Nussli, Natalie

Nussli, Natalie


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  • Publikation
    Avatar-based group discussions in virtual worlds: Facilitation, communication modalities, & benefits of participation (Book Chapter Enhancement)
    (IGI Global, 07/2018) Nussli, Natalie; Oh, Kevin [in: International Journal of Virtual and Personal Learning Environments]
    This article focuses on developing guidelines for the effective facilitation of avatar-based group discussions. This qualitative inquiry is guided by an investigation of (1) social affordances of avatar-based discussions, with an emphasis on social and physical presence, (2) strategies to help establish rapport with other avatars, and (3) the complexities of communication modalities (voice vs. text) in avatar-based discussions. Guidelines for the effective moderation of avatar-based discussion groups are presented throughout the chapter, such as, creating a feeling of acceptance and non-judgment, communicating synchronously to support immediacy, demonstrating virtual sharing acts, using voice for humanized communication, showing social emotionality, and observing real-life social norms.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • 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
  • 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
  • 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
  • Publikation
    Technology-enhanced language learning: A case study of a global classroom in Second Life
    (01/2014) Oh, Kevin; Nussli, Natalie [in: International Journal on Advances in Life Sciences]
    This study reports on a case study about conversation practice in Second Life, a three-dimensional (3D) virtual environment, between 12 English language learners and 18 special education teachers. The purpose of the study was to examine participants' perceptions of the usability of virtual worlds as a language learning platform and to identify the unique skills required for successful teaching in a 3D environment. Specifically, the anxiety-reducing features of the virtual, anonymous environment in which oral language skills can be practiced through avatars were investigated. Extensive challenges inherent to the lesson design and audio quality were identified in this study. Guidelines on how to address these challenges as well as ideas for alternative, more effective learning designs, such as the discussion group format, are outlined. The study resulted in nine suggestions for virtual conversation practice in 3D environments. These findings will be relevant to other language instructors who plan to use Second Life or a similar virtual world for oral fluency enhancement in collaborative language practice.
    01A - Beitrag in wissenschaftlicher Zeitschrift