilities. This study involves the students to watch the pre-class lectures online. This study is quasi-experimental research which has divided the students into a control group and experimental group. The control group students watch the virtual micro-lectures with discussion while the experimental group students watch the virtual micro-lectures which integrated with assessments. Both groups watch the videos in different learning platform (Padlet/EDpuzzle) with different links. The data of the study are evaluated based on the Community of Inquiry Framework questionnaire and students' quiz. The results are mixed in terms of the questionnaire and the quiz results. In the overall result, students in the experimental group have gained better learning experiences in teaching presence, social presence and cognitive presence compare to the students in the control group. This study is significant for educators to create more effective online assessments that can enhance the students' learning.

Learning is an essential virtue in a dynamic environment. Technologies offer both opportunities and challenges to learning. The global nature of the environment today calls for virtual learning, which offers dimensions, such as, convenience, time and cost factors. This research seeks to promote virtual learning experience by improving the learning environment and user experience. The research is based on a total virtual learning experience of a masters' level information and communication technology for development (ICT4D) class at the University of Tampere. A survey was conducted at the mid-course stage to assess the virtual learning experience and propose ways to improve learning process. The assessment included how well the virtual environment and pedagogy promoted quality learning, that is, constructive, collaborative and conversational learning. The research seeks to promote quality learning by improving the learning environment and participants' virtual learning experience. That is, context is embraced to map the learning process that suits the learners and study contents. The results of this study included highlight of pedagogical techniques and technological tools that fit the learners' and study content requirements to foster learning in a virtual environment.

This paper describes an experiment in which a virtual learning environment was used in the context of an architectural design course. The objective was to evaluate the capability of the learning environment used to support the interactions needed, between teacher-student and between students, for the establishment of a process of discussion and development of architectural design. Some limitations were identified and also positive points, such as the possibility to register the whole design process. These registers allow the design teacher to evaluate his own teaching process and improve it and also the visualization of what kind of intervention the teacher makes and when, making it possible to identify the kind of design processes established by the student and the kind of structure of knowledge which is implicit in a process of teaching/learning architectural design according to the level of development of the design.

The use of the Virtual Learning Environment Frog (VLE Frog) system is a powerful virtual learning system used in nearly 100,000 schools across the country. The system is a virtual learning platform that can be used by all students, teachers and schoolmates anytime and anywhere to access educational sites. However, its use is still at a disadvantage and has not been taken seriously by teachers in schools. Therefore, this study was conducted to identify the function and role of the VLE Frog system in schools. This study was a quantitative and qualitative study involving 367 people as a sample. Library surveys, questionnaires and observations were conducted to obtain data from this study. The findings of this study are expected to be one of the benchmarks for primary school teachers' readiness to use technology in education especially through the VLE Frog system.

Existing models for predicting students' academic performance show limitations which result in their inability to make accurate predictions. The system achieved operational efficiency together with precise predictions, which created problems for its application in extensive online educational platforms. The system fails to predict accurately because it depends solely on basic dataset attributes, which prevents it from understanding complex user behavior patterns. The research introduces a refined Deep Neural Network (DNN) classifier to predict student performance. The research connects these study gaps with results obtained from UK Open University Learning Analytics Dataset (OULAD) which includes Social Science and STEM courses. The study introduced new features that track student behaviors through different activities which include Engagement, Total Pre-Course Activities, Average, Studying, Discussing, Examining, Working, and Total Post-Course Activities. The research team selected their most predictive features through Particle Swarm Optimization (PSO), which resulted in a feature reduction from 40 to 12. The research team optimized the hyperparameters through Grid Search, which tested learning rates between 0.0001 and 0.1 and assessed three hidden unit configurations: 64, 128, and 256. The proposed model achieved accuracies of 90% (Social Science) and 88% (STEM), which showed better performance than previous studies that used the same datasets with lower computational requirements. The results enable educators to perform personalized educational interventions which will improve student results during online courses.

