Nussli, Natalie

Profilbild
E-Mail-Adresse
Geburtsdatum
Projekt
Organisationseinheiten
Berufsbeschreibung
Nachname
Nussli
Vorname
Natalie
Name
Nussli, Natalie

Filter

2014 - 201913
Filter zurücksetzen

Einstellungen

Enddatum: 2019 × Thema: 370 - Erziehung, Schul- und Bildungswesen ×

Suchergebnisse

Gerade angezeigt 1 - 10 von 13
  • Vorschaubild nicht verfügbar
    Publikation
    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. [in: Cases on Immersive Virtual Reality Techniques]
    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
  • Vorschaubild nicht verfügbar
    Publikation
    Strategies to support teachers in designing culturally responsive curricula in online learning environments
    (IGI Global, 04/2019) Nussli, Natalie; Guan, Yu; Oh, Kevin; Kyei-Blankson, Lydia; Blankson, Joseph; Ntuli, Esther [in: Care and Culturally Responsive Pedagogy in Online Settings]
    The purpose of this theoretical chapter is to identify strategies that help educators develop online learning curricula to meet the needs of culturally diverse students. The first part of this chapter offers insights into culturally responsive teaching (CRT) from multiple perspectives. Specifically, the authors explore the importance of CRT in teacher education programs, how to evaluate teachers' cultural competencies, how to initiate the transformation process into culturally responsive educators, how teachers perceive the value of CRT programs, what pre-service and novice teachers typically struggle with in their attempts to teach diverse student populations, and how students perceive cultural diversity. The second part of the chapter is dedicated to an in-depth discussion of practical approaches to developing culturally responsive online curricula for both 2D and 3D learning environments, how to prepare faculty to meet the needs of diverse students in online courses, and how to stimulate pre-service teachers' reflections on CRT.
    04A - Beitrag Sammelband
  • Vorschaubild nicht verfügbar
    Publikation
    Using video-aided self-reflection to prepare novice special education teachers: Meeting the diverse needs of students
    (IGI Global, 08/2017) Davis, Jason P.; Oh, Kevin; Nussli, Natalie; Djoub, Zineb [in: Fostering reflective teaching practice in pre-service education]
    The growing diversity of America’s public schools has created pressure for universities and teacher preparation programs to develop strategies to aid novice teachers in meeting a variety of student needs. In addition to cultural and linguistic differences, special education teachers must also be prepared to meet the variety of academic, social, and emotional needs of students identified with disabilities. To accomplish this, studies investigating the potential of video based reflection to impact novice and pre-service teachers’ ability to implement pedagogical theory into practice have increased. This chapter examines the use of video as a tool to engage novice special education teachers’ reflection on the implementation of culturally responsive pedagogy (CRP), differentiated instruction (DI), and universal design for learning (UDL).
    04A - Beitrag Sammelband
  • Vorschaubild nicht verfügbar
    Publikation
    An international immersion into co-teaching: A wake-up call for teacher candidates in general and special education
    (24.07.2017) Oh, Kevin; Murawski, Wendy; Nussli, Natalie [in: The Journal of Special Education Apprenticeship]
    This case study explored the short-term international co-teaching experience of pre-service general education teachers who were paired up with intern special education teachers (N = 8) to provide English language instruction to students in South Korea. Pre-, during-, and post-data were collected to investigate how the participants experienced their co-teaching. The narratives of two participants were chosen for phenomenological analysis, reflecting an overwhelmingly positive and a rather negative co-teaching experience. The key ingredients to a successful partnership were identified as open communication, the willingness to accept both positive and negative feedback, the willingness to learn from or get inspired by someone who may have less teaching experience, mutual respect and trust, compatibility of personal characteristics, and frequent check-ins. The potential threats to a positive relationship were identified as mismatched personalities, incompatible teaching goals, the lack of co-planning, conflicting approaches to lesson planning, unequal roles, infrequent check-ins, and lack of trust and respect. Despite these challenges, the findings indicate that immersing teacher candidates in co-teaching experiences resulted in positive perceptions of co-teaching and increased the participants’ skills related to collaborative teaching for all but one candidate. The findings have led to recommendations for the successful set-up of co-teaching experiences.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Field research in Second Life: Strategies for discussion group facilitation and benefits of participation
    (IGI Global, 07/2017) Nussli, Natalie; Oh, Kevin; Panconesi, Gianni; Guida, Maria [in: Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments]
    This chapter explores the educational potential of discussion groups situated in three-dimensional (3D) virtual worlds. Virtual discussion groups are examined from the following perspectives: the benefits and challenges of participation and the best practices in terms of effective discussion group moderation. The authors start by describing the benefits of online discussion groups and continue by identifying strategies on how to facilitate such meetings effectively, with a focus on techniques promoting a sense of community. The authors will discuss the major themes that emerged from the content analysis of field notes, an ethnographic journal, and interviews with a discussion group member after immersion in various discussion groups in Second Life. An understanding of the communication modalities (voice and text-chat) and the principles of social interaction may help educators use virtual learning environments effectively. Guidelines for discussion group moderation are presented throughout the chapter.
    04A - Beitrag Sammelband
  • Vorschaubild nicht verfügbar
    Publikation
    A systematic, inquiry-based 7-Step Virtual Worlds Teacher Training
    (SAGE, 10/2016) Nussli, Natalie; Oh, Kevin [in: E-Learning and Digital Media]
