Welcome to the InfoSci Platform
Reference Hub1
In a Virtual Classroom, Who has a "Voice"? A Discourse Analysis of Student-Instructor Interactions in Two Second Life-based Courses

In a Virtual Classroom, Who has a "Voice"? A Discourse Analysis of Student-Instructor Interactions in Two Second Life-based Courses

Sharon Stoerger
Copyright: © 2010 |Pages: 19
ISBN13: 9781615208272|ISBN10: 1615208275|ISBN13 Softcover: 9781616923020|EISBN13: 9781615208289
DOI: 10.4018/978-1-61520-827-2.ch013
Cite Chapter Cite Chapter

MLA

Stoerger, Sharon. "In a Virtual Classroom, Who has a "Voice"? A Discourse Analysis of Student-Instructor Interactions in Two Second Life-based Courses." Interpersonal Relations and Social Patterns in Communication Technologies: Discourse Norms, Language Structures and Cultural Variables, edited by Jung-ran Park and Eileen Abels, IGI Global, 2010, pp. 237-255. https://doi.org/10.4018/978-1-61520-827-2.ch013

APA

Stoerger, S. (2010). In a Virtual Classroom, Who has a "Voice"? A Discourse Analysis of Student-Instructor Interactions in Two Second Life-based Courses. In J. Park & E. Abels (Eds.), Interpersonal Relations and Social Patterns in Communication Technologies: Discourse Norms, Language Structures and Cultural Variables (pp. 237-255). IGI Global. https://doi.org/10.4018/978-1-61520-827-2.ch013

Chicago

Stoerger, Sharon. "In a Virtual Classroom, Who has a "Voice"? A Discourse Analysis of Student-Instructor Interactions in Two Second Life-based Courses." In Interpersonal Relations and Social Patterns in Communication Technologies: Discourse Norms, Language Structures and Cultural Variables, edited by Jung-ran Park and Eileen Abels, 237-255. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-827-2.ch013

Export Reference

Mendeley
Favorite

Abstract

Much of the literature argues that educational initiatives that take place in three-dimensional virtual worlds such as Second Life (SL) enable students to construct their knowledge and take ownership for their learning. The notion of a more student-centered learning environment is not new; in fact, similar claims were made about text-based MUD environments and to some extent, educational chat spaces. This study is an attempt to more rigorously examine some of the claims made about the democratic nature of communication in virtual worlds such as SL and the potential for these electronic spaces beyond social exchanges. The findings support the notion that deep learning is possible in virtual worlds using synchronous text chat. However, evidence to suggest that the structure of the educational activities is student-centered is lacking. Contrary to the claims, instructional activities used in the SL courses under investigation relied heavily on a teacher-centered model.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.