Pioneering in the Virtual World Frontier

2019 ◽  
pp. 322-342
Author(s):  
Cynthia Calongne
Keyword(s):  
Online Learning ◽  
Virtual Worlds ◽  
Virtual World ◽  
Educational Community ◽  
Online Classroom ◽  
Community Groups ◽  
Early Adopters ◽  
Face To Face ◽  
Educational Challenges ◽  
Novel Approaches

Immersion in virtual worlds presented opportunities for simulating the qualities valued in face-to-face classes with the flexibility afforded by online learning. Immersive learning engaged educators, curriculum designers, campuses, conferences, and educational community groups to devise new ways to collaborate and engage learners. Dreaming of opportunities that were not possible in the online classroom, educators saw the potential of building communities in virtual worlds. They gathered to share their and to employ novel approaches to address educational challenges. This chapter explores the phenomenon of selfhood and society integral to the development of a vibrant educational community. At the heart of virtual world education is an ecosystem of institutions, groups, and conferences comprised of the early adopters and pioneers who stimulated their imagination and pooled their resources to encourage and strengthen the community and cast their eye to the future.

The Pioneering Spirit in the Virtual Frontier

2017 ◽  
pp. 279-297
Author(s):  
Cynthia M. Calongne
Keyword(s):  
Virtual Worlds ◽  
Virtual World ◽  
Real Life ◽  
Educational Community ◽  
Learner Motivation ◽  
Early Adopters ◽  
Science Technology ◽  
Educational Challenges ◽  
The Future ◽  
Novel Approaches

Dreaming of opportunities that were not possible in real life, educators visualized the potential of virtual worlds. They gathered to share their enthusiasm for this strange new landscape, to share their concerns, and to see if it offered the promise of novel approaches to address educational challenges. One challenge was the decline of learner motivation and engagement in the study of science, technology, engineering, and math (STEM). This chapter explores the phenomenon of how selfhood and society were integral to the development of a vibrant educational community. At the heart of virtual world education is an ecosystem of institutions, groups, and conferences comprised of the early adopters and pioneers who stimulated their imagination and pooled their resources to encourage and strengthen the community, and cast their eye to the future.

Identifying the Differences Between Online and F2F Teaching

2014 ◽  
pp. 123-146
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Online Pedagogy ◽  
Online Classroom ◽  
Face To Face ◽  
Negative Stereotype ◽  
Distinct Area ◽  
Similarities And Differences ◽  
Area Of Study

Governing agencies and administrators of education have typically been operating under the impression that online teaching is Face-to-Face (F2F) teaching using computers. This belief is a negative stereotype of education that is continually disproven by instructors of both modes, students of both modes, and research into the similarities and differences. Traditional pedagogies have a longstanding role in the F2F classroom, which do not always transfer into the online classroom. Rather, online pedagogy should be considered as a distinct area of study that addresses the new and evolving pedagogies regarding technology and online learning. Specifically, this chapter identifies what the differences are between online and F2F education in order to demonstrate the unique and necessary distinction of online pedagogy from traditional pedagogies.

Moving to the Worldvirtual

2011 ◽  
pp. 1-14
Author(s):  
Richard E. Riedl ◽  
Terry McClannon ◽  
Amelia W. Cheney
Keyword(s):  
Online Learning ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Classroom Experience ◽  
Face To Face ◽  
Brick And Mortar ◽  
The Ideal

The traditional classroom has been considered the ‘ideal’ setting for teaching and learning, and innovations which challenge that structure are under a great deal of scrutiny. As the tools for online learning become more sophisticated, as in the case of 3D immersive worlds, it is time to stop using the brick-and-mortar classroom experience as the litmus by which all educational experiences are measured. This chapter will discuss some significant differences between face-to-face and online learning experiences, as well as some unique affordances provided by virtual worlds for constructivist learning experiences.

scholarly journals 3D Interactions between Virtual Worlds and Real Life in an E-Learning Community

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Ulrike Lucke ◽  
Raphael Zender
Keyword(s):  
Learning Community ◽  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Real Life ◽  
Face To Face ◽  
Learning Platform ◽  
E Learning ◽  
Learning Scenarios

Virtual worlds became an appealing and fascinating component of today's internet. In particular, the number of educational providers that see a potential for E-Learning in such new platforms increases. Unfortunately, most of the environments and processes implemented up to now do not exceed a virtual modelling of real-world scenarios. In particular, this paper shows that Second Life can be more than just another learning platform. A flexible and bidirectional link between the reality and the virtual world enables synchronous and seamless interaction between users and devices across both worlds. The primary advantages of this interconnection are a spatial extension of face-to-face and online learning scenarios and a closer relationship between virtual learners and the real world.

