International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Virtual environments
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17 items
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This study investigated the acceptance of virtual worlds as a learning space. In this study, the effect of perceived usefulness (PU), ease of use and perceived enjoyment on the behavioural intention (BI) of students to use virtual worlds, as well as the relationship among the variables were examined. The findings from this study highlight important issues related to acceptance and adoption of virtual worlds. First, the results contribute to the literature by defining virtual worlds as a mixed system with both utilitarian and hedonic value. Virtual worlds can focus on the productive use of a system to increase learning as well as the prolonged use to provide fun and enjoyment.
Published: 2015
Updated: Jan. 24, 2017
2
This case study describes how 18 preservice teachers learned to nurture literary meaning-making via activities based on Louise Rosenblatt's Reader Response Theory within a multi-user virtual environment (MUVE). The authors found that these preservice teachers were able to learn about a technology integration activity within the context of building English Language Arts (ELA) pedagogical content knowledge.
Published: 2014
Updated: Feb. 29, 2016
3
This case study investigated preservice teachers’ perceptions of digital games and their experiences designing and building an educational digital game. In this study, the authors sought to understand enactivism by applying the theory to practice and demonstrating a successful implementation of enactivism in a teacher education classroom. By adapting enactivist approaches, they have created a learning world that incorporates complex real-world problems while giving learners great freedom of exploration. Teachers in this study demonstrate all the 21st century skills through the game design and building experience. Teachers learning in such an enactivist world changed their perceptions. The creative process of designing games forced them to move out of their comfort zones, demonstrating that they were capable of making fun and interesting games.
Published: 2013
Updated: Feb. 23, 2016
4
This study will evaluate the engagement of students with the virtual learning environment (VLE) enhancements. The purpose of this evaluation is to relate a specific virtual framework, designed for students participating on biology modules contained in the Science Extended Degree (SED) course, with levels of student engagement. The results indicate that a substantial proportion of students completed all of these assessments, and this appears to be directly linked to attainment of higher grades. The findings reveal that the VLE model described here seems to be of major benefit to students as a learning tool. The findings were positive showing that time spent on the test was decreased as the course progressed and there was a positive attitude swing towards learning shown by the students.
Published: 2014
Updated: Oct. 27, 2015
5
The goal of this study was to gather teacher candidates’ perceptions of a form that incorporated self-reflection, collaborative reflection, and quality feedback. The faculty members at a Midwestern U.S. university piloted a new digital classroom observation form to promote a more learner-centered approach to supervision. Results indicated that while teacher candidates felt that the form took more time to complete, most felt it helped promote reflective practices, and supervisor feedback was viewed favorably.
Published: 2014
Updated: Feb. 16, 2015
6
This study examines the evolution of one novice’s teacher’s informal virtual mentoring network to determine if characteristics of traditional mentoring networks and relationships mirror characteristics of a Twitter mentoring network. Results indicate that the novice teacher’s network was used primarily to seek information from other professionals, since her two primary informal mentors were secondary mathematics teachers. Novice teachers typically have more information needs than more experienced teachers and would likely need to ask more questions and have fewer resources to share than experienced teachers. Furthermore, the frequency of interactions decreased over time despite the potential ease of posting to Twitter.
Published: 2013
Updated: Feb. 15, 2015
7
The goal of this review is to identify the key components of effective teacher training in virtual schooling, with a focus on three-dimensional (3D) immersive virtual worlds (IVWs). The process of identifying the essential components of effective teacher training in the use of 3D IVWs will be described step-by-step.
Published: 2014
Updated: Sep. 22, 2014
8
The current paper will report on a faculty mentoring experience aimed at familiarizing two professors with Second Life. In addition, the article will report on engaging in a collaborative effort to understand how Second Life can be used in language learning and general education settings. The perspectives of both mentor and mentees will be discussed and the lessons learned will be shared.
Published: 2010
Updated: Jan. 02, 2011
9
This study examined cyberbullying in three distinct phases to facilitate a multifaceted understanding of cyberbullying. The phases included (a) a quantitative survey, (b) a qualitative focus group, and (c) development of educational scenarios/simulations. In all three phases, adolescent reactions to cyberbullying were examined and reported to raise awareness and to educate others about cyberbullying.
Published: 2009
Updated: Jan. 12, 2010
10
The goal of this review is to synthesize literature that has empirically examined factors related to computer self-efficacy and the relationship between computer self-efficacy, learning outcomes, and learning processes with computer-based learning environments. This research reviewed 33 articles. Results indicate that behavioral and psychological factors are positively related to computer self-efficacy.
Published: 2009
Updated: Jul. 01, 2009