ths vle homework planner

ths vle homework planner

The Importance of a VLE Homework Planner

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1. Introduction

However, these facilities are not often used, and the two most serious dilemmas of VLEs are often reported as the increased time spent on administration tasks by the teachers and the fact that students generally use the platform to supplement time spent in the traditional classroom without direct incentive to engage with the learning resources online. The latter constitutes a genuine problem. The “one-size-fits-all” approach employed in VLEs at the moment results in most interactions taking place synchronously, where teachers provide an extended monologue, usually in a one-size-fits-all structure, while students passively partake by sitting and listening or passively listening to underlying transmissions that take place in this environment by engaging with the resources available. Such a model necessitates a specific communication understanding and an environment that manipulates these energies in a manner that should be directed at learning. Seldom is the machinery (be it synchronous or asynchronous) able to provoke public dialogue and storytelling or group dynamics, which is rather carried by the technologies’ tools of chat, emails, etc. System users (teachers and students) feel like they have lost “their place in space”.

Virtual learning environments (VLEs) have become increasingly important as a vehicle for delivering online education since the late 1990s. All VLEs provide a complex framework that allows teachers to create and arrange resources for educational purposes and facilitates interaction between teachers and students. These interactions allow teachers to give immediate feedback to students on special tasks, tests, and quizzes. Furthermore, it affords students the opportunity to interact with each other and co-create knowledge experienced during the learning process.

2. Benefits of using a VLE Homework Planner

The use of VLE in presenting the homework planner is to enhance effort management and critical thinking based on the teaching-learning area. In the teaching-learning process, it is important to apply strategies and methods in order to achieve class objectives based on the curriculum. One of the methods used in the learning process is the lesson planner. Lesson planners enhance the organization of activities both by teachers and students. To make the lesson planner most effective, thorough and vigilant preparation is needed in lesson development inflows in the curriculum. Teachers, as learning managers, designate, circulate, and educate all elements in the learning process according to the curriculum and students’ characteristics. Engaging students as active participants in learning activities is the most important in presenting the lesson planner. To this activity’s success, students’ inputs and mutual actions through the use of information and communication technology (ICT) are required.

There are significant benefits to the VLE Homework Planner that support a rationale for its use. These are particularly based on the interface of VLEs with other e-learning applications, where data can be shared and work done in VLEs can be exported to and from other applications. The VLE Homework Planner uses a wiki as its primary component, where lesson plans and sources needed for those lessons can be posted by teachers, lab assistants, and students. Other applications that are interfaced with the Homework Planner will be described after the implementation of the VLE Homework Planner. The VLE Homework Planner can be considered as an alternative to Moodle Lesson Planner but has additional advantages. The good management of the planner provides the benefits of having an excellent class preparation coordinatedly developed by teachers, lab assistants, and students, as well as the improvement of the communication, CIS (Computer Information System), and NON-CIS learning process. The VLE Homework Planner makes better use of available e-learning tools.

3. Features of a VLE Homework Planner

All the students’ homework is recorded on a calendar. You will also receive a list of every student’s homework per subject per week. This supports those staff who like to review the big picture each week and any Learning Support Staff so they can check that students remember to do their homework in all the various lessons. The students all know which colour corresponds to which subject both at home and in their physical planner. In the planner, it corresponds exactly to their real subject colours. This makes it easier for students to find and write down their homework being set. College will retain the collective knowledge of the year groups’ planned homework for future reference. Rest assured, your homework is in their online homework planner – easy and fast to create. All the students’ homework is recorded for you and the school. The downloads (e.g. list of a particular student’s homework for a particular subject or list of homework per year group) functionality will become increasingly valuable as parent engagement grows. For example, we saw several examples of students getting into trouble because charged punished students would check the family dashboard instead of the school website to see how far overdue their child’s homework was.

We believe the Planner will significantly enhance homework management for both you and your students. When we were planning it, we examined as many existing examples as we could find in an attempt to make it the best. The Homework VLE Planner consists of the following features, each of which is designed to save time and reduce administrative hassle whilst improving homework student engagement, motivation, and performance.

4. How to effectively utilize a VLE Homework Planner

A planner with intelligent capabilities such as an assistant, which can track overdue work, missing areas for development, and punctuality and provide meaningful intervention in time to prevent these occurrences would be extremely valuable. Automation of sending alerts, such as text messages, should ideally be included. The planner should also have cross-curricular and vertical social structures allowing upper students to mentor those lower pupils in organizational skills. Last but not least, it should reduce workload on teachers and parents. Teachers are often overwhelmed with trying to write individual or group homework tasks per lesson. This should be automated as much as possible with template-driven systems. This would free up valuable time allowing the teacher to concentrate on teaching and learning. A significant percentage of teacher engagement with the system should be in contributing and updating learning materials, with minimal time contributing to task management.

Ease of use and display of all homework for each subject are vital requirements of an effective planner. Functionality should ideally include adding/copying/moving/deleting homework. More sophisticated systems should have interactivity for both students and parents, providing facilities for a student to confirm completion of a task or to request support on a given item. Any tool without a fun and attractive user interface will not be used effectively. Pupils become increasingly skilled and expect to interact with highly stimulating environments and games that can make dull content attractive and enjoyable. An attractive interface can significantly affect ease of use, and a fun and enjoyable experience of interactivity with the planner is central to its overall effectiveness.

5. Conclusion

Lassenn (2000) argued that computer applications targeting higher education included tools for efficiently organizing knowledge, and building managers of several believes that good students systematically deploy goal plans. By presenting students with high-quality planning opportunities we help students as learners to master vital competences for self-directed learning and promote adaptive expertise. Furthermore, other research like those conducted in general education (Klassen & Lynch, 2007) found strong positive effects of students’ generative rehearsal practices, particularly for primary school-aged pupils. All these studies argue that organizing material (resources) to be learnt into a plan is a first sign of awareness. A later reflection on such plans promotes students’ conceptual change and role performing of learning strategies. However, changing learning strategies successfully makes it imperative that there be a strong seed plan in operating.

Today we can see “tens of thousands of schools, further education institutions, universities, and companies promoting innovation, acting as a prime determiner of the emergence of virtual learning environments (VLE)”. Through this article, we believe that we could pinpoint the importance of the VLE in relation to the engagement of dynamic planning abilities in students. It has been noted that several tens of thousands of educational institutions worldwide, small and large alike, have gone to some effort to provide electronic VLE homework planners to their students and there has been a growing uptake of VLE systems in home schooler. We believe an electronic homework planner that students can take advantage of is a truly versatile resource. The bottom line seems to be that electronic homework planners increase students’ concentration with increasing practice, allowing them to make practical use of planning information in their everyday work. VLEs of any level thus have a vested interest in seeing students exploit VLE homework planners since it will lead to a general increase in their ability to manage their organization and that leads to a generally more engaged student. Nonetheless, persuasive technology – from fish to students – has the most sustained impact when users have invested themselves.

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