Fostering Effective Learning Community in the Online Classroom

2021 ◽  
pp. 1786-1802
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Online Classroom ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Face To Face ◽  
Effective Learning ◽  
Faculty Concerns ◽  
Face To Face Learning

Online learning communities are an important aspect of successful virtual learning experiences. They bring opportunities for peer collaboration and sharing of ideas in a globally based classroom unrestricted by time and space. At the same time, online learning community participants may face some challenges of effective communication and collaboration as compared to traditional face-to-face learning environments. The author discusses issues, concerns, and potential solutions with regard to online learning communities in the areas of discussion participation, group work on assignments, faculty concerns, and miscellaneous issues such as technology access. Maximizing the potential of online learning communities will facilitate higher-order learning in the technologically mediated twenty-first century classroom.

scholarly journals An Investigation of the Educational Challenges During COVID-19: A Case Study of Saudi Students' Experience

2022 ◽  
Vol 11 (1) ◽  
pp. 353-363
Author(s):  
Raja Muhammad ◽  
Ashraf Ali* ◽  
Abdullah Alourani ◽  
Tribhuwan Kumar ◽  
Muhammad Shahbaz
Keyword(s):  
Online Learning ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
University Campuses ◽  
Face To Face ◽  
Saudi Students ◽  
Educational Challenges ◽  
Face To Face Instruction ◽  
Research Students

<p style="text-align: justify;">The outbreak of Coronavirus disease (COVID-19) has shaken the world, forcing countries to implement a state of emergency, including the education system. Students have been forced to remain in hostels or houses since they cannot get to university campuses. As a result of this predicament, university authorities have no option but to implement an online learning environment. Specifically, Saudi universities have faced numerous difficulties in bringing the online learning systems to continue the educational process. On the other hand, students faced difficulties to cope with such circumstances (complete online learning) without any preparation or backup plan. According to the findings of the literature research, students experienced difficulties that were difficult to overcome. The aim of this study was to determine the challenges that first-year students of the University faced. The present research got a total of 234 valid responses from the participants. The findings indicate that respondents were not fully prepared in this situation in terms of physical, environmental, and psychological readiness, with some variances in viewpoints depending on their gender and age. Respondents expressed concern about the effect of lockdown on their ability to perform well academically. In this study, the researchers found that switching suddenly to an all-online alternative cause significant obstacles for students. It was determined that the present blended learning model, which utilizes online learning to support face-to-face instruction, has encountered a critical challenge when it comes towards replacing it, particularly with underprepared learners.</p>

Writing Apprehension in the Online Classroom: The Limits of Instructor Behaviors

2021 ◽  
pp. 232949062110410
Author(s):  
Jorge Gaytan ◽  
Stephanie Kelly ◽  
Wiley S. Brown
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Business Students ◽  
Writing Apprehension ◽  
Online Learning Environment ◽  
Online Classroom ◽  
Face To Face ◽  
Business Instructors ◽  
The Face ◽  
Face To Face Instruction

In response to COVID-19, educational stakeholders are transferring traditional, face-to-face instruction to the online learning environment. The purpose of this study was to determine if business instructors’ use of immediate behaviors and clarity, which have been found to help business students overcome their writing apprehension in the face-to-face learning environment, can also be used to help business students to overcome their writing apprehension in an online learning environment. Findings indicated that instructor immediate behaviors and clarity are not interventions for writing apprehension in the online learning environment. The instructional strategies business instructors rely on in the face-to-face classroom did not have the same meaning or effect on the online classroom.

Fostering Effective Learning Community in the Online Classroom

2018 ◽  
pp. 203-219
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Online Classroom ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Face To Face ◽  
Effective Learning ◽  
Faculty Concerns ◽  
Face To Face Learning

Online learning communities are an important aspect of successful virtual learning experiences. They bring opportunities for peer collaboration and sharing of ideas in a globally based classroom unrestricted by time and space. At the same time, online learning community participants may face some challenges of effective communication and collaboration as compared to traditional face-to-face learning environments. The author discusses issues, concerns, and potential solutions with regard to online learning communities in the areas of discussion participation, group work on assignments, faculty concerns, and miscellaneous issues such as technology access. Maximizing the potential of online learning communities will facilitate higher-order learning in the technologically mediated twenty-first century classroom.

scholarly journals The eSports Trojan Horse: Twitch and Streaming Futures

2015 ◽  
Vol 8 (2) ◽  
Author(s):  
Benjamin Burroughs ◽  
Paul Rama
Keyword(s):  
Virtual Worlds ◽  
Virtual World ◽  
Streaming Media ◽  
The Real ◽  
Face To Face ◽  
Virtual Spaces ◽  
The Social ◽  
Gaming Culture ◽  
A Site ◽  
Media And Technology

This paper argues that one potential future in gaming and virtual reality can be found in streaming media and technology. The streaming space of Twitch.tv is both “real” and “virtual”, blurring the boundaries between the game space, social networks, and face-to-face communication. Streaming ruptures a hard distinction between the real and virtual worlds. Scholars of virtual spaces need to take seriously streaming media as a site of research, and the affordances of streaming as networked, mobile, and curated. Twitch represents a space for unpacking the social and commercial realizations of an emergent streaming culture. Virtual world research needs to continue to push the boundaries of research into games and gaming culture. We argue that an important part of that future involves the liminal space of streaming and eSports between the real and the virtual.

Fostering Effective Learning in the Online Classroom

2021 ◽  
pp. 139-164
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Online Classroom ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Face To Face ◽  
Live Chat ◽  
Faculty Concerns ◽  
Face To Face Learning

Online learning communities are an important aspect of successful virtual learning experiences. They bring opportunities for peer collaboration and sharing of ideas in a globally based classroom unrestricted by time and space. At the same time, online learning community participants may face some challenges of effective communication and collaboration as compared to traditional face-to-face learning environments. The author discusses issues, concerns, and potential solutions with regard to online learning communities in the areas of discussion participation, group work on assignments, faculty concerns, and miscellaneous issues such as technology access. Strategies for leveraging social media and live chat sessions in fostering online learning community interaction are also shared. Maximizing the potential of online learning communities will facilitate higher-order learning in the technologically-mediated 21st century classroom.

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