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Journal articles on the topic 'Teaching environment'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Akhobadze, Babulia (Khatuna). "Teaching grammar in context and multilingual environment." International Journal of Multilingual Education X, no. 3 (November 11, 2021): 119–26. http://dx.doi.org/10.22333/ijme.2021.190014.

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The Content and Language Integrated Learning (CLIL) method focuses on teaching the main subject through a foreign language. This method is already successfully used in various around the world no specific formula or textbook exists so far. Based on the study of the existing literature, the possibility of using CLIL at Universities of Georgia and its anticipated results are analyzed in the present thesis. Target language of CLIL is mostly English. In our country English for Specific Purposes (ESP) is successfully taught in many Universities. For example, at the Faculty of Economics and Business our students are taught Business using a special English textbook to learn some issues of economics and business. Teaching any curricular subject using CLIL will be twice as effective and convenient for both the student and the university than teaching English and this particular subject separately. CLIL ensures a comprehensive study of a specific subject and a high level of English language proficiency. CLIL has a significant positive impact on the growth of the students’ language competence. It helps them to achieve significant success in terms of various linguistic aspects, such as: vocabulary, terminology, academic English, etc. However, the assessment is made not in terms of language competence, but in terms of subject matter proficiency. Indeed, CLIL does not only mean language teaching - it is a complex method of using a foreign language to study a major subject. Consequently, knowledge is assessed within the competence of the main subject and thereby the language proficiency as well. With no database of textbooks for CLIL, everything is upon the teacher training, as a result of which the teacher must be able to compile a lesson plan based on different subject materials. We propose to use CLIL to teach different curricular subjects to the students of the Faculty of Economics and Business. To begin with economics, famous economists, e.g., Marshall, Robbins, Sandmo, etc. have different answers to the question "What is economics?" Therefore, the goal of the lecture course we suggest within CLIL will be to find the answer to this question.

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Giguashvili, Tsisana, and Dali Sanaia. "Teaching grammar in context and multilingual environment." International Journal of Multilingual Education X, no. 3 (November 11, 2021): 113–18. http://dx.doi.org/10.22333/ijme.2021.190013.

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Multilingual environment has always been characteristic to Georgian reality. Today, due to current political or economic changes multilingualism has impacted the various fields including education. In this respect, Tbilisi State University is no exception, where the number of multilingual classes of ESL students of Azeri, Armenian and Georgian nationality is increasing. This process is accompanied by new challenges posed to the acquisition of the English language. The necessity of tackling these problems imposes responsibilities on English teachers, who are constantly engaged in the search for appropriate strategies and approaches fostering the proper learning process. Having a good command of a foreign language implies the acquisition of new language items and the development of all the skills and sub skills that cannot be achieved without knowing grammar as an important component for developing the receptive and productive skills. The paper aims at finding the efficient ways of teaching grammar in multilingual environment. For this purpose, the problems related to learning grammatical structures are identified and analyzed and their solutions are suggested. Reviewing the advantages and drawbacks of applying various approaches and strategies, the paper singles out teaching grammar in context and supports its utilization in the multilingual classroom with the findings demonstrated by the experiment conducted. The paper presents scholarly viewpoints regarding the above mentioned issues, inferences and concludes that the proper strategies, methods and approaches to teaching grammar should be determined considering the peculiarities of multilingual classroom so as to achieve the favourable learning outcomes.

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Kumar, Shashwat, and Sangeeta Chauhan. "Blended teaching-learning environment." GYANODAYA - The Journal of Progressive Education 14, no. 1and2 (2021): 40–42. http://dx.doi.org/10.5958/2229-4422.2021.00004.9.

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El Geddawy, Yasser, Fernando A. Mikic-Fonte, Martín Llamas-Nistal, and Manuel Caeiro-Rodríguez. "Introducing Personal Teaching Environment for Nontraditional Teaching Methods." Applied Sciences 12, no. 15 (July 28, 2022): 7596. http://dx.doi.org/10.3390/app12157596.

