The genesis of a virtual world   revisited

Sanders, Robert

doi:10.1504/ijwbc.2007.014238

Cited by 11 publications

(8 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Virtual environments are identified as a form of "socio-constructivist and situated cognition-based educational software" which has come out as a phenomenon in the area of education (Nelson and Ketelhut, 2007, p. 269). Learners explore the language while learning it (Saunders, 2007). In addition, learners experience a less stressful environment in the virtual world in terms of language use, and they do not report a significant inherent level of technical related anxiety.…”

Section: Introductionmentioning

confidence: 99%

Benefits and Challenges of Using Second Life in English Teaching: Experts’ Opinions

Saraç

2014

Procedia - Social and Behavioral Sciences

View full text Add to dashboard Cite

This research study aims to depict an evaluation of using Second Life (SL) in English Language Teaching (ELT) at the tertiary level via data collected from experts who have applied this virtual environment as instructors and experienced it in a comprehensive way. The participants selected for the present study were five different experts from different universities located in Turkey. Through structured interviews, the qualitative data from the experts have been collected and analyzed with code and theme identification. According to the data analysis, SL helps learners improve both their speaking and their listening skills, and SL has multiple benefits that each instructor can mold in accordance with the learning and teaching purposes. The challenges can be categorized as technical, financial and user-related ones. The results might be of great value to instructors and curriculum planners who would like to embed Second Life applications into foreign language teaching.

show abstract

Section: Introductionmentioning

confidence: 99%

Benefits and Challenges of Using Second Life in English Teaching: Experts’ Opinions

Saraç

2014

Procedia - Social and Behavioral Sciences

View full text Add to dashboard Cite

show abstract

“…These immersive world applications have the potential to support multimodal (using different senses) communications between learners; they set up the potential for problem -or challenge-based learning and offer the learner control through exploratory learning experiences (Saunders, 2007). In the recent Metaverse Roadmap Report 2007, Smart et al (2007) envisage a powerful scenario over the next 20 years when:…”

Section: Introductionmentioning

confidence: 99%

Creating Life-Long Learning Scenarios in Virtual Worlds

Kok¹

2012

E-Learning - Long-Distance and Lifelong Perspectives

View full text Add to dashboard Cite

“…The Second Life groups' claims aligned with Sanders' (2007) who expressed that the immersive nature of VWs, and their unique space and time features make these environments student centred and engaging. Sanders (2007) has also specified that in these spaces, students…”

Section: The Research Question Being Discussed How Effective Is the mentioning

confidence: 77%

“…Further, that this enhanced presence gives students the opportunity to relate to other participants not only within an educational context, but also in casual encounters, since students move around from one location to another (Sanders, 2007).…”

Section: The Research Question Being Discussed How Effective Is the mentioning

confidence: 99%

See 1 more Smart Citation

Pre-service teachers’ perceptions of cooperative learning in a face-to-face and 3D virtual environment: an exploratory study

Salinas¹,

Vladimir²

View full text Add to dashboard Cite

This study focused on exploring Chilean pre-service English teachers' perceptions regarding the use of structured cooperative groups to learn about Australian historical events and geographical information in the virtual world of Second Life and face-to-face.Currently, there is a dearth of research in the area of pre-service teachers' perceptions in the use of a cooperative approach to learning in these two types of environments.Additionally, it was important to understand if cooperative learning helps to improve preservice teachers' preparation, regardless of the type of environment in which it is implemented.A case study methodology with two case studies, each incorporating two embedded units of analysis, was used to have an in-depth look at the use of cooperation for teaching and learning in Second Life and face-to-face. The cases of Mr "R" and Mr "J" and their respective teachers in each environment were analyzed. Qualitative information gathered from interviews and focus groups showed that both case study participants perceived the use of a cooperative approach to learning as highly beneficial to not only improve their learning but also develop their social skills. Similarly, both teachers, Miss "A" and Miss "V", also reflected on the benefits of cooperation for improving their teaching practices.Qualitative data claims were backed up by quantitative information obtained from a Cooperative Learning Questionnaire and the achievement test. An ANOVA questionnaire analysis showed that there were no significant differences in cooperation perception in both types of environments. This means that cooperation is perceived similarly regardless of the context in which it is used. Additionally, an ANCOVA analysis was conducted for test results which showed that even though the virtual group performed significantly better the second time, the face-to face group also improved its performance the second time. This means that a cooperative approach to learning had a positive significant impact on both types of environments.Based on the results of this study, the development of a framework to assist establishing cooperative group work in virtual environments is proposed. The framework combines Salmon's (2011) five-stage model, the elements that a structured cooperative group must comprehend (Gillies, 2007), Hannafin, Land andOliver (1983) and Roehler and Cantlon's (1997) scaffolding components. The proposed framework stands as a helpful element towards effectively implementing cooperative learning in virtual environments and making virtual environments even more effective when used in a learning experience.ii In summary, this study helped to explore Chilean pre-service English teachers' perceptions of the use of a cooperative approach to learn about Australia. It also contributed to create a holistic picture of the benefits that working under a cooperative approach entails, regardless of the context. Further, the use of a virtual world such as Second Life proved that cooperative learning can be fostered by the visu...

show abstract

The genesis of a virtual world revisited

Cited by 11 publications

References 7 publications

Benefits and Challenges of Using Second Life in English Teaching: Experts’ Opinions

Benefits and Challenges of Using Second Life in English Teaching: Experts’ Opinions

Creating Life-Long Learning Scenarios in Virtual Worlds

Pre-service teachers’ perceptions of cooperative learning in a face-to-face and 3D virtual environment: an exploratory study

Contact Info

Product

Resources

About