The pandemic of Severe Acute Respiratory Syndrome Corona virus 2 (SARS-CoV2) infections was announced by the World Health Organization earlier in 2020 and the same has become a serious public health issue throughout the world. This virus stirred up and disturbed the lives of the world. Technological improvement has metamorphosed traditional brick-mortar classrooms into electronic virtual teaching-learning systems. The combination of an unprecedented growth in smart phone and tablet usage during the COVID-19 pandemic and resultant lockdowns have created a gulf between the teachers and the learners and has facilitated a move towards application-based E-Learning (EL) as a dominating form of Virtual Learning Experience (VLE). The scope of the study is limited to the gratification level towards e-learning and perceptions towards VLE of undergraduate students of Mumbai Metro region. The Primary data was collected from 308 undergraduate students through a systematic convenient random sampl...

Hybrid learning has become a fundamental component of modern education, driving the need for more flexible, automated, and reliable video production tools. AI-powered PTZ cameras have emerged as a crucial solution by combining intelligent tracking, automated framing, and real-time analytics to capture lectures without requiring technical operators. These systems enable educators to move naturally in the classroom while maintaining consistent, high-quality video output, bridging the gap between physical and remote learning environments.

Flexible learning modalities have become an important pedagogical approach in the contemporary education particularly in the post-pandemic period where educational institutions are adopting online learning, blended learning and modular approaches as an alternative to ensure continuity of education. Despite the widespread implementation of flexible learning, existing studies reveal contradictory findings concerning its impact on student engagement; some highlighted improved learner autonomy and accessibility, whereas others indicate problems regarding motivation, participation and digital inequality. This systematic literature review aims to synthesize existing scholarly literature on flexible learning modalities and student engagement and identify the major themes, issues, and gaps in current research. The review utilized academic search engines and databases such as Scopus, ERIC, Google Scholar, Web of Science and ResearchGate to search for scholarly literature, to gather peer-reviewed studies published between 2020 and 2026. Using clear inclusion and exclusion criteria, 15 scholarly articles were selected and analyzed. Findings revealed that the flexible learning modalities provides significant positive learning opportunities for learner autonomy, accessibility and technology integration, when supported by proper instructional design and teacher facilitation. However, issues such as poor internet connectivity, absence of access to digital resources, decreased motivation, reduced interactivity in the classroom and learner fatigue are still present. The literature further provided practical implications for educators, curriculum designers and researchers to enhance the teaching practices of flexible learning delivery methods in the current education context. The review concludes that the effectiveness of flexible learning modalities in promoting student engagement depends on the quality of instructional practices, accessibility of technological resources, and the responsiveness of educational institutions to learners' needs.

A disseminação dos recursos da web como ferramentas cognitivas na educação à distância têm fomentado a discussão acerca dos aspectos pedagógicos que sustentam as propostas educativas em ambientes virtuais, implicando em desafios a serem enfrentados pelos diversos atores inseridos nos novos contextos de aprendizagem on-line no âmbito da saúde. Tomando como pressupostos que a implementação e apropriação das tecnologias de informação e comunicação dependem da interrelação entre as características individuais, sociais e organizacionais, buscou-se nesse trabalho discutir alguns desafios pedagógicos subjacentes à concepção de ambientes virtuais de aprendizagem, bem como as especificidades de seus atores imersos em um processo interativo e interacional, apontando alguns fatores que influenciariam o sucesso das experiências de educação on-line para profissionais de saúde

A disseminação dos recursos da web como ferramentas cognitivas na educação à distância têm fomentado a discussão acerca dos aspectos pedagógicos que sustentam as propostas educativas em ambientes virtuais, implicando em desafios a serem enfrentados pelos diversos atores inseridos nos novos contextos de aprendizagem on-line no âmbito da saúde. Tomando como pressupostos que a implementação e apropriação das tecnologias de informação e comunicação dependem da interrelação entre as características individuais, sociais e organizacionais, buscou-se nesse trabalho discutir alguns desafios pedagógicos subjacentes à concepção de ambientes virtuais de aprendizagem, bem como as especificidades de seus atores imersos em um processo interativo e interacional, apontando alguns fatores que influenciariam o sucesso das experiências de educação on-line para profissionais de saúde

Taylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.