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Students use technology in various ways to learn. The differences in their learning goals and needs make it challenging for teachers to be more engaged in designing educational tasks, assisting, and coping with their students learning. This paper introduces a novel structure of a concept for teaching called Personal Teaching Environment (PTE). This contribution aims to provide teachers with PTE components (tools, connections and activities, and data sources) that can facilitate the fulfillment of their educational tasks for them. The main goal of this study is to define the concept of PTE and its components, as well as to investigate the most popular nontraditional teaching methods and to relate PTEs to these methods with application examples. Therefore, this paper addresses the following questions: (a) What is the structure of PTE, and how does it work? (b) What are nontraditional teaching methods’ advantages, frameworks, and successful implementation stories? and (c) How would you categorize the tool types of nontraditional teaching methods to serve PTE applications? A review was conducted to achieve these goals, and a total of 93 peer-reviewed articles pertaining to the most frequently studied nontraditional teaching methods were comprehensively studied and analyzed. The analysis resulted in practical guidelines, including the benefits and tool types of the five studied nontraditional teaching methods (flipped classroom, problem-based learning, gamification, case study, and social media-centered). Based on the results, the authors established significant examples for teachers who aim to use one or more of those nontraditional teaching methods through the adoption and utilization of the PTE applications.

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Handoko, Handoko, and Ayumi Ayumi. "Teaching Writing in Blended Environment." JURNAL ARBITRER 8, no. 2 (October 27, 2021): 197. http://dx.doi.org/10.25077/ar.8.2.197-206.2021.

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The article aims to describe the implementation blended learning environment in teaching writing skills. The research is based on the blended learning framework that integrates face-to-face methods and online learning methods. The face-to-face method is given to see students' activeness in delivering ideas and brainstorming before writing essays. The online learning method is used to see students' ability to elaborate ideas from drafting to become a complete essay. Thus, students can be effective in learning in class to discuss their draft an essay and not spend much time writing. The implementation of blended learning was distributed to three session: brainstorming, drafting, and final writing. The evaluation was done for each cycle. After the evaluation, students get feedback for their performance in the previous session. The result post-test shows that students in the experimental class have indicated a significant improvement in essay writing performance with significance 0,06>0,05 with an average score of 76,35. The result of the research is very important as a framework to develop learning models for teaching writing at universities.

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McDonald, Chris, and Kamran Kazemi. "Improving the PVM teaching environment." ACM SIGCSE Bulletin 29, no. 1 (March 1997): 219–23. http://dx.doi.org/10.1145/268085.268167.

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7

de Wit, Hans. "Teaching in an International Environment." Journal of Studies in International Education 5, no. 3 (September 2001): 255–59. http://dx.doi.org/10.1177/102831530153006.

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Novak, Robert, and Terrence Gavin. "Teaching "Lead in the Environment"." Bulletin of Science, Technology & Society 8, no. 4 (August 1988): 424–26. http://dx.doi.org/10.1177/027046768800800412.

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9

White, James E. "Teaching with CAL: A Mathematics Teaching and Learning Environment." College Mathematics Journal 19, no. 5 (November 1988): 424. http://dx.doi.org/10.2307/2686665.

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White, James E. "Teaching with CAL: A Mathematics Teaching and Learning Environment." College Mathematics Journal 19, no. 5 (November 1988): 424–43. http://dx.doi.org/10.1080/07468342.1988.11973151.

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11

Chang, Hai Feng, Yu Long Dong, and Jia Jun Liu. "Teaching Reform in the Network IT Environment." Applied Mechanics and Materials 278-280 (January 2013): 2103–6. http://dx.doi.org/10.4028/www.scientific.net/amm.278-280.2103.

