Annetta / Folta / Klesath V-Learning

Distance Education in the 21st Century Through 3D Virtual Learning Environments
1. Auflage 2010
ISBN: 978-90-481-3627-8
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 182 Seiten

Equally grounded in the research and the practical applications developed by the authors over a number of years, this book shows how virtual learning environments could represent the future of higher education. As academics begin to use environments such as Second Life to reach a broader student audience, this volume offers the distance-learning community (administrators, faculty, and students) a different, yet successful, approach to delivering content over the Internet through 3D virtual learning environments that have the potential to transform higher education. Covering a broad spectrum of frameworks, from commercial multiplayer video games to online learning, the book shows just how powerful these environments can be in the arena of education, and concludes that data-driven practice will ensure almost universal take-up, even among those currently unwilling to use V-learning. The authors provide numerous practical examples of distance learning in its current state of development, as well as making informed predictions about how future environments might evolve. This much-needed book is right at the cutting edge of its subject, and comes at a time when research in both educational gaming and distance learning are converging.

Autoren/Hrsg.

Annetta, Leonard A.

Folta, Elizabeth

Klesath, Marta

Inhaltsverzeichnis

1;Foreword;8
2;Acknowledgment;12
3;Contents;14
4;1 Distance Learning in the 21st Century;17
4.1; 21st Century Skills;17
4.2; Issues with Distance Education Today;22
4.3; Cost of Distance Education;23
4.3.1; Institutional Costs;23
4.3.2; Student Costs;24
4.3.3; Hidden Costs of Distance Education;25
4.4; Reach;26
4.5; Richness (Cost to the Student);26
4.6; A Case for Synchronous Instruction;27
4.7; Meaningful Learning;27
4.8;References;29
5;2 Millennials and Why They Fail in Distance Learning Environments;32
5.1; Generation and Gender Lines;33
5.2; Why Games and VLEs are Important to Education;35
5.3; Conclusion;35
5.4;References;37
6;3 The Power of Serious Games in Education and Why We Are at a Critical Crossroads in Distance Education;39
6.1; The Power of Multiplayer Games;39
6.2; Presence, Identity, Community, and Play;43
6.3; The Critical Crossroad in Distance Education;44
6.4; Conclusion;46
6.5;References;47
7;4 Use of Virtual Learning Environments in Distance Education;49
7.1; Introduction;49
7.2; Creating an Ideal Online Distance Education Course;50
7.3; Learning Management Systems;53
7.4; Alternatives to LMS;56
7.5; Educational Games and Virtual Worlds;57
7.6; Learning from Massively Multiplayer Online Role-Playing Games;61
7.7; Using 3D VLES in Distance Education;65
7.8; Creating a Learning Culture;66
7.9; Future Research Needed on 3D VLEs;67
7.10; Current Issues 3D VLEs Face in Education;67
7.11;References;69
8;5 Serious Games, Simulations, and Case-Based Reasoning;71
8.1; Designing a Game from a Video Case;77
8.2; Designing a Case for Athletics;78
8.3; Designing a Case for Training and Development;78
8.4; Designing a Case from a Field Trip;79
8.5;References;82
9;6 The Role of Synchronous Interactions Within Higher Education Distance Education Courses;84
9.1;References;94
10;7 Presence, Identity, Self-Representation, and Perspective Taking Within Virtual Online Courses;96
10.1; Presence and Personality;97
10.2; Stimulating Perspective Taking Through Cognitive Conflict;100
10.3; Virtual Community;105
10.4;References;106
11;8 Situated Learning and Engagement in Distance Education;110
11.1; Situated Learning;113
11.2; Student Learning;117
11.3;References;120
12;9 Learning, Psycho-Cognition, and Flow;122
12.1; Learning;122
12.2; Situated Learning;124
12.3; Psycho-Cognition;128
12.4; Flow;131
12.5; Conclusion;132
12.6;References;133
13;10 Assessing and Evaluating Virtual World Effectiveness;137
13.1; Simulation and Game Design;141
13.2; Design-Based Research;142
13.3; Testing the Intervention;145
13.4; Assessment Techniques;146
13.5; Usability/Feasibility;147
13.6; Usability Data;149
13.7; Feasibility Data;150
13.8; Server-Side Data Collection;151
13.9; Cognitive Ethnography and Discourse Analysis;154
13.10; Heuristics;157
13.11; Engagement;157
13.12; Lessons Learned for Future Growth;158
13.13; Conclusion;160
13.14;References;160
14;11 Tri-Hybrid Learning;164
14.1; Introduction;164
14.2; The Tri-Hybrid Model and the Evolving Role of the Instructor;176
14.3;References;180
15;Appendix A Web Sites for Discovering Virtual Worlds;183
16;Author Index;185
17;Subject Index;191