e-Learning: Managing the Opportunity of Virtual Worlds and Their Environments

2009 ◽  
Author(s):  
Henry Forsyth ◽  
A.Taleb Bendiab ◽  
Andy Laws
Keyword(s):  
Virtual Worlds ◽  
E Learning

scholarly journals Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments

2012 ◽  
pp. 50-74
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Spaces ◽  
Educational Facilities ◽  
Design Elements ◽  
Virtual Spaces ◽  
E Learning

3D Virtual Learning Environments (3D VLEs) are increasingly becoming prominent supporters of blended learning for all kinds of students including adult learners with or without disabilities. Due to the evidenced effect of architectural design of physical learning spaces on students’ learning and current lack of design codes for creating 3D virtual buildings, this case study aims at evaluating the suitability of the architectural design elements of existing educational facilities and learning spaces within 3D VLEs specifically for delivering blended e-learning for adult students with disabilities. This comprises capturing student contentment and satisfaction levels from different design elements of the 3D virtual spaces in an attempt to issue recommendations for the development of 3D educational facilities and hence initiate a framework for architectural design of 3D virtual spaces to augment accessibility, appeal and engagement for enhancing the e-learning experience of under-graduate, post-graduate and independent-study adult learners with disabilities within these virtual worlds.

Educational Contents and Creativity in Virtual Environments

2013 ◽  
pp. 38-47
Author(s):  
Ilaria Mascitti ◽  
Daniela Di Marco ◽  
Monica Fasciani
Keyword(s):  
Virtual Worlds ◽  
New Technology ◽  
Learning By Doing ◽  
Virtual Space ◽  
Street Art ◽  
Teaching Pedagogy ◽  
3D Virtual Worlds ◽  
E Learning ◽  
Educational Potential ◽  
Educational Contents

This chapter reflects on the educational potential of virtual worlds and draws on the results of ST.ART project - Street Artists in a virtual space (www.startproject.eu). ST.ART project innovative aspect embraces both the topic (street art) and the methodology (virtual platforms as e-learning and 3D virtual worlds) as well as the pedagogy applied that uses an inquiry-based method (learning by doing) to support a traditional deductive teaching pedagogy. This approach is not only related to the use of a relatively new technology but also to the educational, pedagogical, cultural, and motivational benefits derived from the chosen methodology. The chapter describes new insights and findings that emerged during the experimentation phase of the project and that were never anticipated when the project was first designed.

Structuring and Facilitating Online Learning through Learning/Course Management Systems

Data Mining ◽  
2013 ◽  
pp. 1358-1375
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Online Learning ◽  
Virtual Worlds ◽  
Information Assurance ◽  
Third Party ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Tag Clouds ◽  
Current Trends ◽  
E Learning

Online learning—whether it is human-facilitated or automated, hybrid/blended, asynchronopus or synchronous or mixed--often relies on learning/course management systems (L/CMSes). These systems have evolved in the past decade-and-a-half of popular use to integrate powerful tools, third-party software, Web 2.0 functionalities (blogs, wikis, virtual worlds, and tag clouds), and a growing set of capabilities (eportfolios, data management, back-end data mining, information assurance, and other elements). This chapter highlights learning/course management systems, their functionalities and structures (including some integrated technologies), their applied uses in adult e-learning, and extra-curricular applications. A concluding section explores future L/CMSes based on current trends.

Online Identities in Virtual Worlds

2010 ◽  
pp. 39-54
Author(s):  
Andrew Power ◽  
Gráinne Kirwan
Keyword(s):  
Student Achievement ◽  
Blended Learning ◽  
Virtual Worlds ◽  
Relevant Literature ◽  
True Self ◽  
E Learning ◽  
Online Identities

Online identities need not reflect the true identity of the user. Relatively little is known about the use of online identities during e-learning and blended learning programmes, and if these reflect the students’ true self. Online identities may impact on student achievement and satisfaction and as such are an important consideration for educators. Following an overview of the relevant literature regarding online identities, this paper describes findings from a survey of students currently engaged in a programme delivered using these techniques and where an awareness of online identities is to the fore. Several strengths and weaknesses of online identities in education are identified, and while students generally felt that they were portraying their own true identity online, many felt that others in the group were not. Implications for practice are described.