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[Purpose] The paper aims to explore instructional design of the structure under the web-based environment, as well as the similarities and differences with the traditional instructional design; with its teaching resources，methods and students' ability to develop design strategies. [Method]Through the introduction of systems analysis and experimental control and from the network hardware environment, resources, environment and cultural environment the network learning environment design is brought forth. [Results]The results show that the network environment, information technology, instructional design, which are based on the learner and the teaching process for the study, aims to achieve a good learning environment, to organize the various elements; to form an ordered system; particularly to emphasis on learning characteristics and learning needs analysis of the measurement, to focus on the design of learning environments and “communication-oriented” classroom activities. [Conclusions] This instructional design under network information technology environment is a very important significance for a variety effective learning activities, for students to stimulate motivation to learn.

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Williamson, Peter A., and Steven B. Silvern. "Parental teaching styles in an open-ended teaching-learning environment." Early Childhood Research Quarterly 1, no. 4 (December 1986): 407–15. http://dx.doi.org/10.1016/0885-2006(86)90017-7.

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Yang, Rui Chun, Fu Ying Shen, and Jia Jun Liu. "Build a Network Multimedia Teaching Environment." Applied Mechanics and Materials 278-280 (January 2013): 1976–79. http://dx.doi.org/10.4028/www.scientific.net/amm.278-280.1976.

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[Purpose] This paper is to explore network information environment composition and characteristics of multimedia teaching and research, teaching model and their building. [Method] Literature, experimental research, questionnaires, interviews, training and other research methods are used. [Results] Multimedia teaching by teachers, sharing with learners, its content, its transmission environment, and other basic elements of composition, characteristics reflected on the teaching philosophy of updates, its extension of the concept and functions of the teacher-role changes, as the changing role of teachers and the capacity requirements, learner’s autonomy and self-control ability to enhance the teaching resources and their sharing of rich, personalized teaching process, diversity of teaching content, modernization of teaching methods and so on are achieved. [Conclusions] The teaching concept of network information environment is a multi-media teaching method and educational philosophy with a series of changes and transference. It is a neo-strategy to adapt the information society, knowledge economy, market competition, high-tech, digital environment with their application type, complex and creative training mode of education as well.

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Rosenthal, Joe, and Ann Stephenson. "General Practice: The Future Teaching Environment." British Journal of General Practice 60, no. 571 (February 1, 2010): 144. http://dx.doi.org/10.3399/bjgp10x483391.

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15

Schug, Mark C. "Teaching the Economics of the Environment." Citizenship, Social and Economics Education 2, no. 1 (March 1997): 47–55. http://dx.doi.org/10.2304/csee.1997.2.1.47.

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This article addresses what is currently taught about the environment in the school curriculum and explains how an economics approach can change it. A recent study in the United States provides evidence supporting the suspicions of many economists that the environmental education in schools is often flawed. The Independent Commission on Environmental Education (1997) concluded that most curriculum materials it examined lacked an emphasis on basic economic concepts. Curriculum materials would be improved by recognising the importance of economic forces. For example, markets provide incentives that influence people's environmental actions and market approaches — as opposed to government command and rule systems — foster cooperation between groups and individuals. The primary contribution of economics to environmental education is recognition of the tragedy of the commons. The tragedy of the commons states that people take better care of things they own and tend to overuse things they do not own. This simple but powerful lesson holds important meaning for environmental education. In contrast non-market solutions leave us only with solutions involving force, expense, and guilt. The author concludes by describing a middle-level curriculum published by the National Council on Economic Education, which strives to use market forces to analyse environmental problems.

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Hinton, Jean. "Teaching professionalism in the perioperative environment." Journal of Operating Department Practitioners 2, no. 1 (January 2014): 30–35. http://dx.doi.org/10.12968/jodp.2014.2.1.30.

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Vanka, Anita, and Alexandra Hovaguimian. "Teaching strategies for the clinical environment." Clinical Teacher 16, no. 6 (September 4, 2018): 570–74. http://dx.doi.org/10.1111/tct.12928.