Straipsnyje aptariamas komandomis grįsto mokymo(si) strategijos elementų pritaikymas virtualiai aplinkai, taikant Web 5.0 saityno technologijas. Komandomis grįsto mokymo(si) strategija pasirinkta dėl jos efektyvumo aukštajame moksle. Web 5.0 saityno edukacinės technologijos pasirinktos dėl neabejotinos jų ateities perspektyvos. Tiek minėta strategija, tiek saitynas pasirinkti, nes laiduoja ateityje būtinų kompetencijų ugdymą. Atliekant tyrimą sukurtas ir įvertintas mokymo(si) strategijos prototipas. Apžvelgtos Web 5.0 saityno technologijų, susijusių su dirbtiniu intelektu, galimybės plėtojant sukurtą prototipą. PAGRINDINIAI ŽODŽIAI: komandomis grįsto mokymo(si) strategija, aukštasis mokslas, Web 5.0 saityno technologijos.

From an examination on where virtual learning stands in the overall learning spectrum, we point out the important impact of natural computing on virtual learning. We survey and analyze selected literature on important role of natural computing aspects, such as emergence (using swarm intelligence to achieve collective intelligence) and emotion, to virtual learning. We note that although scattered efforts have been made in incorporating various natural computing concepts into virtual learning, more systematic studies of promoting natural computing as a whole in virtual learning environment are needed. We address issues related to achieving natural computingenriched virtual learning, including the need for investigating a virtual learning architecture (or framework).

Virtual learning is not just about a set of useful IT tools for learning. From an examination on where virtual learning stands in the overall learning spectrum, we point out the important impact of natural computing on virtual learning. We survey and analyze selected literature on important role of natural computing aspects, such as emergence (using swarm intelligence to achieve collective intelligence) and emotion, to virtual learning. In addition, in order to effectively incorporate these aspects into virtual learning, we propose using infrastructural support for virtual learning through system learning: The virtual learning environment not only provides facilities for learners, but also observes the behavior of learners and takes actions, so that its own performance can be improved (i.e., to better serve the learners). In this sense, system learning is concerned with learning about learners. Consequently, a virtual learning environment is a true human-machine symbiosis, paired by human learning and system learning.

Virtual learning is not just about a set of useful IT tools for learning. From an examination on where virtual learning stands in the overall learning spectrum, we point out the important impact of natural computing on virtual learning. We survey and analyze selected literature on important role of natural computing aspects, such as emergence (using swarm intelligence to achieve collective intelligence) and emotion, to virtual learning. In addition, in order to effectively incorporate these aspects into virtual learning, we propose using infrastructural support for virtual learning through system learning: The virtual learning environment not only provides facilities for learners, but also observes the behavior of learners and takes actions, so that its own performance can be improved (i.e., to better serve the learners). In this sense, system learning is concerned with learning about learners. Consequently, a virtual learning environment is a true human-machine symbiosis, paired by...

From an examination on where virtual learning stands in the overall learning spectrum, we point out the important impact of natural computing on virtual learning. We survey and analyze selected literature on important role of natural computing aspects, such as emergence (using swarm intelligence to achieve collective intelligence) and emotion, to virtual learning. We note that although scattered efforts have been made in incorporating various natural computing concepts into virtual learning, more systematic studies of promoting natural computing as a whole in virtual learning environment are needed. We address issues related to achieving natural computingenriched virtual learning, including the need for investigating a virtual learning architecture (or framework).

Conflictos de interés: los autores declaran no presentar conflictos de interés. Concepción y diseño del estudio, análisis e interpretación de resultados; redacción del manuscrito; aprobación de la versión final del manuscrito y responsable de todos los aspectos del manuscrito preservando la veracidad de integridad. Nimia Rodriguez: Distribución de encuestas, recolección de datos, procesamiento y análisis de resultados. Abel Admen Oliveira: Revisión de literatura y estado del arte, procesamiento y análisis de resultados y redacción del manuscrito.

Необхідність оволодіти навичками спілкування є важливою складовою при навчанні іноземної мови. За змістом та характером матеріалу засоби наочності поділяються на ілюстративні, предметні та графічні. На даний момент більшість підручників зорієнтована на ілюстративну та графічну наочність, яка сприяє кращому засвоєнню мови та можливості її застосування.

