Presence Pedagogy: Teaching and Learning in a 3D Virtual Immersive World
IJTLHE Volume 20, Number 1, ISSN 1812-9129
As the use of 3D immersive virtual worlds in higher education expands, it is important to examine which pedagogical approaches are most likely to bring about success. AET Zone, a 3D immersive virtual world in use for more than seven years, is one embodiment of pedagogical innovation that capitalizes on what virtual worlds have to offer to social aspects of teaching and learning. The authors have characterized this approach as "Presence Pedagogy" (P2), a way of teaching and learning that is grounded in social constructivist theory. In it, the concepts of presence, building a true community of practice, and constructing an online environment which fosters collaboration for reflective learning are paramount. Unlike learning communities that might emerge from a particular course taught under more traditional circumstances, students engaged in a P2 learning environment become members of a broader community of practice in which everyone in the community is a potential instructor, peer, expert, and novice--all of whom learn with and from one another. (Contains 1 figure and 3 tables.)
Bronack, S., Sanders, R., Cheney, A., Riedl, R., Tashner, J. & Matzen, N. (2008). Presence Pedagogy: Teaching and Learning in a 3D Virtual Immersive World. International Journal of Teaching and Learning in Higher Education, 20(1), 59-69.
Cited ByView References & Citations Map
Mikhail Fominykh & Ekaterina Prasolova-Førland, Program for learning with ICT, Norwegian University of Science and Technology, Norway
Global Learn 2011 (Mar 28, 2011) pp. 1558–1567
Christie Chung & Hyeonjin Kim, Korea National University of Education, Korea (South)
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1874–1881
Chris Carnahan, Indiana University of Pennsylvania, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1848–1852
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