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International Journal of Information Technology & Computer Science ( IJITCS )

Abstract :

This study focuses on the use of a virtual world, Second Life (SL), in higher education teaching and aims to reveal how tutor feels about using SL to teach courses. Most specifically, the paper interrogates why educators design pedagogy in blended context, i.e. online/offline, adding value of teaching in virtual worlds in which the considerations of new pedagogical approaches may be required, e.g. ‘hybrid pedagogy’. In addition, the paper also addresses issues such as learners’ resistance to virtual worlds and proposes some strategies if the students seem resistant to the teaching environment. Data was gathered through semi-structured in-depth interviews with 20 educators from different countries across the world, i.e. England, Scotland, USA, Sweden, Portugal, Australia, New Zealand, Oman and Turkey, and thematic analysis approach was applied to identify key findings. The findings are then discussed in light of the themes emerged from the data in an attempt to questioning the argument that were established around teaching and virtual worlds so far. The paper endeavours to shift from the discourses drawn upon the perspective of benefits or drawbacks of virtual worlds to the study of ‘pedagogical drivers’, i.e. the study of active individuals and the ways in which they integrate virtual worlds into their prior social and technological practices (Herold, K. D., 2012)

Keywords :

:virtual teaching, blended context, hybrid pedagogy, resistance, virtual worlds, second life

References :

Not avilable

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