Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.15/2060
Título: The use of virtual environments as an extended classroom – A case study with adult learners in tertiary education
Autor: Loureiro, Ana
Bettencourt, Teresa
Palavras-chave: virtual environments
extended classroom
adult learners
Second Life
tertiary education
Data: 11-Abr-2014
Editora: Elsevier
Citação: Ana Loureiro, Teresa Bettencourt, The Use of Virtual Environments as an Extended Classroom – A Case Study with Adult Learners in Tertiary Education, Procedia Technology, Volume 13, 2014, Pages 97-106, ISSN 2212-0173, https://doi.org/10.1016/j.protcy.2014.02.013.
Resumo: This study was conducted in immersive 3D virtual environment Second Life®, with the support of web 2.0 tools as a complement to physical classroom - extended classroom. It was assumed that socialization is a key factor for collaborative learning and knowledge construction. The study aims to identify the variables that may influence knowledge sharing in learning contexts using virtual environments; with the aim of contributing to the improvement of learning situations using the online tools. This research is exploratory in nature and falls within the field of phenomenological studies. The study was implemented in a tertiary education institution involving regular and adult learners. We conclude that in virtual environments learners tend to feel more confident, open, participatory, creative, understanding and seem to participate in training sessions because they are indeed interested in learning. On the other hand, the possibility of providing online tutorial session allows reaching a larger number of learners. These online sessions can be established in a time and place (virtual) free of constraints and can be tailored, allowing a more effective participation from learners.
Peer review: yes
URI: http://hdl.handle.net/10400.15/2060
DOI: 10.1016/j.protcy.2014.02.013
ISSN: 2212-0173
Versão do Editor: http://www.sciencedirect.com/science/article/pii/S2212017314000231
Aparece nas colecções:Artigos em revistas internacionais_ESES

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