An Examination of Student Engagement, Knowledge Creation and Expansive Learning in a Virtual World

2013 ◽  
pp. 65-82
Author(s):  
Brian G. Burton ◽  
Barbara Martin ◽  
Jenny Robins
Keyword(s):  
Student Engagement ◽  
Knowledge Creation ◽  
Virtual World ◽  
Expansive Learning

Knowledge Creation and Student Engagement Within 3D Virtual Worlds

2018 ◽  
pp. 507-525
Author(s):  
Brian G. Burton ◽  
Barbara Martin
Keyword(s):  
Student Engagement ◽  
Virtual Worlds ◽  
Knowledge Creation ◽  
Virtual World ◽  
Learning Task ◽  
Knowledge Conversion ◽  
3D Virtual Worlds ◽  
3D Virtual World ◽  
Knowledge Spiral

Examined in this 3D Virtual World case study was undergraduate student engagement on a learning task and student creation of knowledge. After creating a 3D didactic constructivist virtual world, student conversations were recorded for analysis using Hara, Bonk, and Angeli's (2000) engagement framework and Nonaka and Takeuchi's (1995) knowledge creation theory. The five forms of student engagement augmented the learning process and a complete knowledge spiral was documented, emphasizing the use of the four modes of knowledge conversion. Though limited in time and scope, results further suggest that a highly engaged community of learners was created.

Knowledge Creation and Student Engagement Within 3D Virtual Worlds

2017 ◽  
Vol 1 (1) ◽  
pp. 43-59
Author(s):  
Brian G. Burton ◽  
Barbara Martin
Keyword(s):  
Student Engagement ◽  
Virtual Worlds ◽  
Knowledge Creation ◽  
Virtual World ◽  
Learning Task ◽  
Community Of Learners ◽  
Complete Knowledge ◽  
3D Virtual Worlds ◽  
Knowledge Spiral

Examined in this 3D Virtual World case study was undergraduate student engagement on a learning task and student creation of knowledge. After creating a 3D didactic constructivist virtual world, student conversations were recorded for analysis using Hara, Bonk, and Angeli's (2000) engagement framework and Nonaka and Takeuchi's (1995) knowledge creation theory. The five forms of student engagement augmented the learning process and a complete knowledge spiral was documented, emphasizing the use of the four modes of knowledge conversion. Though limited in time and scope, results further suggest that a highly engaged community of learners was created.

Using Machinima as Teaching and Learning Materials

2019 ◽  
Vol 9 (2) ◽  
pp. 37-52 ◽  
Author(s):  
Sagun Shrestha ◽  
Tilly Harrison
Keyword(s):  
Student Engagement ◽  
Foreign Language ◽  
Virtual World ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Material ◽  
Learning Materials ◽  
Language Classrooms ◽  
English Language Classrooms ◽  
Made In

Machinima, screencast animated videos made in a virtual world, are still not a very well-known phenomenon, and there has been little reseach in relation to their use as a teaching material in English language classrooms. This study aimed to investigate the potential for and challenges in using machinima in the pre-intermediate English as a foreign language (EFL) classroom. Bespoke machinima were created for three classes in Nepal, and the lessons using them were observed. Two teachers and four students were given semi-structued interviews, and 20 students were asked to write a reflective note on their impression of the use of machinima. The findings of the study indicate that machinima are distinct from other materials in that they can be contextualized to address the needs, interests, and values of the learners. Student engagement is thus found to have been significantly higher.

Models of Innovative Knowledge Communities and Three Metaphors of Learning

2004 ◽  
Vol 74 (4) ◽  
pp. 557-576 ◽  
Author(s):  
Sami Paavola ◽  
Lasse Lipponen ◽  
Kai Hakkarainen
Keyword(s):  
Knowledge Acquisition ◽  
Knowledge Creation ◽  
Knowledge Building ◽  
Knowledge Society ◽  
Dynamic Processes ◽  
Knowledge Communities ◽  
Social Community ◽  
Expansive Learning ◽  
Intelligent Activity

The authors analyze and compare three models of innovative knowledge communities: Nonaka and Takeuchi’s model of knowledge-creation, Engeström’s model of expansive learning, and Bereiter’s model of knowledge building. Despite basic differences, these models have pertinent features in common: Most fundamentally, they emphasize dynamic processes for transforming prevailing knowledge and practices. Beyond characterizing learning as knowledge acquisition (the acquisition metaphor) and as participation in a social community (the participation metaphor), the authors of this article distinguish a third aspect: learning (and intelligent activity in general) as knowledge creation (the knowledge-creation metaphor). This approach focuses on investigating mediated processes of knowledge creation that have become especially important in a knowledge society.

scholarly journals Reaching Rural Students: CARE Principles to Promote Student Engagement in College Biology Courses

2020 ◽  
Vol 82 (1) ◽  
pp. 11-17
Author(s):  
Julie A. Birt ◽  
Marcelle A. Siegel
Keyword(s):  
Student Engagement ◽  
Case Studies ◽  
Learning Opportunities ◽  
Rural Students ◽  
College Biology ◽  
Expansive Learning ◽  
Rigorous Curriculum ◽  
Biology Instruction ◽  
Biology Courses ◽  
Students Success

Instructors at rural, two-year institutions have many insights that can inform biology instruction at other colleges to promote rural students' success in the sciences. We present four principles, derived from three case studies of experienced rural instructors, to consider when teaching rural students. These include connecting to students' lives, being attentive to their needs in and out of the classroom, having a rigorous curriculum, and providing expansive learning opportunities. These principles capitalize on the strengths of rural students rather than their shortcomings.

Network Autocorrelation of Task Performance via Informal Communication Within a Virtual World

2015 ◽  
Vol 27 (1) ◽  
pp. 33-44 ◽  
Author(s):  
Caleb T. Carr ◽  
Paul Zube
Keyword(s):  
Task Performance ◽  
Virtual World ◽  
World Of Warcraft ◽  
Online Game ◽  
Informal Communication ◽  
Online Groups ◽  
Network Autocorrelation ◽  
Virtual Group ◽  
Group Members ◽  
Individual Achievement

Network autocorrelation occurs when individuals receive assistance from others which regulates their own behavior, and it can be used to explain how group members may improve their task performance. This study explored how network autocorrelation, via informal communication within a virtual group, affected an individual’s task achievement in the online game World of Warcraft. Informal interactions between guild members during a 4-year period were collected and analyzed to assess how informal interactions with other group members affected an individual’s in-game achievement. Findings indicate informal communication from other group members (specifically the experience and helpfulness of the other members) positively predict an individual’s task performance, while tenure with the group negatively predict individual achievement. Findings are discussed with respect to network analysis and influence in online groups.

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