Abstract: This paper examines ethical and social issues which
have proved important when initiating and creating educational spaces within a virtual environment. It focuses on one project, identifying the key decisions made, the barriers to new practice
encountered and the impact these had on the project. It demonstrates
the importance of the 'backstage' ethical and social issues involved in
the creation of a virtual education community and offers conclusions,
and questions, which will inform future research and practice in this
area. These ethical issues are considered using Knobel-s framework
of front-end, in-process and back-end concerns, and include
establishing social practices for the islands, allocating access rights,
considering personal safety and supporting researchers appropriately
within this context.
Abstract: The scope of this research was to study the relation between the facial expressions of three lecturers in a real academic lecture theatre and the reactions of the students to those expressions. The first experiment aimed to investigate the effectiveness of a virtual lecturer-s expressions on the students- learning outcome in a virtual pedagogical environment. The second experiment studied the effectiveness of a single facial expression, i.e. the smile, on the students- performance. Both experiments involved virtual lectures, with virtual lecturers teaching real students. The results suggest that the students performed better by 86%, in the lectures where the lecturer performed facial expressions compared to the results of the lectures that did not use facial expressions. However, when simple or basic information was used, the facial expressions of the virtual lecturer had no substantial effect on the students- learning outcome. Finally, the appropriate use of smiles increased the interest of the students and consequently their performance.