Virtual-world teaching shifts perceived classroom power, with students becoming more independent than in face-to-face contexts.¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the face-to-face context students show stronger dependence on lecturers, whereas in Second Life they are more independent, prompting modification of lecturers' teaching agency. → Dai 2023

Evidence¶

Dai 2023¶

Dai, K., Garcia, J., & Olave-Encina, K. (2023). In-between worlds: Chilean university lecturers' experiences of teaching transition between face-to-face and virtual reality contexts during the COVID-19 pandemic. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10217-0

q2 · i? · qualitative · r2

Thematic analysis of lecturer interviews in the same qualitative study. The authors report that "in SL, they are more independent", contrasting student dependence across the two settings.

"However, in the face-to-face context, students show a stronger dependence on the lecturers' whereas, in SL, they are more independent. This prompts the modification of lecturers' teaching agency."

Discussion¶

Related Claims¶

• Lecturers initially experience anxiety and intimidation when teaching in virtual worlds, but develop an enhanced sense of agency over time. — related
• Lecturers transfer and refine teaching skills bidirectionally between face-to-face and virtual-world environments. — related
• Virtual-world-based teaching helped lecturers deliver courses more interactively than pure online video-based modes during the pandemic. — related
• Transitioning between face-to-face and virtual-world teaching is a non-linear, alternating process that reshapes lecturers' identity and agency. — a broader claim this one bears on
• In web-based high-school distance education, e-teachers widened the object of their teaching activity toward more independent and engaged forms of learning — related
• Creating 3D virtual worlds in the Build & Show platform enhanced fifth graders' learning autonomy over four months — a narrower finding that bears on this claim