Learning

Environment
Development
Prepared by:
Joanne Tan Yi Wen
Nadzirah binti Abdul Rashid
Nur Amirah binti Kamarudin
NurSyazwani binti Tolos

Introduction
The

information-age and faster life-styles have spurred changes in

traditional educational approaches, which had become unsuitable
due to extensive curriculums. Lecturers simply do not find enough
time to explain all the materials, to solve case studies on the
blackboard and to teach students skills, such as oral and written
communication, critical and creative thinking, group work, and a
usage of new learning technologies (Krajnc, 2009).

The

development of information-communication technologies (ICTs)

has added a new dimension to the learning process and made virtuallearning a significant learning option. Virtual-learning presents an
alternative for students and helps them find a balance between
private life, career, and further education. It is one of the most
dynamic and enriching forms of learning (Paik et al., 2004), reducing
dependency on space and time. On the other hand, it offers both
individual learning experiences, and opportunities to work together
(Peat, 2000).

Learning Environment
Learning

environmentrefers to
the diverse physical locations,
contexts, and cultures in which
studentslearn.

Locati
ons

Conte
xts

Cultur
es

Indoor

Direct
Influence on
Learning

School
Policies

Outdoor

Indirect
Influence on
Learning

Governanc
e
structures

Learning Environment
Traditio
nal
Learnin
g
Traditional

Virtual
Learnin
g

Blendin
g
Learnin
g

Learning refers to long-established customs found

in schools that society has traditionally deemed appropriate.
Virtual Learning refers to ane-learningeducation system
based on thewebthat models conventional in-person education
by providing equivalentvirtualaccess to classes, class content,
tests, homework, grades, assessments, and other external
resources such as academic or museum website links.
Blending Learning refers to a formal education program in
which a student learns at least in part through online delivery of
content and instruction with some element of student control
over time, place, path or pace.

Traditional Learning
Environment

The chief business of traditional education is to

transmit to a next generation those skills, facts, and
standards of moral and social conduct that adults
consider to be necessary for the next generation's
material and social success.
The primary educational technique of traditional
education was simple oralrecitation:
In a typical approach, students sat quietly at their places and listened

to one student after another recite his or her lesson, until each had
been called upon.

The teacher's primary activity was assigning and

listening to these recitations; students studied and
memorized the assignments at home.
A test ororal examinationmight be given at the end
of a unit, and the process, which was called

Virtual Learning
Environment

A social space where students and teacher can interact through

threaded discussions or chat.
Virtual learning environments are the basic components of
contemporarydistance learning.
Virtual learning can take place synchronously or asynchronously.
Synchronous systems: participants meet in real time, and teachers

conduct live classes in virtual classrooms.

Asynchronous systems: sometimes called self-paced learning,
students are expected to complete lessons and assignments
independently through the system.

A virtual learning environment can also include students and

teachers meeting online through a synchronous web-based
application.
The teacher is able to present lessons through video, PowerPoint, or

chatting.
The students are able to talk with other students and the teacher, as
well as collaborate with each other, answer questions, or pose

Blending Learning
Environment
Also

known as hybrid education

Integrate online with traditional faceto-face class activities in a planned,
pedagogically valuable manner
Successful blended learning occurs
when technology and teaching inform
each other:
Material becomes dynamic when it

reaches students of varying learning

styles

Traditional Learning
Environment

Face-to-face
Inhibit

Environment
Pressure

Interaction
Valuable
Experiences
Produce Better
Results

Virtual Learning
Environment
Freedom

Students tend to
frustrate
Inability in
technology,
seeking advice,
no face-to-face
interaction

Expression
Open
Communication
More Accessible
Flexible and
Convenient

Blending Learning
Environment

Facilitate
Tools

must be
user friendly, upto-date, and
reliable
Involvement of
students

a
simultaneous
independent and
collaborative
learning
Improving Attitudes
towards Learning

Transferring TLE to VLE

The

textbook

Traditional Textbook
Virtual Textbook
The

Chalkboard

Such tools allow images to be displayed, manipulated, annotated, and shared

between two people or among a whole group (Turoff, 1995).

The

Sound Systems and Face-to-face Interaction

Questioning and Answering

Feedback
Video

Player

Useful and Attractive

Video

Teleconferencing

Body Language (Hand Motions, Facial Expressions, etc)

Observations

TRADITIONAL
LEARNING
ENVIRONMENTS

NEW LEARNING
ENVIRONMENTS

Teacher-centred instruction

Student-centred instruction

Single sense stimulation

Multi-sensory stimulation

Single media

Multimedia

Isolated work

Collaborative work

Information delivery
Passive learning

Information exchange
communication
Active/exploratory/inquiry-based
learning

Factual, knowledge-based

Critical thinking and informed

decision-making

Reactive response

Proactive/planned action

Isolated, artificial context

Authentic, real-world context

Conclusion
Teaching and
Learning Needs

Traditio
nal
Learnin
g

Virtual
Learnin
g

Blendin
g
Learnin
g

Thanks.
More

Information:

http://www.click4it.org/images/f/f5/Tradi

tional_Learning_vs_eLearning.pdf
http://www.ehow.com/about_7222080_onli
ne-education-vs_-traditional-classroom
.html
http://www.ncrel.org/sdrs/areas/issues/e
ducatrs/leadrshp/le4frag.htm
http://www.teachthought.com/blended-lear
ning-2/the-definition-of-blended-learnin
g/