A Review of Virtual Classroom Environments for Neuropsychological Assessment

Purpose This paper aims to examine three distinct aspects of authenticity that pre-service teachers (PSTs) experience when they engage with virtual classroom environments to develop their content-intensive instructional practice – task authenticity, student avatar authenticity and performance authenticity – and their perceptions about the usefulness of the simulated teaching experience to support their learning. Design/methodology/approach This paper explored these conceptions of authenticity and usefulness within a larger research study whose goal was to develop virtual environment tools to help elementary PSTs learn how to engage in one ambitious teaching practice: facilitating discussions that engage students in argumentation. To examine these aspects of authenticity and usefulness, this paper used a general qualitative deductive analysis approach to examine data from 104 interviews with 26 case study teachers and examined patterns in PSTs’ perceptions within and across interviews and authenticity aspects. Findings While these PSTs strongly value the utility of these tools to support their learning, findings point to variation in their perceptions of authenticity. Findings showed that most PSTs perceived the tasks as an authentic representation of the work of teaching. However, their perceptions of task authenticity did not always align with their perceptions of avatar or performance authenticity. Originality/value This paper argues that these three aspects of authenticity relate to, but expand upon, the broader notions of presence and plausibility noted in the literature on virtual environments and should be taken up more directly in future studies of users’ perceptions of virtual environments both within and outside of educational contexts.

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Enhancing Instructor Credibility and Immediacy in the Design of Distance Learning Systems and Virtual Classroom Environments

10.51869/92mrgsw ◽

2020 ◽

Vol 9 (2) ◽

Author(s):

Miguel Ramlatchan ◽

Ginger Watson

Keyword(s):

Distance Learning ◽

Virtual Classroom ◽

Learning Systems ◽

Classroom Environments ◽

Instructor Credibility

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Virtual environment and teaching methodology in Higher Education in on-site modality

Revista Diálogo Educacional ◽

10.7213/dialogo.educ.7647 ◽

2013 ◽

Vol 13 (38) ◽

pp. 305 ◽

Cited By ~ 1

Author(s):

Ettiene Guérios ◽

Sandra Sausen

Keyword(s):

Higher Education ◽

Virtual Environments ◽

Virtual Classroom ◽

Pedagogical Practices ◽

Teaching Methodology ◽

Teaching Mathematics ◽

Classroom Environments ◽

Initial Teacher Training ◽

The Relationship ◽

Theoretical Foundations

This paper discusses the use of virtual environments in Higher Education in the presential modality. It comes from reflection on the results of qualitative research on exploratory-interpretative processes of interaction and mobilization of knowledge identified in students from a classroom course in Mathematics using resources from virtual learning environments. The theoretical framework is based on Thompson (2004), Primo (2008), Silva (2010), Scherer (2005), Charlot (2000), among others, with regard to the processes of interaction and mobilization of knowledge; in Guérios (2002) and Doll Jr. (1997) regarding the methodology of teaching in teacher education. The methodology of teaching is considered in an epistemological perspective that considers the relationship between subject and knowledge in the light of the curriculum learning. We observed that knowledge was mobilized in the interactive process and that there was conceptual learning of theoretical foundations of the Methodology of Teaching Mathematics subject. We discuss these results in view of the methodology of teaching in initial teacher training. We conclude pointing to the possibility of building a teaching methodology for higher education in the classroom mode, in which the spaces and virtual classroom environments are used as articulated environments, in the context of pedagogical practices that favor the existence of a reflexive learning movement.

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Neuropsychological Assessment and Cognitive Rehabilitation after Brain Injury

Physical Medicine and Rehabilitation Clinics of North America ◽

10.1016/s1047-9651(18)30647-8 ◽

1992 ◽

Vol 3 (2) ◽

pp. 291-318 ◽

Cited By ~ 3

Author(s):

Jay M. Uomoto

Keyword(s):

Brain Injury ◽

Neuropsychological Assessment ◽

Cognitive Rehabilitation

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Neuropsychological assessment and functional capacity

Neurorehabilitation ◽

10.1016/s1053-8135(98)00010-9 ◽

1998 ◽

Vol 11 (1) ◽

pp. 67-74 ◽

Cited By ~ 2

Author(s):

S Macciocchi

Keyword(s):

Neuropsychological Assessment ◽

Functional Capacity

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Neuropsychology in the Real World

Zeitschrift für Neuropsychologie ◽

10.1024/1016-264x/a000139 ◽

2014 ◽

Vol 25 (4) ◽

pp. 233-238 ◽

Cited By ~ 2

Author(s):

Martin Peper ◽

Simone N. Loeffler

Keyword(s):

Neuropsychological Assessment ◽

Real World ◽

Ecological Validity ◽

Real Life ◽

Emotional States ◽

Context Sensitive ◽

Traditional Assessment ◽

Life Data ◽

Real Life Data ◽

Assessment And Treatment

Current ambulatory technologies are highly relevant for neuropsychological assessment and treatment as they provide a gateway to real life data. Ambulatory assessment of cognitive complaints, skills and emotional states in natural contexts provides information that has a greater ecological validity than traditional assessment approaches. This issue presents an overview of current technological and methodological innovations, opportunities, problems and limitations of these methods designed for the context-sensitive measurement of cognitive, emotional and behavioral function. The usefulness of selected ambulatory approaches is demonstrated and their relevance for an ecologically valid neuropsychology is highlighted.

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