Virtual Environments...Vehicle for Pedagogical Advancement
Virtual environments are a hot topic in academia and more importantly in courses offered via distance education. Today-s gaming generation view virtual worlds as strong social and interactive mediums for communicating and socializing. And while institutions of higher education are challenged with increasing enrollment while balancing budget cuts, offering effective courses via distance education become a valid option. Educators can utilize virtual worlds to offer students an enhanced learning environment which has the power to alleviate feelings of isolation through the promotion of communication, interaction, collaboration, teamwork, feedback, engagement and constructivists learning activities. This paper focuses on the use of virtual environments to facilitate interaction in distance education courses so as to produce positive learning outcomes for students. Furthermore, the instructional strategies were reviewed and discussed for use in virtual worlds to enhance learning within a social context.
[1] New Media Consortium and the EDUCAUSE Learning Initiative,
(2007). The Horizon Report 2007 Edition. Creative Commons.
Stanford, CA.
[2] Bonk, C.J., (2004). The Perfect E-Storm: emerging technology,
enormous learner demand, enhanced pedagogy, and erased budgets. The
Observatory on Borderless Higher Education.
[3] Zuhairi, A., Wahyono, E., & Suratinah, S. (2006). The historical
context, current development and future challenges of distance
education in Indonesia. Quarterly Review of Distance Education, 7, 1,
95-101.
[4] Bannan-Ritland, B., Bragg, W. & Collins, M. (2006). Linking Theory,
Educational Constructs, and Instructional Strategies in Web-based
Course Development. Retrieved July 14, 2006, from
http://www.virtual.gmu.edu/EDIT611/BannanWBC.pdf.
[5] Wenger, E. (2002). Communities of practice: Learning, meaning and
identity. N.Y.: Cambridge University Press.
[6] Picciano, A. (2001). Distance learning: Making connections across
virtual space and time. Upper Saddle River, NJ: Merrill Prentice Hall.
[7] Dede, C. (2004, September). Enabling distributed learning
communities via emerging technologies - Part one. T.H.E. Journal,
32(2), 12-22. www.thejournal.com
[8] Bielaczyc, K. & Collins, A. (1999) Learning communities in
classrooms: A reconceptualization of educational practice. In C. M.
Reigeluth (Ed.): Instructional-design theories and models: A new
paradigm of instructional theory (pp. 269-292). Mahwah NJ: Lawrence
Erlbaum Associates.
[9] Perraton, H. (1988). A theory for distance education. In D. Sewart, D.,
Keegan, & B. Holmberg (Eds.), Distance education: International
perspectives (pp. 95-113). New York: Routledge.
[10] Vygotsky, L.S. (1978). Mind in society: The development of higher
order psychological processes. Cambridge, MA: Harvard University
Press.
[11] Vygotsky, L.S. (1986). Thought and language. Cambridge, MA: MIT
Press.
[12] Hodge, E., Bosse, M., Faulconer, J., & Fewell, M., (2006). Mimicking
proximity: The role of distance education in forming communities of
learning. International Journal of Instructional Technology & Distance
Learning, Vol. 3, No. 12.
[13] Brown, A., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., and
Campione, J. C. (1993). Distributed expertise in the classroom. In G.
Salomon (Ed.), Distributed cognitions: Psychological and educational
considerations, pp. 188-228. Cambridge MA: Cambridge University
Press.
[14] Cazden, C. B. (1988). Classroom discourse: The language of teaching
and learning. Portsmouth, NH: Heinemann.
[15] Cobb, P. (1994). Where is the mind? Constructivist and sociocultural
perspectives on mathematical development. Educational Researcher,
23(7), 13-19.
[16] Wertsch, J.V. (1985). Vygotsky and the social formation of mind.
Cambridge, MA: Harvard University Press.
[17] Lave, J. & Wenger, W. (1991). Situated learning: Legitimate peripheral
participation. Cambridge, UK: Cambridge University Press.