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Rusinko, Cathy A. "Adapting to the Online Teaching Environment." Journal of Teaching in International Business 14, no. 2-3 (March 4, 2003): 133–45. http://dx.doi.org/10.1300/j066v14n02_09.

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19

Brown, Sally. "Teaching, learning and the learning environment." Language Learning Journal 14, no. 1 (September 1996): 80–84. http://dx.doi.org/10.1080/09571739685200441.

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Demir, Ömer. "İDKAB teaching candidates’ perception on environment." International Journal of Social Sciences and Education Research 3, no. 5 S (September 27, 2017): 1700–1714. http://dx.doi.org/10.24289/ijsser.336854.

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Sommer, Richard, and Gregory Nuckols. "A Proof Environment for Teaching Mathematics." Journal of Automated Reasoning 32, no. 3 (February 2004): 227–58. http://dx.doi.org/10.1023/b:jars.0000044825.55318.95.

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22

Hanna, Stanley J., and Lawrence T. McGill. "A Nurturing Environment and Effective Teaching." College Teaching 33, no. 4 (November 1985): 177–80. http://dx.doi.org/10.1080/87567555.1985.10532316.

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Curran, K. "A Web-based collaboration teaching environment." IEEE Multimedia 9, no. 3 (July 2002): 72–76. http://dx.doi.org/10.1109/mmul.2002.1022860.

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24

Heniford, B. Todd, Charles L. Backus, Brent D. Matthews, Frederick L. Greene, William B. Teel, and Ronald F. Sing. "Optimal teaching environment for laparoscopic splenectomy." American Journal of Surgery 181, no. 3 (March 2001): 226–30. http://dx.doi.org/10.1016/s0002-9610(01)00558-x.

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25

Brusilovsky, P. L., and T. B. Gorskaya-Belova. "An environment for physical geography teaching." Computers & Education 18, no. 1-3 (January 1992): 85–88. http://dx.doi.org/10.1016/0360-1315(92)90040-c.

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26

Arif, Seema, and Maryam Ilyas. "Creating a Quality Teaching Learning Environment." International Journal of Learning: Annual Review 18, no. 6 (2012): 51–70. http://dx.doi.org/10.18848/1447-9494/cgp/v18i06/47647.

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Garcia, Francisco J., Maria N. Moreno, Jose R. Garcia Bermejo, and Joaquin Garcia. "Collaborative multimedia environment for chess teaching." International Journal of Computer Applications in Technology 29, no. 1 (2007): 54. http://dx.doi.org/10.1504/ijcat.2007.014060.

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Afari, Ernest. "Teaching mathematics in game learning environment." International Review of Contemporary Learning Research 1, no. 1 (September 1, 2012): 33–45. http://dx.doi.org/10.12785/irclr/010104.

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Sommer, Richard, and Gregory Nuckols. "A Proof Environment for Teaching Mathematics." Journal of Automated Reasoning 32, no. 3 (April 2004): 227–58. http://dx.doi.org/10.1007/s10817-004-5097-z.

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Conceição, Simone C. O. "Understanding the environment for online teaching." New Directions for Adult and Continuing Education 2007, no. 113 (2007): 5–11. http://dx.doi.org/10.1002/ace.242.

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Stoyanova, Ilonka, Darina Mavrodieva-Kyuchukova, and Irina Vladimirova. "TEACHING RELIGION IN AN ELECTRONIC ENVIRONMENT." Годишник на Шуменския университет. Факултет по Хуманитарни науки XXXIIIA, no. 1 (November 10, 2022): 389–98. http://dx.doi.org/10.46687/tbsl2754.

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The pandemic of COVID 19 and the introduced measures to limit the virus have led to a restructuring of the organization of the educational process, including religious education in an electronic environment. This has led to the use of various information systems and networks equivalent to interactive teaching methods, providing new opportunities for the use of innovative practices in the work of pedagogical specialists. The article analyzes the advantages and disadvantages of e-learning in religion and presents the pedagogical experience of implementing two interdisciplinary lessons conducted in an electronic environment in a distance form, with primary school students studying at the school "Orthodox Christian Values and Traditions".

