Second Language E-Learning and Professional Training with Second Life®

Second Language E-Learning and Professional Training with Second Life®

Patricia Edwards, Mercedes Rico, Eva Dominguez, J. Enrique Agudo
ISBN13: 9781615209637|ISBN10: 1615209638|EISBN13: 9781615209644
DOI: 10.4018/978-1-61520-963-7.ch060
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MLA

Edwards, Patricia, et al. "Second Language E-Learning and Professional Training with Second Life®." Web-Based Education: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2010, pp. 867-887. https://doi.org/10.4018/978-1-61520-963-7.ch060

APA

Edwards, P., Rico, M., Dominguez, E., & Agudo, J. E. (2010). Second Language E-Learning and Professional Training with Second Life®. In I. Management Association (Ed.), Web-Based Education: Concepts, Methodologies, Tools and Applications (pp. 867-887). IGI Global. https://doi.org/10.4018/978-1-61520-963-7.ch060

Chicago

Edwards, Patricia, et al. "Second Language E-Learning and Professional Training with Second Life®." In Web-Based Education: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 867-887. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-963-7.ch060

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Abstract

Web 2.0 technologies are described as new and emerging for all fields of knowledge, including academia. Innovativee-learning formats like on-demand video, file sharing, blogs, Wikis, podcasting and virtual worlds are gaining increasing popularity among educators and students due to their emphasis on flexible, collaborative and community-building features, a promising natural channel for the social constructivist learning theory. This chapter addresses the application of e-learning in university degree programs based on exploiting the practical, intensive and holistic aspects of Second Life® (SL™). Although the specific framework dealt with is English as a foreign language, it seems feasible to assume that the learning processes are equally transferable to other disciplines. In light of the aforementioned premises, the outlook of e-learning 2.0 approaches require action research and shared experiences in order to back up or challenge the claims andexpectations of the academic community concerned withbest practices in education.

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