Transitioning between face-to-face and virtual-world teaching is a non-linear, alternating process that reshapes lecturers' identity and agency.¶

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¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The transition from face-to-face to VW-based teaching is a gradual, multi-faceted, non-linear process in which lecturers alternate between contexts and reshape pre-existing teaching beliefs and practices. → 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

Qualitative interview and focus-group study of 18 Chilean lecturers using Second Life; thematic analysis of participant narratives supports this claim. The authors state the transition "was a non-linear itinerant process".

"Based on the participants' experiences transitioning between a face-to-face and a VW-based context was a non-linear itinerant process in which the senses of identity and agency were (re)shaped and influenced by the VW in which the teaching took place."

Discussion¶

Learner Variables¶

Identity — outcome: instruction changes it

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. — a narrower finding that bears on this claim
Virtual-world-based teaching helped lecturers deliver courses more interactively than pure online video-based modes during the pandemic. — related
Virtual-world teaching shifts perceived classroom power, with students becoming more independent than in face-to-face contexts. — a narrower finding that bears on this claim

Page metadata

Field	Value
`type`	`claim`
`id`	`vw-transition-nonlinear-reshapes-identity-agency`
`title`	`Transitioning between face-to-face and virtual-world teaching is a non-linear, alternating process that reshapes lecturers' identity and agency.`
`description`	`Transitioning between face-to-face and virtual-world teaching is a non-linear, alternating process that reshapes lecturers' identity and agency.`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2023`
`generated`	by `process:wiki-ingest` on `2026-10-28`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `dai-2023`

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