    Eighteen special education teachers explored one prominent example of three-dimensional virtual worlds, namely Second Life. This study aimed to (a) determine their perception of the effectiveness of a systematic 7-Step Virtual Worlds Teacher Training workshop in terms of enabling them to make informed decisions about the usability of virtual worlds for students with social skills challenges and (b) determine whether there was a teacher change of attitude resulting from engagement in this systematic workshop. The seven steps are described in detail. The teachers’ change of attitude was statistically significant with a large effect size. The teachers’ feedback on the effectiveness of the training program resulted in 14 practical guidelines, which informed the revised 4-Step VirtualWorlds Teacher Training model that can be used both in general and special education with minor adjustments depending on the teacher and student population.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Discussions in three-dimensional virtual worlds: Benefits of participation and strategies for the facilitation of in-world discussions
    (11.05.2016) Nussli, Natalie; Oh, Kevin
    Social interactions in three-dimensional (3D) virtual worlds are examined from two perspectives: the benefits of virtual discussion group participation and best practices in terms of virtual discussion group facilitation. The objectives of this qualitative study were to identify what makes a virtual discussion or support group in a 3D platform appealing and how these discussions can be facilitated effectively, with a special focus on developing a sense of community. The content analysis of 18 observation events (total of 17 hours), three field notes, one text-chat log, two interviews, and an ethnographic fieldwork journal has generated three major themes: benefits of participation, facilitation strategies, and social cues. Identifying the way people communicate virtually helps design these spaces to support social needs. The society can take advantage of this mode of communication to pursue various objectives, such as using 3D virtual discussion groups for educational purposes, promoting mental health support groups, and as a practice platform for people with social skills challenges.
    06 - Präsentation
  • Vorschaubild nicht verfügbar
    Publikation
    Challenging, eye-opening, and changing. U.S. teacher training in Korea: Creating experiences that will enhance global perspectives
    (Indiana University Press, 10/2014) Oh, Kevin; Nussli, Natalie [in: Journal of the Scholarship of Teaching and Learning]
    This study explored the short-term international experience of pre-service teachers to create and enhance global perspectives. These teachers (n=5), all female graduate students at a university in the U.S., were fully immersed in a foreign culture for three weeks while teaching English to primary and secondary students in Korea. Pre-, during-, and post-data were collected using surveys, interviews, and journals to investigate how the participants work and live while being completely immersed in a new culture. Overall, teachers expressed a transformation in both their teaching philosophy and cultural perspectives despite the short duration of the experience. They also reported that this linguistic and cultural immersion had not only advanced their global perspective but had also provided them with the necessary tools and understanding to work with diverse populations more emphatically and effectively. The findings suggest that additional teacher training is needed to best prepare new teachers for today’s classrooms.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Collaborative science learning in three-dimensional immersive virtual worlds: Pre-service teachers' experiences in Second Life
    (07/2014) Nussli, Natalie; Oh, Kevin [in: Journal of Educational Multimedia and Hypermedia]
    The purpose of this mixed methods study was to enculturate pre-service teachers into Second Life (SL), a three-dimensional immersive virtual world, and to measure their change in attitude towards the potential of SL for education. By completing collaborative assignments in SL, nineteen pre-service general education teachers explored an educational, marine biology island in SL and evaluated its potential for incorporation in general and special education curricula. A pre- and post-survey inquired about the participants’ perception of the usability of virtual worlds for education. Participants collaboratively explored the marine ecosystem of the Abyss Observatory (Nishimura, Lim, & Koyamada, 2012), reflected on its unique affordances, and designed activities for an inclusive classroom, framed by a pedagogical rationale. The difference between the participants’ two attitude scores generated by the pre- and post-survey was calculated and was found to be statistically significant with a large effect size. Results suggest that this 7-Step Virtual Worlds Teacher Training Workshop had a positive impact on the participants’ attitude towards integration of SL into teaching. Five themes emerged with regards to the unique affordances of the Abyss Observatory’s deep-sea area. Finally, the “Teacher-Prep Virtual World Six-Step Model” for effective pre-service teacher preparation for teaching in SL was developed.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Teacher training in the use of a three-dimensional immersive virtual world: Building understanding through first-hand experiences
    (Indiana University Press, 06/2014) Oh, Kevin; Nussli, Natalie [in: Journal of Teaching and Learning with Technology]
    This study offers recommendations and a model for other teacher educators who are interested in training teachers in the use of three-dimensional (3D) immersive virtual worlds (IVWs) for their own teaching. Twelve special education teachers collaboratively explored the usability of Second Life (SL) for special education by completing a full inquiry cycle to develop the ability to make informed decisions about the affordances and challenges of virtual world teaching and to help identify effective components for virtual worlds teacher training. Ten educational SL islands were explored critically. Mixed-methods data analysis and triangulation were based on the analysis and synthesis of a preliminary survey, a mid-reflection after several virtual explorations, the collaborative analysis of an existing SL lesson plan, the collaborative development of a SL lesson plan, a post-reflection, and a post-survey. Several key benefits of 3D IVWs for special education students emerged from the qualitative analyses, namely social skills practice, collaborative learning towards a joint goal with a competitive element, and increased motivation to participate, especially for topics that would otherwise be perceived as boring. The qualitative data informed the development of guidelines for virtual worlds teacher training and the elements of an ideal SL island designed for special education. The change of attitude towards the usability of virtual worlds in education as a result of the workshop was not statistically significant.
    01A - Beitrag in wissenschaftlicher Zeitschrift