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Prosser, Michael, and Keith Trigwell. "Relations between perceptions of the teaching environment and approaches to teaching." British Journal of Educational Psychology 67, no. 1 (March 1997): 25–35. http://dx.doi.org/10.1111/j.2044-8279.1997.tb01224.x.

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Lawrence, Japhet E. "Teaching Large Classes." International Journal of Teacher Education and Professional Development 2, no. 1 (January 2019): 66–80. http://dx.doi.org/10.4018/ijtepd.2019010105.

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Higher education around the world are experiencing significant growth in student enrolment, as a result, educators face the daunting challenge of teaching larger classes, while improving the quality of instruction and subsequent value delivered to students. Large class can become a daunting task to any teacher who has never taught a large class before and teaching a large group of students can be intimidating for both students and lecturers. The purpose of this article is to identify effective teaching and assessment strategies to address the challenges of teaching in large class environment. It focusses on the idea of student engagement as a strategy to address the challenges faced by large class learning environments. By focusing on student engagement and adapting teaching and assessment strategies to promote critical thinking, it is possible to overcome the challenges posed by large class environments into opportunities for effective student learning. The study provides valuable direction for faculty faced with teaching and supporting large-class environments in higher education.

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Franchuk, N. P. "Modern educational environment." CTE Workshop Proceedings 4 (March 21, 2017): 7–11. http://dx.doi.org/10.55056/cte.317.

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Research purpose is improvement of modern educational environment. The task of the research is to ascertain of urgent problems which require theoretical and experimental solution. A research object is the teaching process in higher education institution, the research subject is modern information-communication technologies. The result of the study is the educational process as balanced work of teachers and students during the combined organic and educationally prudent use of traditional and new facilities of teaching. Disclosed possibility of using cloud technologies in the educational process by the example of the course “Computer-oriented system of education of computer science and foreign language”.

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Starichenko, Boris, Elena Antipova, Alexander Slepukhin, and Irina Semenova. "Design of Teaching Methods Using Virtual Educational Environment." SHS Web of Conferences 50 (2018): 01176. http://dx.doi.org/10.1051/shsconf/20185001176.

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The purpose of the presented article is the review of approaches to design of modern methods of training developed and creation of design technology option of training methods in the conditions of using the virtual educational environment for formation of common cultural and professional competences of students of majoring in pedagogical education. Within the prescriptive theory by means of a subject and design method, conceptual modeling of a set of methods of students’ training in the conditions of using information-communication saturated environment was carried out. The modeling allowed one to allocate design stages of methods of students’ training in a pedagogical field of a “modern” educational paradigm when using the virtual educational environment. The general approach to design of activity of teachers including design of training methods on the basis of the accounting of main structural components of educational technologies is reflected in presented results. The given results of research of features and opportunities of the virtual educational environment allow one to define essence of enrichment of training methods and mechanisms of self-adjustment and self-improvement of the system of training methods in information educational environments, and to formulate a conclusion about impossibility of creation of the modern educational process without the virtual educational environment.

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Zhang, Wei. "The Application of Mental Health Teaching Method and Special Teaching Method in College Chinese Teaching under the Network Environment." Journal of Environmental and Public Health 2022 (August 22, 2022): 1–10. http://dx.doi.org/10.1155/2022/8371421.

