While object-orientation has been widely accepted as an important programming paradigm, teaching object-orientation remains difficult. Experience reports suggest that some problems can be avoided by teaching object-orientation as the first language in an introductory course. However, other problems remain, in particular languages and environments are regularly criticised as unsuitable and overl...

Although geographic information system (GIS) education has been spread widely, it becomes increasingly apparent that twodimensional maps cannot be precisely present multidimensional and dynamic spatial phenomena. It seems that merging GIS and Virtual Reality (VR) is a way to deal with these issues in terms of GIS classroom teaching. Virtual learning environment is the simulation of teaching met...

In last month’s edition of JOOP we started a series of columns discussing the problems with teaching object-oriented programming to first year students. We talked about requirements for an object-oriented teaching language and analysed how close different languages come to fulfil these requirements. We also mentioned one important aspect: the importance of the environment. In short: a suitable ...

As academics we are often encouraged to “go online” by our institution, by either moving or supplementing our teaching in an online environment. We have several options. We could simply attempt to replicate our face-to-face teaching, in effect changing nothing; we can enhance our face-to-face teaching with the available technology; or we can transform our face-to-face teaching by the available ...

This paper reports on doctoral research investigating whether Virtual Learning Environments (VLEs) are being used to facilitate student-centred learning in UK Higher Education (HE). The focus is on lecturers (HE teachers) teaching in a face-to-face context. It is claimed that the use of Web or Internet-based technology can facilitate the creation of a student-centred learning environment [1] an...

This present article describes a research on the development, under the approach of participatory design, a virtual teaching-learning of Histology in which students and teachers participated actively in all stages of development of the educational environment. We postulates that the development of virtual learning environment of Histology, through the Participatory Design approach, contributes ...

1 Chris Laing, Southampton Institute, Technology Faculty, Southampton, SO14 0YN, UK, [email protected] 2 Alan Robinson, Southampton Institute, Technology Faculty, Southampton, SO14 0YN, UK, [email protected] Abstract  Previously it has been proposed that explanations of non-traditional withdrawal might be defined by the underlying characteristics of the teaching and learn...