This chapter’s goal is to examine the experiences and perceptions of undergraduate students using a 3D Virtual Learning Environment. After creating a 3D didactic constructivist virtual environment, student conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occured within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.

The integration of recent cloud-based tools and web 2.0 technologies into mainstream ELT curricula has reshaped the way we construct and disseminate knowledge. It has equally provided new circumstances for students’ active learning. Based on this premise, a substantial amount of research has been carried out on educational technology in an effort to corroborate how effective mobile learning platforms are at fostering learners’ autonomy, motivation, and self-paced learning. Adopting a mixed methods approach, this paper then aims to investigate the impact of two ESP and EFL blended learning courses on students’ engagement, autonomy and collaborative learning. It also seeks to disclose the significant differences and/or similarities in their attitudinal perspectives about the acquisition of content through Schoology’s autonomous virtual learning environment (VLE). The current research made use of both qualitative and quantitative methods. A questionnaire administered to 142 first year ...

The Covid-19 pandemic indirectly requires educators and participants to master information and communication technology related to the learning process. The use of zoom meetings as a virtual synchronous online learning medium is an option to communicate or face-to-face virtually. Since the Covid-19 pandemic, Zoom has developed various breakthroughs to provide convenience to its users or customers by adding various interesting features. These features can be utilized as much as possible by educators in carrying out online learning so that the learning process can take place well

Este glosario reúne, en orden alfabético, los principales términos, siglas, marcos y organizaciones que aparecen a lo largo de este Compendio EaD (C.EaD). Cuando el término en inglés suele tener uso en el contexto hispanohablante, insertamos las dos denominaciones, español e inglés.

Abrir un foro es relativamente sencillo; convertirlo en un espacio de aprendizaje profundo requiere una moderación especializada y sensible. Investigaciones sobre enseñanza en línea muestran que la calidad de la presencia docente y la forma de conducir el diálogo influyen más en los resultados que el simple volumen de mensajes

Los foros, herramienta de discusión asíncrona, constituyen, desde las primeras experiencias de Computer-Mediated Communication (CMC) en los años setenta, una pieza muy relevante de la Educación a Distancia (EaD). Lejos de ser una innovación reciente, el origen de este recurso se remonta a los albores del aprendizaje en red, cuando visionarios de la tecnología y la pedagogía comenzaron a explorar cómo los ordenadores podían conectar mentes en lugar de solo procesar datos.

Tras la expansión acelerada de la digitalización educativa , hemos asistido a una transformación profunda en los modos de enseñar y aprender. Esta transformación ha impactado con especial intensidad en la educación a distancia (EaD), que va dejando de ser un formato complementario o marginal para ocupar un lugar destacado en los sistemas formativos del siglo XXI. Pero el avance tecnológico, por sí solo, no garantiza calidad. Las herramientas digitales deben estar al servicio de una pedagogía renovada, más participativa, crítica y comprometida.

La lección magistral, entendida como exposición oral estructurada por parte de un docente experto ante un grupo de estudiantes, ha sido durante siglos el soporte metodológico de la enseñanza universitaria. Desde las universidades medievales hasta el presente, esta modalidad ha servido para transmitir, organizar y sintetizar el saber en un formato eficiente para grandes grupos. Sin embargo, su vigencia ha sido cada vez más cuestionada en el contexto de una sociedad con acceso ilimitado a la información, nuevas demandas pedagógicas y crecientes posibilidades tecnológicas.

La creciente relevancia de la educación a distancia (EaD), impulsada significativamente por la transformación digital y por desastres globales como la pandemia de COVID-19, ha aumentado la necesidad de que el personal docente desarrolle y actualice un conjunto específico de competencias que no eran precisas antes. La eficacia de cualquier programa de EaD no reside únicamente en el diseño o la tecnología implementada, sino, además, y de forma necesaria en las habilidades que los docentes muestran en su interacción cotidiana con los estudiantes.

