Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training
Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training
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DOI：
10.2307/3250989
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发表时间：
2001-12-01
期刊：
影响因子：
7.3
通讯作者：
Ives, B
中科院分区：
文献类型：
--
作者：
Piccoli, G;Ahmad, R;Ives, B
互联网技术正在对学习行业产生重大影响。营利性组织和传统高等教育机构已经开发并正在使用基于网络的课程，但与传统课堂教育相比，人们对其有效性知之甚少。我们的工作重点是基于网络的虚拟学习环境（VLE）在基本信息技术技能培训背景下的有效性。本文提供了三个主要贡献。首先，它介绍并定义了 VLE 的概念，讨论了 VLE 与传统课堂的不同之处，并将其与相关但范围更窄的计算机辅助教学 (CAI) 概念区分开来。其次，它提出了基于技术介导的学习文献的 VLE 有效性的 2 个框架，该框架构建了 VLE 研究领域，并解决了主要结构之间的关系。最后，重点关注一个重要的 VLE 设计变量——学习者控制，并通过纵向实验设计将两种基于网络的 VLE 与传统课堂进行比较。我们的结果表明，在本科教育 IT 基本技能训练的背景下，两种环境中注册的学生之间的表现没有显着差异。然而，VLE 导致了更高的计算机自我效能感，而参与者则对学习过程不太满意。
Internet technologies are having a significant impact on the learning industry. For-profit organizations and traditional institutions of higher education have developed and are using web-based courses, but little is known about their effectiveness compared to traditional classroom education. Our work focuses on the effectiveness of a web-based virtual learning environment (VLE) in the context of basic information technology skills training.This article provides three main contributions. First, it introduces and defines the concept of VLE, discussing how a VLE differs from the traditional classroom and differentiating it from the related, but narrower, concept of computer aided instruction (CAI). Second, it presents 2 framework of VLE effectiveness, grounded in the technology-mediated learning literature, which frames the VLE research domain, and addresses the relationship between the main constructs. Finally, it focuses on one essential VLE design variable, learner control, and compares 2 web-based VLE to a traditional classroom through a longitudinal experimental design.Our results indicate that, in the context of IT basic skills training in undergraduate education, there are no significant differences in performance between students enrolled in the two environments. However, the VLE leads to higher reported computer self-efficacy, while participants report being less satisfied with the learning process.