[18] Swan, K. & Shea, P. (2005). The development of virtual learning
communities. In. S. R. Hiltz & R. Goldman (Eds.), Learning together
online: Research on asynchronous learning networks, pp. 239-260.
Mahwah, NJ: Erlbaum.
[19] New Media Consortium (2007). Social Networking, the “Third Place,”
and the Evolution of Communication. New Media Consortium, Creative
Commons. Retrieved January 20, 2008 from,
http://creativecommons.org/
[20] Duemer, L., Fontenot, D., Gumfory, K., Kallus, M., Larsen, J., Schafer,
S., et al., (2002). The use of online synchronous discussion groups to
enhance community formation and professional identity development.
Journal of Interactive Online Learning, 1. Retrieved September 12, 2008
from http://www.ncolr.org/jiol/
[21] Lobel, M., Neubauer, M., & Swedburg, R. (2002). Elements of group
interaction in a real-time synchronous online learning-by-doing
classroom without F2F participation. USDLA Journal. 16. Retrieved
March 5, 2005, from http://www.usdla.org/html/journal/
[22] Park, Y. J., & Bonk, C. J. (2007). Synchronous learning experiences:
Distance and residential learners’ perspectives in a blended graduate
course. Journal of Interactive Online Learning, 6(3) 245-264.
[23] Robbins-Bell, S., (September/October, 2008). Higher education as
virtual conversation. EDUCAUSE Review. 43(5). Retrieved October 3,
2008 from http://connect.educause.edu/Library/EDUCAUSE+
[24] Review/HigherEducationasVirtualC/47220
[25] Rickard, W. and Oblinger, D. (2004). Unlocking the potential of gaming
technology. Retrieved October 12, 2008, from
http://download.microsoft.com/download/9/8/c/98c108c
[26] 2-ade9-4c60-a938-d508eea54cdc/Unlockingt
[27] hePotentialofGamingTechnology.pdf.
[1] New Media Consortium and the EDUCAUSE Learning Initiative,
(2007). The Horizon Report 2007 Edition. Creative Commons.
Stanford, CA.
[2] Bonk, C.J., (2004). The Perfect E-Storm: emerging technology,
enormous learner demand, enhanced pedagogy, and erased budgets. The
Observatory on Borderless Higher Education.
[3] Zuhairi, A., Wahyono, E., & Suratinah, S. (2006). The historical
context, current development and future challenges of distance
education in Indonesia. Quarterly Review of Distance Education, 7, 1,
95-101.
[4] Bannan-Ritland, B., Bragg, W. & Collins, M. (2006). Linking Theory,
Educational Constructs, and Instructional Strategies in Web-based
Course Development. Retrieved July 14, 2006, from
http://www.virtual.gmu.edu/EDIT611/BannanWBC.pdf.
[5] Wenger, E. (2002). Communities of practice: Learning, meaning and
identity. N.Y.: Cambridge University Press.
[6] Picciano, A. (2001). Distance learning: Making connections across
virtual space and time. Upper Saddle River, NJ: Merrill Prentice Hall.
[7] Dede, C. (2004, September). Enabling distributed learning
communities via emerging technologies - Part one. T.H.E. Journal,
32(2), 12-22. www.thejournal.com
[8] Bielaczyc, K. & Collins, A. (1999) Learning communities in
classrooms: A reconceptualization of educational practice. In C. M.
Reigeluth (Ed.): Instructional-design theories and models: A new
paradigm of instructional theory (pp. 269-292). Mahwah NJ: Lawrence
Erlbaum Associates.
[9] Perraton, H. (1988). A theory for distance education. In D. Sewart, D.,
Keegan, & B. Holmberg (Eds.), Distance education: International
perspectives (pp. 95-113). New York: Routledge.
[10] Vygotsky, L.S. (1978). Mind in society: The development of higher
order psychological processes. Cambridge, MA: Harvard University
Press.
[11] Vygotsky, L.S. (1986). Thought and language. Cambridge, MA: MIT
Press.
