Developing reflective trainee teacher practice with 360-degree video

Walshe, Nicola; Driver, Paul

doi:10.1016/j.tate.2018.11.009

Cited by 109 publications

(105 citation statements)

References 55 publications

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“…VR is a computer simulation environment in which users navigate and manipulate virtual objects in a virtual world. VR can simulate immersion and interaction in a target culture and language, and users can interact with the simulated environment through special wearable devices (Walshe & Driver, 2019).…”

Section: -Degree Video-based Vr Technologymentioning

confidence: 99%

“…Compared to a direct display, using a HMD is a more immersive approach to learning. According to Rupp et al (2019) and Walshe and Driver (2019) Bhattacherjee (2001) is considered by many to be the seminal author on expectation-confirmation theory (ECT). According to Bhattacherjee (2001), ECT describes the relationship between consumer expectations before buying a product, the perceived effects after purchase, the degree of confirmation between expectations and effects, the degree of satisfaction after purchase, and the intention of buyers to buy again.…”

Section: -Degree Video-based Vr Technologymentioning

confidence: 99%

“…Similar findings have been reported in other related studies (Liao & Lu, 2018). In addition to giving participants a sense of presence (Rupp et al, 2019;Walshe & Driver, 2019). According to Higuera-Trujillo et al…”

Section: Perceptions Of the Intercultural Learning Activitymentioning

confidence: 99%

“…(2017), higher levels of immersion elicit a greater sense of presence, which is understood as an unmediated perceptual illusion that can only be quantified by user experience (Rupp et al, 2019;Walshe & Driver, 2019). In previous studies, participants with different cultural backgrounds exchanged cultural information with each other using technology to achieve intercultural learning.…”

Section: Perceptions Of the Intercultural Learning Activitymentioning

confidence: 99%

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Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology

Shadiev

Huang

2020

IRRODL

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Virtual reality (VR) technology makes it possible to create an authentic virtual environment that benefits immersive learning. We designed an intercultural learning activity and applied VR technology to support it. Then, we investigated students’ perceptions of the learning activity, VR technology, and intercultural competence (IC) development during learning. Students from China and Uzbekistan participated in the activity, in which a pragmatic mixed-methods approach was used. The data were collected through student reports, three questionnaires, and interviews, and then analyzed. Three main findings were obtained. First, 13 items related to perception of the learning activity were revealed. When compared with earlier studies, new items were found, including presence, immersion, and authentic cultural experience. Second, the results showed that the participants intended to continue using VR technology, were satisfied with intercultural learning supported by VR technology, and felt that the technology confirmed their expectations. Third, the results showed that intercultural learning supported by VR technology helped facilitate IC development. Based on these results, we discuss implications and offer suggestions for educators and researchers.

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Section: -Degree Video-based Vr Technologymentioning

confidence: 99%

Section: -Degree Video-based Vr Technologymentioning

confidence: 99%

Section: Perceptions Of the Intercultural Learning Activitymentioning

confidence: 99%

Section: Perceptions Of the Intercultural Learning Activitymentioning

confidence: 99%

See 2 more Smart Citations

Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology

Shadiev

Huang

2020

IRRODL

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“…In teacher development, reflection in action including latent knowledge is important and an issue in teacher education. In teacher education although there is research (Walshe and Driver, 2019) into using video recordings for teacher training, there are few practical studies focusing on this issue as it concerns teachers' cognition. In this study the authors propose the ongoing method (OGM) with VR recorded video as a tool for understanding teachers' "reflection in action.…”

Section: Purpose Of Researchmentioning

confidence: 99%

Case Study of Teacher's on Going Cognition Using Vr

Ikuta

Gotoh

Uchiyama³

2019

Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)

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Teacher cognition in classroom lessons is identified by an ongoing method using virtual reality (VR) videos. There are place and time constraints in real time implementation of the ongoing method in synchronous situations. To avoid these, recorded virtual reality videos were used. As a result, the existence of non-corresponding cognition was recognized: teacher educators focused on teaching strategy, while teachers focused on children's individual reactions.

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Virtual exchanges in language teacher education: Facilitating reflection on teaching practice through the use of video

2021

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Language teachers must be equipped with technological skills to respond to the needs of 21st-century classrooms (Guichon & Hauck, 2011). The virtual exchange can be used as an innovative tool for developing these competences by connecting culturally and linguistically diverse populations through technologies. The study reported in this article explored how teacher candidates develop their ability to reflect on their teaching practice through virtual exchanges.Sixteen participants from universities in the United States and Poland met weekly in cross-cultural teams via Zoom videoconferences to discuss cultural topics and subsequently reflected on their collaborative, interactive experience by watching their recorded synchronous sessions. Open-ended questions and postproject structured interviews were analyzed through NVivo. By analyzing participants' reflections on the potential of cross-cultural exchanges for educational purposes and professional development, this study offers implications for the innovation and internationalization of curricula (Rubin & Guth, 2015) through virtual exchange and provides an example of how to integrate virtual exchanges into language teacher preparation programs (Dooly & Sadler, 2013). Furthermore, the results show that the development of participants' ability to reflect on their teaching practice was facilitated through the use of video-recorded interactions with other teacher candidates.

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Developing reflective trainee teacher practice with 360-degree video

Cited by 109 publications

References 55 publications

Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology

Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology

Case Study of Teacher's on Going Cognition Using Vr

Virtual exchanges in language teacher education: Facilitating reflection on teaching practice through the use of video

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