Pedagogy and Learning for Sustainability in a Virtual World Scaffold

Thorne, Marcia; Macgregor, Colin J.

doi:10.1007/978-981-10-6382-4_2

Cited by 6 publications

(12 citation statements)

References 15 publications

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“…4. The pedagogical approach (behaviorism, constructivism, constructionism) is important because it becomes the educational foundation of the virtual course, with a view to achieving a sustainable development (Thorne & Macgregor, 2018), with bases in collaborative learning (Rodriguez, Hudson, & Niblock, 2018) and using learning objects that have "smart" characteristics (Ahn et al, 2018) to make the student's learning process easier. 5.…”

Section: Theoretical Foundation Of the Operational Indicators Of The Learning Management System In Virtual Spacesmentioning

confidence: 99%

Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT

Capacho¹,

Jimeno²,

Salazar³

2019

Turkish Online Journal of Distance Education

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The paper presents the conceptual framework and operational indicators of the Learning Management System in virtual spaces supported by ICT. The framework of the management system has three layers that are operational, management-operative, and management-decision. The conceptual foundation of the system is related to the Science of Education, the Science of Computing and the Science of Administration, and takes into account the representative model of the teaching-learning process of the student in virtual spaces supported by ICT. The dimensions, characteristics, variables, and indicators of the management system are assembled on the model in question. The indicators presented in the article correspond to 153 indicators of the operational layer. These were evaluated internationally with a confidence level of more than 90%. The operative indicators are contained in the dimensions of identification, academic, pedagogical-didactic, formative, of assessment of the virtual learning, and technological of the system of management of the virtual learning. The importance of the indicators presented ensures the success of the operational phase of the management system. Therefore, once the operation of the system is guaranteed, the success of the management-operative and management-decision layers of the system is assured. The correct fulfillment of the layers above guarantees the achievement of both the student's learning in the virtual course and the institution that offers virtual teaching through virtual learning platforms supported by ICT.

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Section: Theoretical Foundation Of the Operational Indicators Of The Learning Management System In Virtual Spacesmentioning

confidence: 99%

Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT

Capacho¹,

Jimeno²,

Salazar³

2019

Turkish Online Journal of Distance Education

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“…. metaverse further breaks the limitations of online learning in access to knowledge (Thorne and Macgregor, 2018). The application of the education-based metaverse as the virtual classroom can be incorporated with face-to-face learning.…”

Section: Characteristicsmentioning

confidence: 99%

“…The application of the education-based metaverse as the virtual classroom can be incorporated with face-to-face learning. A blended learning approach uses online learning facilitated the metaverse-based applications in a real classroom, creating an authentic English learning environment for learners (Thorne and Macgregor, 2018). An added value of using the metaverse in a blended learning environment is that it can develop learners' critical thinking and problem-solving, consistent with learning values and higher education teaching (Garrison and Kanuka, 2004).…”

Section: Characteristicsmentioning

confidence: 99%

“…Immersion can be regarded as the subjective impression that a user submerses into a virtual environment, which is a loose psychological concept or an experience (Brown and Cairns, 2004;Dede, 2009;Reiners et al, 2018). In the education-based metaverse, successful temporal immersion in virtual teams is usually connected with higher performance (Davis et al, 2009;Thorne and Macgregor, 2018). The metaverse-based platforms support English learners with an overall immersive virtual learning environment which can be considered an educational simulation (Dede, 2009;Cheng and Ye, 2010).…”

Section: Learning Outcomes In the Immersive Virtual Worlds Of The Edu...mentioning

confidence: 99%

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A systematic review on the metaverse-based blended English learning

2023

Front. Psychol.

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Over the past two decades, various digital technologies have been applied to sustain higher education. As the latest emerging information technology, the metaverse has been a recurring theme to be considered as a new direction to promote blended English learning. This study aims to investigate metaverse-based blended English learning. Through a systematic review based on bibliographic and content analysis, the study attempts to integrate the evidence to generate a model that links the education-based metaverse. The metaverse platforms in which learners' academic success can be significantly enhanced due to a high degree of learner engagement in immersive virtual environments. In addition, the virtual learning experience is restricted by the degree of digital literacy at the same time. To improve instructors' and learners' digital literacy levels, necessary support is indispensable by educational institutions and designers of the metaverse platforms. Meanwhile, this study addresses potential challenges that may hinder sustaining metaverse-based blended English learning, and provides some suggestions based on the previous literature. In future research, we will keep updating and polishing the metaverse-based blended English learning research to provide more detailed guidance for researchers and educators.

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“…Thorne and Macgregor argue that higher education institutions have an important contribution to make to sustainable education [16]. Through VW, they encouraged Australian students to engage with sustainability curricula.…”

Section: Introductionmentioning

confidence: 99%

Students’ Immersive Experience in Initial Teacher Training in a Virtual World to Promote Sustainable Education: Interactivity, Presence, and Flow

Quintana

Sandoval-Henríquez

2021

Sustainability

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The Virtual World is a technology that has created countless opportunities for teaching and learning, innovating traditional and online education, and promoting a more sustainable and accessible education. Through their avatars and digital representations, students can navigate, observe, and manipulate virtual objects, while interacting with their classmates inside the simulated 3D environment. This study examined how preservice teachers experience and participate in a VW that simulates a university campus, considering three main components: interactivity, sense of presence, and state of flow. A total of 103 pedagogy students, enrolled in an educational technology course, participated in the study. A postintervention survey was implemented, as well as a self-report about the immersive experience. The results show a high level of agreement with the survey’s affirmations, which allows for the determination of the favorable levels of interactivity, presence, and flow, as well as the meaningful and positive associations among these technological properties. Guidelines are argued to deepen the Virtual World’s potential and are given for the design of pedagogical activities in those environments.

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Pedagogy and Learning for Sustainability in a Virtual World Scaffold

Cited by 6 publications

References 15 publications

Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT

Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT

A systematic review on the metaverse-based blended English learning

Students’ Immersive Experience in Initial Teacher Training in a Virtual World to Promote Sustainable Education: Interactivity, Presence, and Flow

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