Virtual Worlds and Course Dialogue

Autor/inn/en	Tapsis, Nikolaos; Tsolakidis, Konstantinos; Vitsilaki, Chryssi
Titel	Virtual Worlds and Course Dialogue
Quelle	In: American Journal of Distance Education, 26 (2012) 2, S.96-109 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2012.655053
Schlagwörter	Foreign Countries; Graduate Students; Distance Education; Computer Assisted Instruction; Student Attitudes; Satisfaction; Teamwork; Interpersonal Communication; Interaction; Web 2.0 Technologies; Questionnaires; Mixed Methods Research; Observation; Comparative Analysis; Use Studies; Instructional Effectiveness; Theories; Teacher Education; Computer Simulation; Simulated Environment; Role Playing; Integrated Learning Systems; Blended Learning; Web Based Instruction; Computer Mediated Communication; Synchronous Communication; College Instruction; Semi Structured Interviews; Greece + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Distance study; Distance learning; Fernunterricht; Computer based training; Computerunterstützter Unterricht; Schülerverhalten; Zufriedenheit; Interpersonale Kommunikation; Interaktion; Fragebogen; Beobachtung; Benutzerschulung; Unterrichtserfolg; Theory; Theorie; Lehrerausbildung; Lehrerbildung; Computergrafik; Computersimulation; Künstliche Umwelt; Rollenspiel; Web Based Training; Computerkonferenz; Hochschullehre; Griechenland
Abstract	This study explores the effects of the use of Second Life (SL) as a learning environment on a course's dialogue. An experimental design within groups was used with thirty-seven graduate students for three weeks. Half of them followed the course activities in the official Learning Management System (LMS) of the program, Blackboard Vista, and the other half in the 3D Virtual World (VW), SL. Results revealed significant differences in the copresence of the two groups, which can be explained by sensory and availability factors of the media used. The study also detected qualitative differences in students' collaboration in the two environments and in their satisfaction with interaction. The findings support the use of 3D Virtual Learning Environments (3DVEs) for instruction and teamwork in distance education in a blended mode setting. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10