Etr&d-Educational Technology Research and Development最新文献

The advent of new technology is breaking the boundaries of traditional teaching and learning patterns with virtual worlds (VW) creating new frontiers in education. Previous research has explored the use of VW within educational settings. However, limited studies have investigated the transition processes that educators experience by adopting VW based online tools during the COVID-19 pandemic. This qualitative exploratory study investigated 18 Chilean lecturers' teaching experiences using a three-dimensional computer-mediated environment: Second Life. Findings suggest that changing from traditional to virtual teaching context is a complex process, which (re)shaped the lecturers' various senses of identity and agency towards different instructional approaches resulting in the sense of in-betweenness with multiple digital competencies. These changes indicated that they taught in an 'in-between' mode mapped by different teaching mediations. The participants' teaching experiences of shaping a sense of in-betweenness could provide a unique theoretical lens to explore instructors' teaching experiences from traditional to a technology-mediated online setting.

This paper reviews theories regarding online learning communities in higher education and their relevance to online degree programs. While these theories are used extensively to promote and maintain community within online courses, little attention has been placed on broader factors that can influence perceptions of online community. Based on our research as well as an extensive review of the literature, this paper articulates limitations in current research and posits a framework to look at institutional, program, and professional layers. The framework also considers community salience from these layers at various points in a learner's program. Based on the layers presented, the framework proposes that true communities are shaped by myriad partners and that these partnerships should not be ignored in community research. Furthermore, it admonishes educators to provide guidance to learners regarding the purposes of community formation both during and beyond program completion. Lastly, the paper articulates needs for further research as online degree programs consider community development and maintenance through more holistic approaches.

A growing body of research has supported the implementation of innovative and immersive video for teaching and learning across the lifespan. Immersive video, delivered through eXtended Reality (XR) tools like 360 video, provides users with new ways to see real or created environments. Unfortunately, most of the existing research has highlighted immersive video without accompanying immersive audio. This use of monophonic audio can create a disconnect for viewers as they experience close to real world video with sounds that do not match a real-world environment. The purpose of this study was to respond to this gap in the literature by exploring the use of ambisonic audio and its impact on preservice teacher noticing and variability of viewing focus when watching 360 video. Data were collected from undergraduate teacher education students who participated in a self-paced online activity that included watching 360 videos and responding to a questionnaire. A convergent mixed methods design was employed to compare participants' professional noticing and observed viewing behavior in the context of ambisonic and monophonic audio. Results showed that users in ambisonic audio conditions in 360 video environments were more likely to have higher focus. Moreover, for users who had specific professional knowledge, monophonic audio with immersive video had a negative impact on their variance in focus. The paper concludes with recommendations for future research on the use of audio in virtual and augmented reality environments.