Unpacking Frames of Reference to Inform the Design of Virtual World Learning in Higher Education

Autor/inn/en	Wimpenny, Katherine; Savin-Baden, Maggi; Mawer, Matt; Steils, Nicole; Tombs, Gemma
Titel	Unpacking Frames of Reference to Inform the Design of Virtual World Learning in Higher Education
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 3, S.522-545 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Higher Education; Teaching Methods; Computer Simulation; Role Playing; Simulated Environment; Influence of Technology; Educational Games; Computer Games; Computer Assisted Instruction; Instructional Design; Comparative Education; Intellectual Disciplines; Participatory Research; Synthesis; Interviews; Observation; Educational Technology; College Students; Student Attitudes; College Instruction; College Faculty; Teacher Attitudes; Instructional Effectiveness; Data Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Rollenspiel; Künstliche Umwelt; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Vergleichende Erziehungswissenschaft; Geisteswissenschaften; Forschungstätigkeit; Interviewing; Interviewtechnik; Beobachtung; Unterrichtsmedien; Collegestudent; Schülerverhalten; Hochschullehre; Fakultät; Lehrerverhalten; Unterrichtserfolg; Auswertung; Großbritannien
Abstract	In the changing context of globalised higher education, a series of pedagogical shifts have occurred, and with them, a number of interactive learning approaches have emerged. This article reports on findings taken from a large-scale study that explored the socio-political impact of virtual world learning on higher education in the UK, specifically with regard to "Second Life." Three dominant frames of reference emerged following analysis of data gathered from student and staff perspectives of their experience and use of "Second Life," namely: (i) games and gaming media; (ii) disciplinary learning; and (iii) institutional space and ownership. Such frames of reference were evident in the practices of those involved in using virtual worlds, but it is suggested here that they have largely been overlooked in the literature in terms of their impact and how they may inform learner understandings. We argue that these frames of reference need to be recognised and located in the design and use of virtual worlds in higher education. Throughout the article we present our findings in relation to perspectives emanating from Europe as well as Australasia and the wider Asia Pacific. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10