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Virtual education

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Transcript

  • 1. Ariel Rowley
  • 2. 1. Communication Spaces 2. Stimulation of Space 3. Experiential Spaces
  • 3.  Although this article was based on research from only fifteen other articles there was a variety of disciplines involved which helped strengthen the argument
  • 4.  The virtual worlds seem very useful because a student can interact in ways that they would not be able to in a formal classroom setting. For example having virtual fieldtrips.  The obstacles that I foresaw were addressed within the article, although no solutions were stated. These hindrances were: inability to access applications on older computers, lack of threaded discussion (which may cause confusion), and the necessity to type rapidly so that discussion can run smoothly.
  • 5.  In this article there were no statistically significant differences between online and conventional schooling  Virtual schooling used for  Credit Recovery  Convenience  High Potential For Abuse  Costs Differ
  • 6.  Will my credits be transferable?  Some online schools are not accredited. These schools take people’s money and then when the person transfers to an accredited school the credits do not transfer  How do I know whether the school is accredited? Whether the teacher is certified? What the quality of the course is?  Article recommendations…  How does a teacher know whether the student is doing his/her own work?  One solution: exams must be taken in person
  • 7.  Before I read this article I wondered whether there were laws being passed about online schools. The article brought up points that I had not considered very often such as how to standardize the online courses with the conventionally taught courses  It was interesting to see that the costs of online teaching differed from state to state. I wondered why that was, but it was not specifically addressed in the article.
  • 8.  There is a difference between “teaching online” and “putting a course online.” Teachers still must teach in an online course, it is just in a way that is not face to face. The main obstacles that occurred within the article were:  Motivation  Structure
  • 9.  The authors said that there was more time spent answering questions in the online class with made it more costly, but it was the first time they were teaching an online class so perhaps their instructions weren’t as precise as they thought.  I believe if the teachers had used other means of communicating besides simply e- mail the class would have gone better. Perhaps if they had used podcasting, specified times for discussions online as a class, and other resources it would have been more effective.
  • 10. 1. Verbal = typing 2. Nonverbal = avatar emotions and actions This is an avatar. An avatar is a character that a person uses to represent himself/herself online. Click to continue
  • 11.  Use illusion of space in interactive ways  Ex: To acclimate foreign students to a new school. A person could “walk” around the virtual campus and learn where things are without physically going there.
  • 12.  “Acting”on the world  Changing, building, and observing things
  • 13.  Since online classes are more independent, it is easy for people to forget about the work.  In the article there were tutors to help the people stay motivated.
  • 14.  Although an online class involves more independence, it still needs structure.  Even though students may have the technology at their disposal it does not mean they know how to use it effectively.  Helpful:  Timelines  Specified instructions  Discussion forums
  • 15.  Adopt new regulations governing the provision of online K-12 schooling  Call for audits of providers of virtual education  Recognize legitimate accrediting agencies  Require credible assessment and evaluation
  • 16.  Cheung,Wing Sum, & Hew, Khe Foon. (2010). Use of Three-Dimensional (3-D) Immersive Virtual Worlds in K-12 And Higher Education Settings: A Review of the Research. British Journal of Educational Technology. Retrieved August 8, 2010, from http://web.ebscohost.com.ezproxy.lib.i ndiana.edu/ehost/pdfviewer/pdfviewerv id=2&hid=108&sid=9187f3a8-6097-4552- a0fd-debb24b95a59%40sessionmgr113
  • 17.  Davey, Ronnie, & Ham, Vince. (2005). Our First Time: Two Higher Education Tutors Reflect on Becoming a “Virtual Teacher”. Innovations in education and Teaching International. Retrieved August 8, 2010, from http://web.ebscohost.com.ezproxy.lib.i ndiana.edu/ehost/pdfviewer/pdfviewer? vid=2&hid=108&sid=8d18d7aa-69fa-4f93- b3ba-467c78c5f6f2%40sessionmgr112
  • 18.  Glass, Gene V., (2009). The Realities of K-12 Virtual Education. Education Policy Research Unit. Retrieved August 8, 2010, from http://www.eric.ed.gov/PDFS/ED507361 .pdf

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