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In order to improve the quality of College Chinese teaching, innovate the teaching mode, enrich the teaching content, and fundamentally improve the application and practice ability of college students so as to promote the reform of College Chinese teaching, this article briefly describes the research background of this subject, introduces the special teaching mode under the network environment, and briefly describes the basic content and practice of the special teaching method. This article mainly explores the construction of a network environment based on blockchain technology, including the construction of a blockchain framework and the application of the blockchain system. This article briefly analyzes the functional requirements of the network environment, explores the application practice of the mental health teaching method and the special subject teaching method based on the network environment, and finally studies the creation and implementation of the network environment conditions of the special subject teaching method. By creating a high-quality network environment, it provides a technical guarantee for the application and realization of special teaching method, effectively meets the needs of College Chinese teaching, and cultivates students’ interest. Under the joint action of the above algorithms, the BTP congestion control system is verified by the laboratory simulation environment: it has more than 40% random packet loss resistance, the bandwidth is still available as low as 300 kbps, and the network jitter is 1200 ms. It has been proved that the mental health teaching method, the special subject teaching method, and the network environment have remarkable application effects in College Chinese teaching and are worthy of wide application and promotion.

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May, Joseph William, and Michael Mulreany. "TEACHING CARDIAC AUSCULTATION IN THE VIRTUAL ENVIRONMENT." Journal of the American College of Cardiology 77, no. 18 (May 2021): 3357. http://dx.doi.org/10.1016/s0735-1097(21)04711-2.

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M Hochberger, Judith, Nancy Bryan, and Netty Ryanie Binte Kamaruzaman. "Teaching Disaster Nursing in the Online Environment." SM Journal of Nursing 3, no. 2 (2017): 1–4. http://dx.doi.org/10.36876/smjn.1012.

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Alan Meara and Brenda Levien. "Teaching Gestalt Therapy in a Regulatory Environment." Gestalt Review 9, no. 3 (2005): 310. http://dx.doi.org/10.5325/gestaltreview.9.3.0310.

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Mygal, V., and G. Mygal. "INTERDISCIPLINARY APPROACH TO INFORMATIONAL TEACHING ENVIRONMENT FORMATION." Odes’kyi Politechnichnyi Universytet Pratsi 1, no. 54 (2018): 92–98. http://dx.doi.org/10.15276/opu.1.54.2018.13.

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41

Schwartz, Sara Laura, June L. Wiley, and Charles D. Kaplan. "Community Building in a Virtual Teaching Environment." Advances in Social Work 17, no. 1 (April 25, 2016): 15–30. http://dx.doi.org/10.18060/20875.

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In 2010, the University of Southern California School of Social Work launched its Virtual Academic Center (VAC) to deliver online MSW programming to students located around the country. USC’s platform is a significant innovation in offering online education and has transformed the traditional educational model for both students and faculty. This research explores the experiences of faculty teaching via the VAC. Twenty-five in-depth, semi-structured interviews were conducted with USC faculty of different ranks. Inductive data collection using a grounded theory approach with thematic analysis examined experiences teaching in an online program, revealing the strengths and challenges associated with geographic diversity and community-building. Findings warrant the development of innovative practices to build community and to facilitate collaboration among geographically diverse faculty and students in a virtual education program.

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Ellis, Christina, Mae Lane, Tori Hollas, and Jaime Coyne. "Technologies for Teaching in an Online Environment." Issues in Informing Science and Information Technology 18 (2021): 031–39. http://dx.doi.org/10.28945/4798.

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Aim/Purpose: The authors provide different technology applications useful in online instruction in addition to providing effective strategies for use in a virtual environment. Background: Last year, educators were forced to move their instruction online almost overnight. Many were not prepared to teach effectively in a virtual environment. Contribution: This paper serves as a resource to educators who are unfamiliar with teaching online as well as for those who would like to enhance their current practice. Recommendations for Practitioners: Be flexible when teaching in a virtual environment. Remain open to using new and unfamiliar technologies. Be consistent in providing feedback to students and communicate frequently with them. Impact on Society: The abrupt transition for educators, as well as for most workplaces, to an exclusively online environment in response to COVID has long-lasting effects in how business as usual will be conducted. Being proficient and comfortable in navigating a virtual environment is essential. Future Research: As we continue to work virtually, ongoing research that informs our practice is critical for remaining effective educators. Additionally, it is important to remain knowledgeable about current and new technologies available to us. Keywords online instruction, technology applications, strategies

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Duever, Meagan, and Emily McGinn. "Teaching GIS in a Digital Humanities Environment." Journal of Map & Geography Libraries 16, no. 3 (September 1, 2020): 229–38. http://dx.doi.org/10.1080/15420353.2021.1944951.

