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dc.contributor.authorNussli, Natalie
dc.contributor.authorOh, Kevin
dc.date.accessioned2016-09-20T16:02:19Z
dc.date.available2016-09-20T16:02:19Z
dc.date.issued2014-04
dc.identifier.urihttp://hdl.handle.net/11654/23333
dc.description.abstractThe overarching question that guides this review is to identify the key components of effective teacher training in the use of three-dimensional (3D) immersive virtual worlds (IVWs) for learning and instruction purposes. The process of identifying the essential components of effective teacher training in the use of 3D IVWs will be described step-by-step. First, the need of virtual teacher training will be established (why), followed by the identification of the required teaching skills. Next, existing empirical guidelines for teaching in 3D IVWs will be presented from which the skills required for effective teaching in 3D IVWs will be extrapolated (what). The final step (how) will consist of presenting teachers with compelling evidence of the unique affordances of 3D IVWs for education, with the goal to promote teachers’ commitment to the use of 3D IVWs. Implications will be relevant for teacher educators, pre- and in-service teachers, administrators, principals, and instructional designers.
dc.description.urihttps://www.learntechlib.org/p/44346
dc.language.isoen_US
dc.relation.ispartofJournal of Technology and Teacher Education
dc.accessRightsAnonymous
dc.subjectImmersive virtual worlds, educational technology, teacher education, Second Life
dc.subject.ddc370 - Erziehung, Schul- und Bildungswesende
dc.titleEffective teacher training in the use of three-dimensional immersive virtual worlds for learning and instruction purposes: A literature review.
dc.type01 - Zeitschriftenartikel, Journalartikel oder Magazin
dc.volume22
dc.issue2
dc.audiencePraxis
fhnw.publicationStatePublished
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publication
fhnw.InventedHereNo
fhnw.PublishedSwitzerlandNo
fhnw.pagination213-241
fhnw.IsStudentsWorkno
fhnw.publicationOnlineJa


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