Nussli, Natalie

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Natalie
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Nussli, Natalie

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2014 - 20163
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Typ: 01A - Beitrag in wissenschaftlicher Zeitschrift × Thema: teacher training ×

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Gerade angezeigt 1 - 3 von 3
  • 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
    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
    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