[12] Hodge, E., Bosse, M., Faulconer, J., & Fewell, M., (2006). Mimicking
proximity: The role of distance education in forming communities of
learning. International Journal of Instructional Technology & Distance
Learning, Vol. 3, No. 12.
[13] Brown, A., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., and
Campione, J. C. (1993). Distributed expertise in the classroom. In G.
Salomon (Ed.), Distributed cognitions: Psychological and educational
considerations, pp. 188-228. Cambridge MA: Cambridge University
Press.
[14] Cazden, C. B. (1988). Classroom discourse: The language of teaching
and learning. Portsmouth, NH: Heinemann.
[15] Cobb, P. (1994). Where is the mind? Constructivist and sociocultural
perspectives on mathematical development. Educational Researcher,
23(7), 13-19.
[16] Wertsch, J.V. (1985). Vygotsky and the social formation of mind.
Cambridge, MA: Harvard University Press.
[17] Lave, J. & Wenger, W. (1991). Situated learning: Legitimate peripheral
participation. Cambridge, UK: Cambridge University Press.
[18] Swan, K. & Shea, P. (2005). The development of virtual learning
communities. In. S. R. Hiltz & R. Goldman (Eds.), Learning together
online: Research on asynchronous learning networks, pp. 239-260.
Mahwah, NJ: Erlbaum.
[19] New Media Consortium (2007). Social Networking, the “Third Place,”
and the Evolution of Communication. New Media Consortium, Creative
Commons. Retrieved January 20, 2008 from,
http://creativecommons.org/
[20] Duemer, L., Fontenot, D., Gumfory, K., Kallus, M., Larsen, J., Schafer,
S., et al., (2002). The use of online synchronous discussion groups to
enhance community formation and professional identity development.
Journal of Interactive Online Learning, 1. Retrieved September 12, 2008
from http://www.ncolr.org/jiol/
[21] Lobel, M., Neubauer, M., & Swedburg, R. (2002). Elements of group
interaction in a real-time synchronous online learning-by-doing
classroom without F2F participation. USDLA Journal. 16. Retrieved
March 5, 2005, from http://www.usdla.org/html/journal/
[22] Park, Y. J., & Bonk, C. J. (2007). Synchronous learning experiences:
Distance and residential learners’ perspectives in a blended graduate
course. Journal of Interactive Online Learning, 6(3) 245-264.
[23] Robbins-Bell, S., (September/October, 2008). Higher education as
virtual conversation. EDUCAUSE Review. 43(5). Retrieved October 3,
2008 from http://connect.educause.edu/Library/EDUCAUSE+
[24] Review/HigherEducationasVirtualC/47220
[25] Rickard, W. and Oblinger, D. (2004). Unlocking the potential of gaming
technology. Retrieved October 12, 2008, from
http://download.microsoft.com/download/9/8/c/98c108c
[26] 2-ade9-4c60-a938-d508eea54cdc/Unlockingt
[27] hePotentialofGamingTechnology.pdf.
@article{"International Journal of Business, Human and Social Sciences:64259", author = "Elizabeth M. Hodge and Sharon K. Collins and Eric Kisling", title = "Virtual Environments...Vehicle for Pedagogical Advancement", abstract = "Virtual environments are a hot topic in academia and more importantly in courses offered via distance education. Today-s gaming generation view virtual worlds as strong social and interactive mediums for communicating and socializing. And while institutions of higher education are challenged with increasing enrollment while balancing budget cuts, offering effective courses via distance education become a valid option. Educators can utilize virtual worlds to offer students an enhanced learning environment which has the power to alleviate feelings of isolation through the promotion of communication, interaction, collaboration, teamwork, feedback, engagement and constructivists learning activities. This paper focuses on the use of virtual environments to facilitate interaction in distance education courses so as to produce positive learning outcomes for students. Furthermore, the instructional strategies were reviewed and discussed for use in virtual worlds to enhance learning within a social context.
", keywords = "Virtual Environments, Second Life, Instructional Strategies and Technology", volume = "3", number = "6", pages = "1265-6", }
