A systematic, inquiry-based 7-Step Virtual Worlds Teacher Training
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Authors
Oh, Kevin
Author (Corporation)
Publication date
10/2016
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
E-Learning and Digital Media
Special issue
DOI of the original publication
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Series
Series number
Volume
12
Issue / Number
Pages / Duration
1-28
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Publisher / Publishing institution
SAGE
Place of publication / Event location
Edition
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Abstract
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.
Keywords
Second Life, special education, teacher training, three-dimensional virtual learning environment, virtual world
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
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ISBN
ISSN
2042-7530
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
License
Citation
NUSSLI, Natalie und Kevin OH, 2016. A systematic, inquiry-based 7-Step Virtual Worlds Teacher Training. E-Learning and Digital Media. Oktober 2016. Bd. 12, S. 1–28. DOI 10.1177/2042753016672900. Verfügbar unter: http://hdl.handle.net/11654/23385