Cousins Virtual Jane and Virtual Joe, extraordinary virtual helpers

Blignaut, Seugnet; Nagel, Lynette

doi:10.1016/j.compedu.2009.01.003

Cited by 8 publications

(9 citation statements)

References 29 publications

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“…In the study by Blignaut and Nagel (2009), a virtual helper acted as a facilitator in an asynchronous online course. Although Blignaut and Nagel (2009) did not directly discuss facilitation in a VR environment, the authors noted a flaw or "ineffective course facilitation" in the online education. To resolve this, Blignaut and Nagel (2009) used a virtual student called "Virtual Jane" (p.110) as a potential solution for ineffective course facilitation.…”

Section: Facilitation In a Virtual Worldmentioning

confidence: 99%

“…Although Blignaut and Nagel (2009) did not directly discuss facilitation in a VR environment, the authors noted a flaw or "ineffective course facilitation" in the online education. To resolve this, Blignaut and Nagel (2009) used a virtual student called "Virtual Jane" (p.110) as a potential solution for ineffective course facilitation. The results indicated that the Virtual Jane enhanced students' experiences by providing technical and contextual assistance.…”

Section: Facilitation In a Virtual Worldmentioning

confidence: 99%

“…Although prior research did not provide a direct guideline for virtual facilitation, Davis et al (2007) illustrated the clear demand of required skills for virtual educators (e.g., facilitator, designers, and instructors). Blignaut and Nagel (2009) suggested a potential solution for ineffective facilitation in a virtual learning environment. The listed roles of the facilitator in the study of Irvin et al (2009) can be used when designing virtual facilitation.…”

Section: Facilitation In a Virtual Worldmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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OpenSim-Supported Virtual Learning Environment

Kim

2015

Journal of Educational Computing Research

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The pedagogical and design considerations for the use of a virtual reality (VR) learning environment are important for prospective and current teachers. However, empirical research investigating how preservice teachers interact with transformative content representation, facilitation, and learning activities in a VR educational simulation is still limited. The purpose of this study is to examine prospective teachers' user experiences in a VR-based learning environment, thus exploring VR-based instructional strategies and providing potential heuristics that assist teachers to integrate VR learning environments into their future teaching practices. Five preservice teachers participated in the study. An OpenSim-supported virtual simulation of a sushi restaurant was designed to enable preservice math teachers to experience 3D simulation-based math teaching and learning. All of the data in this study were collected via video archives, interview, and infield observation. The study results indicated the importance of transformative content representation in a VR educational simulation. The results also informed on the salient heuristics of VR-based learning facilitation and learning activity design.

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Section: Facilitation In a Virtual Worldmentioning

confidence: 99%

Section: Facilitation In a Virtual Worldmentioning

confidence: 99%

Section: Facilitation In a Virtual Worldmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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OpenSim-Supported Virtual Learning Environment

Kim

2015

Journal of Educational Computing Research

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“…The need to support distance education and remote learners has prompted the use of synchronous tools to facilitate communication in environments where face-to-face is not possible. It has been used in a variety of learning environments, including small group teleconferences (Bliesener 2006); professional development for teachers ; virtual assistants as online facilitators (Blignaut & Nagel 2009); and supporting acquisition of study and literacy skills (De Fazio, Gilding & Zorzenon 2000).…”

Section: Synchronous Communicationmentioning

confidence: 99%

A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning

Craig¹,

Coldwell-Neilson²,

Goold³

et al. 2012

Proceedings of the 4th International Conference on Computer Supported Education

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The number of different e-learning technologies available to support teaching and learning is growing exponentially. A major issue for faculty and educational developers is to determine which e-learning technology is most appropriate to support their particular style of teaching and the optimum learning outcomes for students. The decision to use a particular technology should be based on sound research and clear evidence. Over the last few years a vast amount of literature has been published on e-learning technologies and how they are used in education. This paper reviews many of these e-learning technologies and provides information regarding their use and the opportunities afforded by them. 2 THE PROJECT Deakin University, a large university in Australia where this project is centred, has a focus on providing learning environments that "are flexible, student-centred and accessible to our diverse range of students, utilising appropriate technology to enhance teaching and learning and providing student support services which are responsive to student needs and responsive to students support needs" (derived from the University Teaching and Learning Plan). The University has sponsored many elearning research activities in an effort to inform not only teaching practice, but also policy development.

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A case study of the experiences of instructors and students in a virtual learning environment (VLE) with different cultural backgrounds

Lim

Kim

2015

Asia Pacific Educ. Rev.

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Cousins Virtual Jane and Virtual Joe, extraordinary virtual helpers

Cited by 8 publications

References 29 publications

OpenSim-Supported Virtual Learning Environment

OpenSim-Supported Virtual Learning Environment

A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning

A case study of the experiences of instructors and students in a virtual learning environment (VLE) with different cultural backgrounds

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