English language acquisition is an area of study that garners a great deal of attention because stakeholders in education are continually looking for possible solutions and better pedagogical tools to make teaching and learning more effective.The emergence of e-learning and its Web 2.0 tools offer more opportunities in language application and encourage independent learning. Today, educators are urged to provide students with 21st century skills that are geared towards creativity and critical thinking and the generation of new knowledge, not merely implementing what has been taught.For English language learning and teaching, this paper aims to explore the perceptions of 3rd year Teaching English as Second Language (TESL) students at the University of Malaysia of Edmodo.It is a qualitative research study with singular focus on Edmodo, a social learning platform with over 52 million users, comprised of teachers, students and parents worldwide.The findings indicate four main advantages...

Formative assessment refers to frequent interactive evaluations of students' progress and achievements to identify needs and adjust teaching accordingly. Teachers who use formative assessment methods and techniques are better equipped to address the diverse needs of learners by differentiating and adapting their pedagogy, ultimately enhancing student performance and equity in outcomes. Today, digital tools useful for assessment are becoming increasingly userfriendly and widely accessible. In fact, the evolution of technology drives the evolution of pedagogical approaches and educational activities. Along with this, assessment practices are also evolving. We are witnessing a proliferation of assessment forms and practices, ranging from the simplest to the most complex. In the Moroccan context, where access to digital technologies is improving, these results suggest that adopting such practices could not only enhance students' academic performance but also help reduce inequalities by offering more equitable and personalized learning opportunities, especially in rural and underprivileged areas.

As dificuldades que estudantes encontram no aprendizado de linguagens de programação têm sido relatadas em diferentes épocas e em diferentes áreas de pesquisa. Este artigo baseia-se na proposta de um modelo de processo de construção de programas para aprendizes, o qual foi concebido para apoiar a construção de sistemas que minimizem alguns dos reconhecidos problemas enfrentados por programadores novatos. A partir desse modelo foi implementado um sistema tutor para aprendizado de programação em linguagem C, o qual foi experimentalmente utilizado com um grupo de alunos de engenharia elétrica. Este artigo relata e discute os resultados desse experimento, que apontam para possibilidades promissoras de aplicação desta abordagem.

As the prevalence of service-learning (S-L) within higher education institutions grows across the globe, it makes sense to explore, describe and discuss the recent situation in Spain. As a relatively new pedagogy, S-L has gained prominence in Spanish higher education since its emergence in the early 2000s, and it is increasingly used. This article analyses S-L in higher education in Spain with the purpose of understanding the expression of this promising teaching strategy. The paper is based on documentary analysis of key documents from the last official conference of the S-L that took place in Bilbao (2013). Data was analyzed using thematic analysis and grounded theory, with Atlas.Ti.

Academic literacy is a crucial aspect of education, yet assessing it remains a challenge for universities in knowledge management. This research focuses on how to support Colombian university students in understanding academic texts in virtual learning environments. To address this issue and fill a gap in the literature, the main objective of this study is to propose a model for assessing academic literacy in virtual learning environments, using the Delphi method as a validation tool. A panel of language experts from various Latin American countries was convened to ensure a diverse and representative perspective of the region for this study. The research involved the participation of 15 experts with doctoral degrees from different countries, which allowed for a broad and heterogeneous perspective on academic literacy in virtual learning contexts in Latin America. Each of the participants contributed their knowledge and experience in the language area. In the results, ten key element...

Use of digital learning tools (DLTs) in classrooms has markedly increased since the COVID-19 pandemic began. Concerns exist that some DLTs were integrated without careful consideration of their impacts on student motivation to learn and/or academic achievement. Moreover, differences in student demographic profiles and the learning environment may also impact potential relationships. We surveyed post-secondary students from Canada, Germany, and India to determine if DLT use, effectiveness, and/or mode of course delivery differed across jurisdictions, and if any relationships exist between use of different types of DLTs and student GPA. Results indicate that although students from all countries examined preferred classes utilising particular types of DLTs, increased use of DLTs did not improve academic achievement. Nevertheless, it is crucial that DLTs continue to play key roles in modernising our pedagogical approaches given their impacts on course satisfaction and general appeal to the sensibilities of today's students.

