Techtalk: "Second Life" and Developmental Education

Autor/inn/en	Burgess, Melissa L.; Caverly, David C.
Titel	Techtalk: "Second Life" and Developmental Education
Quelle	In: Journal of Developmental Education, 32 (2009) 3, S.42-43 (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-3907
Schlagwörter	Web Sites; Electronic Publishing; Distance Education; Virtual Classrooms; Remedial Instruction; Higher Education; Information Technology; Games; Teaching Methods; Tutoring; Simulation; Social Networks + Suchen Sie Ihr Suchwort? Web-Design; Elektronisches Publizieren; Distance study; Distance learning; Fernunterricht; Förderkurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationstechnologie; Game; Spiel; Spiele; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkonzept; Nachhilfeunterricht; Simulation program; Simulationsprogramm; Social network; Soziales Netzwerk
Abstract	In our previous two columns, we discussed the potential for using blogs and wikis with developmental education (DE) students. Another Web 2.0 technology, virtual environments like "Second Life", provides a virtual world where residents create avatars (three-dimensional [3-D] self-representations) and navigate around an online environment (Caverly, Peterson, Delaney, & Starks-Martin, 2009). Other virtual environments comparable to "Second Life" have emerged (Virtual Environments Info Group, 2007). "Second Life" differs from asynchronous blogs and wikis because the 3-D interface allows users to immerse themselves into synchronous interactivity. Information can be disseminated through video, note cards, e-mail, simulations, mapping, bodily actions, or text-based conversation histories. Avatars can discuss this information using text-based chatting (thus creating a downloadable history) or through a voice tool (requiring a microphone and speakers). Communicating synchronously through avatars provides the opportunity for greater social interactivity which is a vital factor when developing a community of inquiry within online or hybrid DE courses or learning support (Garrison, 1985; Peterson & Caverly, 2006). (As Provided).
Anmerkungen	National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site: http://www.ncde.appstate.edu/publications.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10