Using Virtual Simulations in Online Laboratory Instruction and Active Learning Exercises as a Response to Instructional Challenges during COVID-19

Preservice and inservice special education teachers used Second Life® as the educational platform in online courses in a graduate level distance education program. Faculty designed the virtual learning experiences to facilitate situated and active learning through the creation of a virtual campus and course-specific learning activities. The purpose of this chapter is to describe how instructors designed environments and activities to optimize learning in a three-dimensional virtual immersive environment, to report students' responses to learning in the virtual world, and to discuss the implications of virtual simulations for teacher education.

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Using Second Life® for Situated and Active Learning in Teacher Education

Emerging Tools and Applications of Virtual Reality in Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-9837-6.ch005 ◽

2016 ◽

pp. 96-120

Author(s):

Barbara L. Ludlow ◽

Melissa D. Hartley

Keyword(s):

Teacher Education ◽

Active Learning ◽

Special Education Teachers ◽

Second Life ◽

Online Courses ◽

Three Dimensional ◽

Distance Education Program ◽

Virtual Campus ◽

Virtual Simulations ◽

Specific Learning

Preservice and inservice special education teachers used Second Life® as the educational platform in online courses in a graduate level distance education program. Faculty designed the virtual learning experiences to facilitate situated and active learning through the creation of a virtual campus and course-specific learning activities. The purpose of this chapter is to describe how instructors designed environments and activities to optimize learning in a three-dimensional virtual immersive environment, to report students' responses to learning in the virtual world, and to discuss the implications of virtual simulations for teacher education.

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Evaluating the Potential of Virtual Simulations to Facilitate Professional Learning in Law: A Literature Review

World Journal of Education ◽

10.5430/wje.v6n6p89 ◽

2016 ◽

Vol 6 (6) ◽

pp. 89 ◽

Cited By ~ 2

Author(s):

Ann Thanaraj

Keyword(s):

Active Learning ◽

Literature Review ◽

Professional Learning ◽

Simulation Training ◽

Legal Education ◽

Training Programme ◽

Theoretical Frameworks ◽

Use Of Technology ◽

Virtual Simulations ◽

Learning Frameworks

The use of virtual simulations in Legal Education as a method for learning is relatively rare despite much theoreticalsupport that exists for the benefits in learning. There is also some apprehension on the use of technology in legaleducation. Both of these are likely due to the lack of solid evaluations concerning the overall impact in professionallearning. The paper explores a number of possible theoretical frameworks which can be used in the design of thevirtual law clinic simulation training programme and concludes that simulations can be used in professional learningthrough the experiential, immersive and active learning frameworks which effortlessly support Legal Education.

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Active Learning in General Chemistry: Whole-Class Solutions

10.1021/bk-2019-1322 ◽

2019 ◽

Keyword(s):

General Chemistry ◽

Active Learning ◽

Whole Class

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Participant Reactions to Suicide-Focused Research

Crisis ◽

10.1027/0227-5910/a000650 ◽

2020 ◽

Vol 41 (5) ◽

pp. 367-374

Author(s):

Sarah P. Carter ◽

Brooke A. Ammerman ◽

Heather M. Gebhardt ◽

Jonathan Buchholz ◽

Mark A. Reger

Keyword(s):

Medical Records ◽

Research Study ◽

Small Sample Size ◽

Psychiatric Inpatient ◽

Small Sample ◽

Inpatient Unit ◽

Online Laboratory ◽

Psychiatric Inpatient Unit ◽

Before And After ◽

Participant Reactions

Abstract. Background: Concerns exist regarding the perceived risks of conducting suicide-focused research among an acutely distressed population. Aims: The current study assessed changes in participant distress before and after participation in a suicide-focused research study conducted on a psychiatric inpatient unit. Method: Participants included 37 veterans who were receiving treatment on a psychiatric inpatient unit and completed a survey-based research study focused on suicide-related behaviors and experiences. Results: Participants reported no significant changes in self-reported distress. The majority of participants reported unchanged or decreased distress. Reviews of electronic medical records revealed no behavioral dysregulation and minimal use of as-needed medications or changes in mood following participation. Limitations: The study's small sample size and veteran population may limit generalizability. Conclusion: Findings add to research conducted across a variety of settings (i.e., outpatient, online, laboratory), indicating that participating in suicide-focused research is not significantly associated with increased distress or suicide risk.

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