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Simeonova, Hristiyana. "Innovative Teaching Methods in the Electronic Environment." Vocational Education 23, no. 6 (December 20, 2021): 617–20. http://dx.doi.org/10.53656/voc21-613inov.

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In this article we will look at what innovative methods can be used in view of e-learning. In the last two and a half years, education changeд completely, both in Bulgaria and in the world. This is because of the global pandemic that humanity is struggling with. All teachers, students and people in the educational environment have fundamentally changed the way they work. The main goal is to receive quality education.

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Fuller, Richard G., and Jean Bail. "Team Teaching in the Online Graduate Environment." International Journal of Information and Communication Technology Education 7, no. 4 (October 2011): 72–83. http://dx.doi.org/10.4018/jicte.2011100107.

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Team teaching has long been thought to have positive benefits for learners and teachers in a variety of educational settings. Using an action research model the authors describe the outcomes of team teaching an online graduate level disaster research and statistics course. Separated geographically, two online instructors taught at a distance over the course of five semesters using an interactive team teaching model that allowed for greater interaction and instructor presence. Data was reviewed from instructor reflective logs and student responses to the team teaching model. Results of the study indicate that there was a positive benefit in developing synergy in content and pedagogies, continued instructor learning and continuous reflection on instructional design. Students also reported greater instructor presence and a greater understanding of the research and statistical process through immediacy of feedback and the added access and clarity that resulted from the team teaching process. The use of an interactive team teaching model provides greater clarity and interaction with students and should be considered as an online pedagogical opportunity.

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Shao-Jian, Li. "Food Arts Teaching Under New Media Environment." Advance Journal of Food Science and Technology 12, no. 1 (September 5, 2016): 42–44. http://dx.doi.org/10.19026/ajfst.12.2833.

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Tucker, Mary Evelyn. "Globalization, Catholic Social Teaching, and the Environment." Journal of Catholic Social Thought 4, no. 2 (2007): 355–71. http://dx.doi.org/10.5840/jcathsoc20074218.

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Williams, Sarah. "Teaching nursing skills in the clinical environment." Veterinary Nursing Journal 31, no. 4 (March 18, 2016): 118–21. http://dx.doi.org/10.1080/17415349.2016.1150228.

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Fabrício Herpich, Leandro Rosniak Tibola, Patricia Fernanda da Silva, and Liane Margarida Rockenbach Tarouco. "Experience in Teaching Science in Virtual Environment." International Journal of Innovation Education and Research 7, no. 4 (April 30, 2019): 23–43. http://dx.doi.org/10.31686/ijier.vol7.iss4.1375.

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Labs are needed in science education, and schools usually lack appropriate conditions to provide active learning activities with experience. In schools, the lack of labs for science education is usual. The new technologies of 3D virtual worlds allow the user, through immersive virtual worlds, or metaverses, to experience situations similar to those possible in a real environment. A solution to the lack of labs is the virtual labs, which consist of virtual representations that reproduce the environment of a real lab. These are applications based on simulations, offering computational representations of reality. The simulation of concrete and real situations gives the student the opportunity to experiment, actively participating in the learning process by performing experiments that would otherwise not be possible due to safety issues (possible damage to students or the environment) or economy (cost of components involved and derived from the creation and operation of the lab). These virtual labs can be implemented on personal computers that exist in schools or even in the student's home. Users can work in the virtual lab, through their avatars, using experiments provided there, as well as acting collaboratively.

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Guimarães, Mário André Mayerhofer, and Carlos José Pereira de Lucena. "A software environment for teaching introductory algorithms." ACM SIGCUE Outlook 23, no. 3 (December 1995): 2–11. http://dx.doi.org/10.1145/241360.241362.

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