Second Language E-Learning and Professional Training with Second Life®

2011 ◽  
pp. 207-227 ◽  
Author(s):  
Patricia Edwards ◽  
Mercedes Rico ◽  
Eva Dominguez ◽  
J. Enrique Agudo
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Professional Training ◽  
Academic Community ◽  
Degree Programs ◽  
Constructivist Learning Theory ◽  
The Social ◽  
E Learning ◽  
University Degree ◽  
Social Constructivist Learning

Web 2.0 technologies are described as new and emerging for all fields of knowledge, including academia. Innovative e-learning formats like on-demand video, file sharing, blogs, Wikis, podcasting and virtual worlds are gaining increasing popularity among educators and students due to their emphasis on flexible, collaborative and community-building features, a promising natural channel for the social constructivist learning theory. This chapter addresses the application of e-learning in university degree programs based on exploiting the practical, intensive and holistic aspects of Second Life® (SL™). Although the specific framework dealt with is English as a foreign language, it seems feasible to assume that the learning processes are equally transferable to other disciplines. In light of the aforementioned premises, the outlook of e-learning 2.0 approaches require action research and shared experiences in order to back up or challenge the claims and expectations of the academic community concerned with best practices in education.

Use of Virtual World for Soft/Communication Skills Training

2012 ◽  
Vol 4 (3) ◽  
pp. 65-72 ◽  
Author(s):  
Patricia Abshier
Keyword(s):  
Distance Learning ◽  
Virtual Worlds ◽  
Care Service ◽  
Health Care Service ◽  
Skills Training ◽  
State Of The Economy ◽  
Learning Programs ◽  
E Learning ◽  
Communications Skills ◽  
Learning Platforms

The current state of the economy has created an increased pressure on companies to establish more efficient training programs, resulting in an upswing in e-learning and distance learning programs. With this increased demand for e-learning/distance learning training, the need for more interactive training that goes beyond the traditional webinar and video conference has also been identified. The literature regarding virtual learning platforms suggests that the use of simulations, both asynchronous and synchronous, holds great potential for enhancing the knowledge and skills of learning in a myriad of fields. Although these platforms are proving to have great benefits, they also are showing some challenges and barriers to overcome. After a review of current research, Cicatelli Associates, Inc. (CAI), conducted an internal feasibility study to determine the feasibility of the use of virtual worlds in training healthcare and health care service provision staff in general counseling skills and communications skills. After examining, both the strengths and the challenges of utilizing this method for training it was determined that several barriers exist that currently prohibit the organization from using this method. These barriers include access to appropriate computer systems, as well as the lack of fine or micro non-verbal gestures in virtual worlds.

scholarly journals Effects of Virtual World Environments in Student Satisfaction

2011 ◽  
Vol 2 (1) ◽  
pp. 29-48 ◽  
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Student Satisfaction ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Experience ◽  
Design Guidelines ◽  
Educational Facilities ◽  
Design Elements ◽  
Space Design ◽  
E Learning ◽  
Design Characteristics

Universities and educational institutions are currently becoming more dependent on delivering courses within online virtual worlds, such as 3D Virtual Learning Environments (3D VLES). There is insufficient research on how environmental and architectural design elements of 3D virtual educational spaces and buildings inside these virtual worlds can affect the e-learning process of the students and their satisfaction and contentment. This study investigates students’ satisfaction from different architectural features used in 3D educational facilities by recording, from surveys, students’ degree of agreeability toward varied design characteristics in different learning spaces within 3D VLES. Defining best perceived design traits can improve 3D educational space design to augment a student’s overall e-learning experience, and lead to general design guidelines for future creation of 3D virtual educational facilities.

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.

Engaging E-Learning in Virtual Worlds: Supporting Group Collaboration

2008 ◽  
Author(s):  
Katherine G. Franceschi ◽  
Ronald M. Lee ◽  
David Hinds
Keyword(s):  
Virtual Worlds ◽  
Group Collaboration ◽  
E Learning
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