study investigated why individuals leave WhatsApp groups, drawing on Communication Privacy Management (CPM) Theory through a quantitative research design. Using questionnaires and SPSS Version 31, data were analysed via chi-square tests, independent samples t-tests, and logistic regression. The most frequently cited reasons for leaving groups were information overload (68%), excessive voice messages (54%), and motivational or quotation content (49%). Communication style also played a notable role, with harsh, offensive, or emotionally hurtful language reported as damaging to participants' well-being and a contributing factor to group exit. Statistical analyses revealed several significant findings. Chi-square results demonstrated a significant association between age and privacy concerns (χ² = 12.34, p < .01), while independent samples t-tests showed that females reported greater privacy concerns than males (t = 2.15, p < .05). Logistic regression confirmed that both privacy concerns (β = 0.42, p < .01) and interpersonal conflict (β = 0.37, p < .05) meaningfully increased the likelihood of departure. Overall, the study found that privacy boundary violations, intensified conflict, personal attacks, and inappropriate language were strong drivers of disengagement. The findings underscore the importance of respectful communication, clearly defined group purposes, and effective moderation. Platform-level features supporting user autonomy were also highlighted as essential. Future research directions include cross-platform comparisons, intervention strategies to minimise unnecessary exits, and exploration of cultural differences in digital privacy management. The study contributes valuable insights into the social and psychological dynamics shaping participation in digital group communication.

The intercultural aspect of academic practices strengthens institutional identity as an inclusive and globally aware organization. However, the absence of internationalization plan    leads    to    fragmented    or    reactive    changes    with underdeveloped organizational strategies. This study aims to evaluate the preparedness, practices and initial strategies in internationalization of one state college in the Philippines anchored in Lewin’s Change Theory. The study used mixed-methods explanatory approach to provide an overview of the institution’s internationalization status from the total enumeration of 71 respondents who served as key stakeholders to assess the institutional preparedness and practices. Results revealed that there is a high level of preparedness and moderate level of implementation in both practices and strategies in internationalization while leadership and administrative commitment were identified as strong points which reflects proactive planning and policy support for global initiatives. However, there were some gaps and limitations found in the areas of infrastructure, student and faculty mobility and intercultural campus engagement that hindered the implementation of new strategies. Through the integration of these  phases of preparedness which reflects the unfreezing stage, practices for change phase, and strategies for refreezing phase into a unified framework given the limited resources, the findings contribute to the development of strategic plan and how the results fill an institutional gap to address the demands of internationalization. This research offers  valuable insights for policymakers and administrators who are seeking to  enhance institutional capacity for global engagement and competitiveness.

