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Publikation Facilitation strategies to moderate synchronous virtual discussion groups in teacher training(IGI Global, 2021) Oh, Kevin; Nussli, Natalie; Kaye, Melisa; Cuadro, Nicole Michele; Choi, Dong Hwa; Dailey-Hebert, Amber; Simmons Estes, JudiThis chapter reports on an exploratory case study investigating strategies to facilitate group discussions in Second Life, a three-dimensional virtual world. The purpose was to identify best practices for discussion facilitation in-world from the perspective of a virtual host and a discussion facilitator. A host and a facilitator moderated four virtual group discussions with 16 in-service teachers enrolled in a graduate technology class. The chapter discusses several themes that emerged from the host’s and the facilitator’s debriefings. Key themes include the need for a careful selection of the communication modality (text or voice or a combination), strategies to promote interactivity among the participants, the critical need for at least one facilitator in addition to the host, the need for clear ground rules for the participants, and clear guidelines for the host and the facilitator. Several challenges experienced during the process of facilitating these virtual events are discussed and recommendations are made to address these difficulties. This chapter is of interest to educators who are planning to substitute in-class group discussions with synchronous group discussions in-world.04A - Beitrag SammelbandPublikation Lectures and discussions in semi-immersive virtual reality learning environments: the effect of communication modality on learner satisfaction and mental effort(IGI Global, 04/2019) Nussli, Natalie; Oh, Kevin; Cuadro, Nicole Michele; Kaye, Melisa; Yang, Kenneth C. C.This chapter describes a study that was conducted in a semi-immersive desktop virtual reality environment. The study investigated teacher trainees' perceptions of their mental effort in Second Life, their satisfaction with the communication modalities, and their perceived social behavioral changes. In the first event, only the instructor (host) used voice to communicate while all participants as well as the in-text facilitator (co-host) used text chat only. In the second event, not only did both hosts use voice, but the participants also had the option to use voice rather than text. The majority of teacher trainees appreciated the freedom to choose either modality. The integration of voice was perceived as humanizing the discussion, increasing the flow, and making the conversation more engaging. However, the addition of multiple voices was believed to increase their mental effort. While some teacher trainees felt more relaxed and more open in a virtual discussion, others reported a lack of attention and honesty as well as a tendency to ignore social conventions.04A - Beitrag Sammelband