Context and user needs in virtual learning in pursuit of qualities of learning

Abstract

Learning is integral in the present dynamic environment characterized by factors, such as intense technological innovation and global economy. Thus, learning is constantly required as, for example, rapid development of technologies is both a push factor in learning requirements and a vehicle to advance the learning process. The global nature of the environment today calls for virtual learning because of convenience, time and cost factors. This research seeks to draw measures to promote virtual learning experience. The research is based on a total virtual learning experience of a master's level information and communication technology for development (ICT4D) course at the University of Tampere in 2016. This course was offered two times and to two sets of student groups. A survey was conducted at the mid-course stage to assess the virtual learning experience and propose the ways to improve learning process. The assessment included how well the virtual environment and pedagogy promoted qualities of learning, these are, active, constructive, collaborative, intentional, contextual, transfer and reflective learning. Excellence in learning should always be promoted even in virtual environment. This research seeks to promote qualities of learning by considering context in terms of assessing the learning environment that is, participants' virtual learning experience, study contents and learning technologies. Context is important in order to map the learning process that suits the learners and study contents. The results of this study include highlight of pedagogical techniques and technological tools that fit the learners' and study content requirements to foster learning in a virtual environment.

Enhancing students’ online collaborative PBL learning performance in the context of coauthoring-based technologies: A case of wiki technologies

“…Additionally, wikis are stable, universal, free of charge, and free of advertising, which may help students’ learning processes. Several studies have presented better student participation and understanding to create more interaction, personal meaning, and practice in PBL activities (Harris et al, 2020 ; Mavengere & Ruohonen, 2018 ; Lin & Wang, 2022 ). Therefore, this study explores students’ perceptions of using wikis as collaborative learning platforms to interact in solving real-world problems of learning tasks.…”

“…Therefore, there is a need for further investigation into learners’ perceptions regarding the applications of such platforms (Courtney et al, 2022 ; Zavolokina et al, 2020 ). Moreover, while there have been calls for more research on investigating how students’ learning processes are impacted via the use of various advanced technologies and educational practices (Mavengere & Ruohonen, 2018 ; vanOostveen et al, 2019 ), research on the critical factors (i.e., completeness and understandability) that contribute to the effectiveness of using wiki technologies (e.g., coauthoring) in collaborative problem-based learning (PBL) environments for improving students’ learning performance are scarce.…”

“…Previous studies have indicated that learners perceived learning effectiveness is likely influenced by higher-order affective outcomes, such as a sense of belonging, identification, and trust (Lizzio & Wilson, 2013 ; Mohammadi Zenouzagh et al, 2023 ). Thus, it is critical to developing a more comprehensive understanding of the factors influencing the effectiveness of collaborative PBL activities in order to know how the effectiveness of such a learning process may be enhanced (Mavengere & Ruohonen, 2018 ).…”

The ‘New Normal’ in Higher Education: Innovative teaching and learning technologies and practices during a crisis

“…We should seek to achieve qualities of learning in higher education (Baran 2011; Wang and Torrisi-Steele 2015; "Author" 2018, Wu 2020) [6,9,10,11]. Technology could be adopted in efforts to foster qualities of learning.…”

“…"Learners are able to transfer learning from the situations and contexts, where learning has taken place and use their knowledge in other situations" ("Author", 2018) [11]. Transfer learning is demonstrated by students during assessment.…”