The advent of web 2.0 and the developments it has introduced both in everyday practice and in education have generated discussion and reflection concerning the technologies which higher education should rely on in order to provide the appropriate e-learning services to future students. In this context, the Virtual Learning Environments (VLEs), which are widely used in universities around the world to provide online courses to every specific knowledge area and of course in foreign languages, have started to appear rather outdated. Extensive research is under progress, concerning the ways in which educational practice will follow the philosophy of web 2.0 by adopting the more learner-centred and collaborative approach of e-learning 2.0 applications, without abandoning the existing investment of the academic institutions in VLEs, which belong to the e-learning 1.0 generation, and, thus, serve a teacher-or coursecentred approach. Towards this direction, a notably promising solution seems to be the exploitation of web 2.0 tools in order to form Personal Learning Environments (PLEs). These are systems specifically designed or created by the combined use of various external applications or tools that can be used independently or act as a supplement to existing VLE platforms, creating a personalized learning environment. In a PLE, students have the opportunity to form their own personal way of working, using the tools they feel are most appropriate to achieve their purpose. Regarding the subject of foreign language, in particular, the creation of such personalized and adaptable learning environments that extend the traditional approach of a course seems to promise a more holistic response to students' needs, who, functioning in the PLE, could combine learning with their daily practice, communicating and collaborating with others, thus increasing the possibilities of access to multiple sources, informal communication and practice and eventually acquiring the foreign language. Purpose-The purpose of this study is to investigate the ways in which foreign language teachers could take advantage of web 2.0 technologies to form efficient and easy to use personal learning environments (PLEs) for their students in foreign language learning courses. Design/methodology/approach-In this paper we firstly present the current research on PLEs, as well as the different ways of their formation and the pedagogical context in which they are based. Furthermore, in order to investigate the possibility of developing PLEs for language teaching/learning, we examine the technological platforms and web 2.0 tools that could help a foreign language teacher without special technical skills to develop an environment suitable for use in a language course. Towards this direction, specific solutions-PLEs based on tools available on the web and especially designed for this purpose, are proposed. Findings-In this paper, the capabilities and characteristics of the proposed PLEs as well as the advantages and the disadvantages of the proposed settlements are detected. Moreover, as PLEs are a potential next step in the formation of future VLEs, the way in which the proposed solutions could extend the existing VLE installations and potential as well as the possibility of their parallel utilization is also examined. Research limitations/implications-A PLE can be developed in several different ways, which vary in degree of difficulty and development requirements, in terms of manpower and the skills involved, and of course in terms of financial resources. Having that in mind, the proposed solutions meet many of the above requirements, as they are exclusively based on tools that are freely available on the web and do not require the allocation of funds, or the existence of a multidisciplinary production team. Practical implications-Application solutions such as those proposed in this article will help foreign language teachers to use a wider variety of resources and organize them in a better and more useful way for their students, while allowing them to develop new, more suitable pedagogical approaches. It will also provide new opportunities in a foreign language course and will offer students work environments compatible with their daily lifestyle, motivating them to be more productive and thus, to study more effectively and learn in a more natural way. Originality/Value-Although research on PLEs is in constant progress, the ways in which such environments could be used in a foreign language course, have not yet been investigated thoroughly. It is believed that this work will contribute to finding ways in which foreign language teachers will be able to exploit the potential of Web 2.0 technologies and offer new perspectives in foreign language courses.

Foreign language teachers are nowadays required to respond to the changes provoked by the advent of web 2.0 and the developments it has introduced in the learning behaviour of users, and to adopt a new teaching approach, integrating users' online social activities in their educational practice. In this new educational approach, users must be able to choose the appropriate content for their needs, interact and collaborate with others and learn in an informal online environment, similar to the environment they use in their everyday life. Towards this direction, the development of Personal Learning Environments (PLEs) seems to promise new possibilities in the field of language teaching and learning, especially concerning LSP applications. In this paper we first present the current research on PLEs, their philosophy, the pedagogical context they are based on as well as the different ways of their formation. Furthermore, we propose a PLE developed specifically for language learning using the Netvibes platform. More specifically, we present the components and the possibilities of this PLE, as well as the way the environment was used in the foreign language classroom. Finally, we draw conclusions deriving from this application and the perspectives that this type of environment creates for language learning.

La Lógica, dirigida a estudiantes universitarios de Ingeniería, aporta al alumno una visión razonada del aprendizaje basada en la formalización del conocimiento y en la automatización de distintas formas del razonamiento humano . Con el objetivo de potenciar su aprendizaje nace First Order Logic in Moodle (FOLMO), un software de fácil integración con Moodle que permite el trabajo autónomo del alumno mediante la realización de ejercicios propuestos por el profesor.

The COVID-19 pandemic necessitated the rapid implementation of Emergency Remote Teaching (ERT) across higher education institutions worldwide. While earlier research has examined the associated technological and student-related challenges, limited attention has been given to instructors' online class attendance, teaching behaviours, and assessment practices during this period. This study explored university students' evaluations of instructors' online attendance, teaching behaviours, and assessment practices at a university in Ghana during the ERT. A large dataset comprising 73,906 course-level evaluations from 24,726 students was analysed using descriptive statistics. The findings revealed substantial attendance challenges: 44.8% of students reported that lecturers met for less than 70% of the scheduled time, and many arrived significantly late. The study reported strong endorsement of instructional clarity and content-delivery teaching behaviours, whereas interactive and higher-order teaching practices received lower ratings. Assessment practices were dominated by term papers and assignments, with delayed grading and limited feedback. Although multiple assessments were often administered, weaknesses in timely, dialogical feedback suggest a diminished formative function. The findings highlight the need to strengthen digital pedagogical training, infrastructure, and assessment literacy to sustain both instructional continuity and meaningful engagement in future emergency contexts.

