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Being there in the VLE: A pan-pedagogical model for enhanced learning through perceptual states of 'presence'.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Being there in the VLE: A pan-pedagogical model for enhanced learning through perceptual states of 'presence'./
Author:	Markaridian Selverian, Melissa E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2005,
Description:	324 p.
Notes:	Source: Dissertations Abstracts International, Volume: 67-06, Section: A.
Contained By:	Dissertations Abstracts International67-06A.
Subject:	Curricula. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3176848
ISBN:	9780542161513

Being there in the VLE: A pan-pedagogical model for enhanced learning through perceptual states of 'presence'.
Markaridian Selverian, Melissa E.

Being there in the VLE: A pan-pedagogical model for enhanced learning through perceptual states of 'presence'. - Ann Arbor : ProQuest Dissertations & Theses, 2005 - 324 p.

Source: Dissertations Abstracts International, Volume: 67-06, Section: A.

Thesis (Ph.D.)--Temple University, 2005.

This item must not be sold to any third party vendors.

Throughout the ages but notably through the 20th and early 21st centuries, educators and communicators have been searching for ideal technologies to achieve learning and communication objectives. Three main paradigms have emerged in their pursuit: (1) instructivism, focusing on one-way (low-interactive) technologies; (2) social constructivism, on two-way, interactive technologies; and (3) cognitive constructivism, on spatially immersive (sense-surrounding) technologies. Educators, in particular, have drawn on one of these three paradigms but rarely on an integration of the three for optimally instructive and socially and cognitively constructive learning experiences. As increasingly highly socially interactive (high-social) and highly spatially immersive (high-spatial) technologies are introduced and combined in what is often called the Virtual Learning Environment (VLE), this researcher identifies a body of literature called telepresence ("presence") that offers detailed measures of technology-evoked perceptual states potentially invaluable to the design of pan-pedagogical VLEs. This dissertation offers a comprehensive set of guidelines that defines the pan-pedagogical potential of spatial and social technologies in the VLE through presence. The guidelines associate spatial and social technologies with spatial and social presence, respectively. They then describe the technologies' instructivist potential to evoke presence that "anchors" (instructs) a learner in subject matter. They further describe a spatial technology's cognitive constructivist potential to evoke spatial presence that immerses a learner in subject matter, and a social technology's social constructivist potential to evoke social presence that enables social interaction with about subject matter. The researcher proposes a VLE model and associated hypotheses that correlate the spatial and social technologies with spatial and social presence and low- and high-level learning, respectively. She compiles measures of presence and learning for the VLE and uses these to test her hypotheses in five third-grade classrooms at The Dalton School in New York City (n = 40). The results strongly support the hypothesized associations and are enlightening in regard to the potential combined power of spatial and social presence and the relationship of presence to satisfaction. The findings offer educators a valuable guide for the design of VLEs that enhance low- and high-level learning through spatial and social presence.

ISBN: 9780542161513Subjects--Topical Terms:

3422445
Curricula.
Subjects--Index Terms:

Learning

Being there in the VLE: A pan-pedagogical model for enhanced learning through perceptual states of 'presence'.
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520 $a Throughout the ages but notably through the 20th and early 21st centuries, educators and communicators have been searching for ideal technologies to achieve learning and communication objectives. Three main paradigms have emerged in their pursuit: (1) instructivism, focusing on one-way (low-interactive) technologies; (2) social constructivism, on two-way, interactive technologies; and (3) cognitive constructivism, on spatially immersive (sense-surrounding) technologies. Educators, in particular, have drawn on one of these three paradigms but rarely on an integration of the three for optimally instructive and socially and cognitively constructive learning experiences. As increasingly highly socially interactive (high-social) and highly spatially immersive (high-spatial) technologies are introduced and combined in what is often called the Virtual Learning Environment (VLE), this researcher identifies a body of literature called telepresence ("presence") that offers detailed measures of technology-evoked perceptual states potentially invaluable to the design of pan-pedagogical VLEs. This dissertation offers a comprehensive set of guidelines that defines the pan-pedagogical potential of spatial and social technologies in the VLE through presence. The guidelines associate spatial and social technologies with spatial and social presence, respectively. They then describe the technologies' instructivist potential to evoke presence that "anchors" (instructs) a learner in subject matter. They further describe a spatial technology's cognitive constructivist potential to evoke spatial presence that immerses a learner in subject matter, and a social technology's social constructivist potential to evoke social presence that enables social interaction with about subject matter. The researcher proposes a VLE model and associated hypotheses that correlate the spatial and social technologies with spatial and social presence and low- and high-level learning, respectively. She compiles measures of presence and learning for the VLE and uses these to test her hypotheses in five third-grade classrooms at The Dalton School in New York City (n = 40). The results strongly support the hypothesized associations and are enlightening in regard to the potential combined power of spatial and social presence and the relationship of presence to satisfaction. The findings offer educators a valuable guide for the design of VLEs that enhance low- and high-level learning through spatial and social presence.
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