With increasing access to powerful computer processing and broadband Internet connectivity, persistent immersive worlds like Second Life are being adopted for use as virtual learning environments. The flexibility of these spaces, however, offers little innate direction for educators in terms of design and pedagogy considerations, creating a space for research, shared experience, and possibly the development of “best practices” literature. This multiple-case study explores the unique affordances of immersive environments for distance education with reference to the design, pedagogy, and student experience of two university-accredited courses taught entirely “in-world” on the Second Life platform.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/33648 |
| Date | 28 November 2012 |
| Creators | Fekete, Daniel James |
| Contributors | Brett, Clare |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0026 seconds