This paper outlines a pedagogical approach to course learning materials for students who attend tutorials on-campus and online. Reflecting upon these two modes of study, it describes a model developed for the Bachelor of Communication course at Western Sydney University. This approach sought to develop efficacy in academic staff by providing clear guidelines for engagement in learning, comprehensive and consistent pre-recorded lecture materials and virtual tutorial support. By developing the potential of virtual and in-classroom experiences this integrated design fosters shared 'communities of practice' for teaching staff as much as students.

This chapter describes important issues regarding research students' participation in a virtual community. Within a virtual community, university staff can communicate with research students without geographical/space constraints, and research students can exchange views, materials, and experience with their peers and/or academics in a flexible learning environment. Students' participation in virtual communities is mainly based on socio-emotional and informational motivations. Initially, this chapter describes the conditions of research in a traditional environment and the role of students and academics in it, along with the role of pedagogical and psychological aspects in virtual communities. Examples from a university virtual community developed in a Virtual Learning Environment and a Facebook™ closed group are presented. Apart from discussion forums, blended learning activities also increase students' engagement in virtual communities. Technical issues and difficulties based on different learning environments and university members' experience and familiarity with technology are highlighted and discussed.

In recent years, increasing attention has been devoted to virtual learning. Individual characteristics are known to play a crucial role in learning processes but only limited research has been conducted in the context of virtual settings. Therefore, we used an integrated multimethod approach in order to examine the impact of types of academic motivation (intrinsic vs. extrinsic) on virtual learning. This study of 100 online summer course participants indicates that the willingness to contribute to discourse depends on the type of ...

Digital competencies and hybrid education have become fundamental tools to promote new learning styles in the context of higher education. The objective of the research was to evaluate the challenges that hybrid education creates with respect to the digital competencies of Peruvian university teachers in times of uncertainty. The approach used was mixed in order to collect both numerical and qualitative data. The population and sample were composed of 189 teachers from three national universities. The techniques used were a survey for quantitative data and an interview for qualitative data. The instruments used were a questionnaire and an interview protocol. The results show that the challenges that universities in Peru must face are the recognition of their own potential, technical-technological capacity, interpretation of the felt needs, the formative development of human talent, and reflecting themselves as a dynamic node that responds to the changes in society. It was concluded that Peruvian universities must proactively address the challenges presented by hybrid education and the development of digital competencies to ensure a high quality education that prepares students for the world of today and the world of tomorrow.

This study explored the effectiveness of a developed multimedia-based Virtual Learning Environment (VLE) in facilitating students' comprehension of complex concepts in Technical Drawing, with particular attention to perceptions, gender-based reactions, and instructional design quality. Guided by the ADDIE model, the VLE addressed persistent challenges in teaching orthographic projection, sectional views, and assembly drawing in Nigerian secondary schools due to continued reliance on traditional and manual teaching methods. Quantitative analysis of students' perceptions (n = 54) revealed highly favorable responses, with itemised mean scores ranging from 3.3 to 3.8 and a grand mean of 3.5. Students found the VLE usable, pedagogically rich, and engaging, especially in its capacity to simplify difficult content and foster individualized learning. Regarding gender, male students reported slightly higher attitude scores (M = 3.38) than females (M = 3.23), though the difference was not statistically significant, t(52) = 1.67, p > .05. This suggests the VLE's inclusiveness across gender lines. Expert evaluation by educational technologists yielded a grand mean of 3.5, validating the platform's design as learnercentered, procedurally structured, and interaction-rich. Most notably, a paired samples ttest confirmed a significant improvement in academic performance post-intervention, t(53) = 28.41, p < .001, with a very large effect size (Cohen's d = 3.85). The findings collectively endorse the VLE as a highly effective, engaging, and inclusive instructional tool for Technical Drawing pedagogy in contemporary digital classrooms.