Effects of virtual learning environments: A scoping review of literature

Caprara, Laura; Caprara, Cataldo

doi:10.1007/s10639-021-10768-w

Cited by 42 publications

(22 citation statements)

References 50 publications

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“…This qualitative research reported that female students with children were struggling to manage daily schedules at home and described having time management di culties; some even discussed the lack of support provided by their partners (17). Evidence from literature demonstrated the negative effect of distanced E-learning on students' mental health, revealing that some students experienced feeling helpless, burdened, and suffering from burnout symptoms (17,33,34). Moreover, boredom and lack of motivation were also challenges encountered by participants of this study.…”

Section: Discussionmentioning

confidence: 98%

The era of E-learning from the perspectives of Jordanian medical students: A cross-sectional study

Barakat

Farha

Muflih

et al. 2022

Heliyon

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Section: Discussionmentioning

confidence: 98%

The era of E-learning from the perspectives of Jordanian medical students: A cross-sectional study

Barakat

Farha

Muflih

et al. 2022

Heliyon

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“…Thus, as revealed by Abdulwahed and Nagy ( 2009 ), virtual laboratories are not only used as a substitute to real/hands-on laboratory but they can also be used to supplement the hands-on laboratory and provide effective and rapid learning outcomes in the respective science subject. This virtual laboratory provided clear and enjoyable learning environment as commented by teachers, students and different stakeholders reported by different researchers (Ardac & Akaygun, 2004 ; Jeschke et al, 2010 ; Özgür, 2020 ; Caprara & Caprara, 2022 ; Leitão et al, 2022 ). For instance, students who started from virtual laboratory seemed to enjoy in the following stages as they were more aware with all stages than other students.…”

Section: Discussionmentioning

confidence: 91%

“…By means of virtual laboratories, students have the opportunity of repeating any incorrect experiments as well as to deepen the intended experiences. Moreover, the interactive nature of such teaching methods which most of them are multimedia and simulations (Bellou et al, 2018 ) offers a clear and enjoyable learning environment (Ardac & Akaygun, 2004 ; Jeschke et al, 2010 ; Caprara & Caprara, 2022 ; Leitão et al, 2022 ). As a result, virtual laboratories are not only used as a substitute to real laboratory but they can also be used to supplement the hands-on laboratory and provide effective and rapid learning outcomes in the respective STEM subjects or courses (Abdulwahed & Nagy, 2009 ).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of virtual laboratory vs. paper-based experiences to the hands-on chemistry practical in Tanzanian secondary schools

Manyilizu

2022

Educ Inf Technol

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Science subjects at pre-tertiary and tertiary education levels are important for socio-economic and industrial development of any country; however, they are difficult for students to construct their concepts. In Tanzania, insufficient or lack of practical experiments are major challenges for science subjects due to insufficient or lack of laboratories, apparatus, expertise or reagents. Thus, this research assesses the effectiveness of paper-based against virtual laboratory experiences towards improvement of real (hands-on) chemistry practical in Tanzanian secondary schools focusing in Dodoma region. Chemistry virtual laboratory was developed and being deployed at Dodoma Secondary School for students who were never done practical sessions before to avoid biasness towards the study. The students were divided into three groups, namely paper-based and real laboratory as control groups (CG) and virtual laboratory as the experiment group (EG). Each group was further divided into two groups for the rest approaches forming six (6) groups. For EG, students were taught based on instructional approach which was enriched by computer animations in the computer laboratory. Results indicate that students who firstly attended virtual laboratory performed better in real laboratory than those who firstly attended real laboratory. Furthermore, the best progressive learning and performance for real experiments appears when the virtual laboratory preceded paper-based practical experiments. Thus, virtual laboratory is a very useful tool for learning chemistry practical not only to schools without laboratories but also to those with laboratories; and it should be considered by all the pre-tertiary schools in Tanzania and other schools in similar situations.

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“…Attraction toward E-learning and e-assessments among learners and instructors is enhanced manifold (Khan et al, 2021) because the education and learning industry is shifting rapidly towards technical and virtual methods (Almossa, 2021;Caprara & Caprara, 2022;Dhawan, 2020), in particular, it rose as a most viable solution during Covid 19 Pandemic. Computer programming has emerged as one of the essential skills in this period of digital literacy, as every industry becomes technologically proficient and current progressive inventions are dependent on computer software (Contreras & Siu, 2015), giving rise to the mass enrollment of learners in computer programming courses across the world.…”

Section: Introductionmentioning

confidence: 99%

Objective Assessment in Java Programming Language Using Rubrics

Priyanka¹,

Mehrotra²

2022

JITE:IIP

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Aim/Purpose: This paper focuses on designing and implementing the rubric for objective JAVA programming assessments. An unsupervised learning approach was used to group learners based on their performance in the results obtained from the rubric, reflecting their learning ability. Background: Students' learning outcomes have been evaluated subjectively using a rubric for years. Subjective assessments are simple to construct yet inconsistent and biased to evaluate. Objective assessments are stable, reliable, and easy to conduct. However, they usually lack rubrics. Methodology: In this study, a Top-Down assessment approach is followed, i.e., a rubric focused on the learning outcome of the subject is designed, and the proficiency of learners is judged by their performance in conducting the task given. A JAVA rubric is proposed based on the learning outcomes like syntactical, logical, conceptual, and advanced JAVA skills. A JAVA objective quiz (with multiple correct options) is prepared based on the rubric criteria, comprising five questions per criterion. The examination was conducted for 209 students (100 from the MCA course and 109 from B.Tech. course). The suggested rubric was used to compute the results. K-means clustering was applied to the results to classify the students according to their learning preferences and abilities. Contribution: This work contributes to the field of rubric designing by creating an objective programming assessment and analyzing the learners’ performance using machine learning techniques. It also facilitates a reliable feedback approach offering various possibilities in student learning analytics. Findings: The designed rubric, partial scoring, and cluster analysis of the results help us to provide individual feedback and also, group the students based on their learning skills. Like on average, learners are good at remembering the syntax and concepts, mediocre in logical and critical thinking, and need more practice in code optimization and designing applications. Recommendations for Practitioners: The practical implications of this work include rubric designing for objective assessments and building an informative feedback process. Faculty can use this approach as an alternative assessment measure. They are the strong pillars of e-assessments and virtual learning platforms. Recommendation for Researchers: This research presents a novel approach to rubric-based objective assessments. Thus, it provides a fresh perspective to the researchers promising enough opportunities in the current era of digital education. Impact on Society: In order to accomplish the shared objective of reflective learning, the grading rubric and its accompanying analysis can be utilized by both instructors and students. As an instructional assessment tool, the rubric helps instructors to align their pedagogies with the students’ learning levels and assists students in updating their learning paths based on the informative topic-wise scores generated with the help of the rubric. Future Research: The designed rubric in this study can be extended to other programming languages and subjects. Further, an adaptable weighted rubric can be created to execute a flexible and reflective learning process. In addition, outcome-based learning can be achieved by measuring and analyzing student improvements after rubric evaluation.

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Effects of virtual learning environments: A scoping review of literature

Cited by 42 publications

References 50 publications

The era of E-learning from the perspectives of Jordanian medical students: A cross-sectional study

The era of E-learning from the perspectives of Jordanian medical students: A cross-sectional study

Effectiveness of virtual laboratory vs. paper-based experiences to the hands-on chemistry practical in Tanzanian secondary schools

Objective Assessment in Java Programming Language Using Rubrics

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