Relevant bibliographies by topics / Instructor virtual

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Instructor virtual'

Author: Grafiati
Published: 4 August 2021
Last updated: 11 February 2022

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Journal articles on the topic "Instructor virtual"

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Tyrväinen, Heli, Sanna Uotinen, and Leena Valkonen. "Instructor Presence in a Virtual Classroom." Open Education Studies 3, no. 1 (2021): 132–46. http://dx.doi.org/10.1515/edu-2020-0146.

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Abstract Synchronous online learning platforms have been used actively during the COVID-19 period. They have opened possibilities for online learning and interaction, but have also posed new challenges for instructors. This article provides insights into one teacher’s interactions and examines how the instructor presence is expressed in the teachers’ activities in virtual classrooms in higher education. Instructor presence is investigated using the social and teaching presence indicators of the community of inquiry (CoI) framework. Twelve hours of interactions across six online classes were recorded, transcribed, and analysed using content analysis. The findings suggest that indicators of teaching presence dominate interactions in a virtual classroom, but it often involves co-occurrences of indicators of social presence. The typical features of instructor presence included addressing students by name, encouraging them, expressing gratitude for and acknowledging their contributions, describing actions on the dashboard, clarifying and summarising content, and responding to technical concerns. These findings may suggest holistic and pedagogical ways to understand and develop synchronous online interactions and teaching and learning practices. They also have implications for the skills instructors need in virtual classrooms.
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Brighton, Christopher. "Training for Virtual Exchange." Journal of Virtual Exchange 3 (SI-IVEC2019) (December 11, 2020): 69–79. http://dx.doi.org/10.21827/jve.3.35810.

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The article describes the training program introduced at East Carolina University (ECU) for the Global Understanding (GU) program and the Global Partners in Education (GPE) consortium. The aim of the training was to reinforce instructors’ intercultural skills and build on the well-known methodology of virtual exchange. Over one semester, the instructors attended face-to-face training sessions. These two-hour meetings focused on several pre-identified areas which needed increased instructor awareness: Cultural Intelligence (CQ), reflections, and classroom management, as well as teamwork and collaboration. The general outcomes of the training have seen an improvement in program delivery, classroom interaction, and student support. Additionally, the work in ECU highlights the need for intercultural training to be part of virtual exchange preparation alongside the well-known guides which provide instructors with the structure for conducting this type of modality. As is shown in this report, increased instructor awareness leads to more successful virtual exchange program delivery, pastoral support, and learner outcomes.
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Martin, Florence, Michele A. Parker, and Deborah F. Deale. "Examining interactivity in synchronous virtual classrooms." International Review of Research in Open and Distributed Learning 13, no. 3 (2012): 228. http://dx.doi.org/10.19173/irrodl.v13i3.1174.

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<p>Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo’s (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students’ ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor’s teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.</p>
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Romero-Ivanova, Christina, Michael Shaughnessy, Laura Otto, Emily Taylor, and Emma Watson. "Digital Practices & Applications in a Covid-19 Culture." Higher Education Studies 10, no. 3 (2020): 80. http://dx.doi.org/10.5539/hes.v10n3p80.

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This article addresses reflections of one University instructor’s teaching and her pre-teacher education students’ innovative digital learning practices during the Covid-19 pandemic in Spring 2020. The question of How has one instructor embedded digital practices in her virtual teaching to engage and purposefully introduce and connect pre-teacher education students with diverse technologies and multimodalities of learning during a mandatory virtual instruction time? will be addressed and discussed. 
 
 Student-centered practices such as group work, pair work, the use of Zoom breakout rooms, and multimodal literary responses through technology applications such as Flipgrid and Google Docs will be described and reflected upon. The instructor’s own teaching practices that have included weekly mentoring meetings with her education students and continuing individual coffee meetings in diverse settings will be highlighted as ways of demonstrating care and encouragement toward face-to-face students who have been transitioned as online students. The reflections outlined in this abstract draw upon the notion of technologies as providers of active interactions and will include snapshots of an instructors’ students’ digital artifacts such as Flipgrid, video-recorded monologues, and Google Doc news stories with students reflecting on the uses of multimodal technologies in their own future teaching practices. This manuscript will also include student reflections and a sidebar of suggestions for using Zoom with virtual teaching.
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Rush, Perry O., and William R. Boone. "The Implementation of Virtual Instruction in Relation to X-ray Anatomy and Positioning in a Chiropractic Degree Program: A Descriptive Paper." Journal of Chiropractic Education 23, no. 1 (2009): 40–46. http://dx.doi.org/10.7899/1042-5055-23.1.40.

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This article provides information regarding the introduction of virtual education into classroom instruction, wherein a method of classroom instruction was developed with the use of a computer, digital camera, and various software programs. This approach simplified testing procedures, thus reducing institutional costs substantially by easing the demand for manpower, and seemed to improve average grade performance. Organized files with hundreds of digital pictures have created a range of instructor resources. Much of the new course materials were organized onto compact disks to complement course notes. Customizing presentations with digital technology holds potential benefits for students, instructors and the institution.
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Hung-Hsuan, HUANG,, UEJO, Masaki, SEKI, Yuki, LEE, Joo-Ho, and KAWAGOE, Kyoji. "Construction of a Virtual Ballroom Dance Instructor." Transactions of the Japanese Society for Artificial Intelligence 28, no. 2 (2013): 187–96. http://dx.doi.org/10.1527/tjsai.28.187.

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Stokes, Jennifer A., and Dee U. Silverthorn. "Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic." Advances in Physiology Education 45, no. 2 (2021): 290–98. http://dx.doi.org/10.1152/advan.00190.2020.

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This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.
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Lohle, Michael, and Steven Terrell. "The endurance test: A virtual project team's lived experience in an online project management course." Online Journal of Applied Knowledge Management 5, no. 1 (2017): 1–13. http://dx.doi.org/10.36965/ojakm.2017.5(1)1-13.

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This case study examines longitudinal data stored in the learning management system (LMS) of an online MBA program’s project management course to understand and describe the lived experience of a virtual student team that exhibited difficulty delivering a term project. Testing the constructs of a theoretical model previously proposed in literature, the findings consider whether the model design can be applied in a specific situation and suggests additional case studies are warranted for further understanding. The findings also confirmed two concerns. First, unless students actively contact their instructor to escalate feedback about progress, it is difficult to assess a given student’s contribution to virtual team projects. Second, the instructor actively solicited feedback and facilitated closure to compensate for a lack of student accountability, prompting concern about whether requiring an online instructor’s constant oversight and engagement is an optimal strategy for effective project delivery on virtual student teams.
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Collette, Daniel. "Virtual Reality as Experiential Learning." Teaching Philosophy 42, no. 1 (2019): 29–39. http://dx.doi.org/10.5840/teachphil2019116100.

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While the pedagogical benefits of experiential learning are well known, classroom technology is a more contentious topic. In my experience, philosophy instructors are hesitant to embrace technology in their pedagogy. A great deal of this trepidation is justified: when technology serves only to replicate existing methods without contributing to course objectives, it unnecessarily adds extra work for the instructor and can even be a distraction from learning. However, I believe, if applied appropriately, technology can be used to positively enhance the philosophy classroom experience in ways that are not possible in traditional classroom settings – including new ways of experiential learning. To demonstrate this, I offer a case study of implementing virtual reality (VR) as a tool for experiential learning of philosophy. I show how having students “walk a plank” off a skyscraper in VR allowed me to exceed my course objectives for my Existentialism course in particularly effective ways that I could not have done without this technology.
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Strandbygaard, Jeanett, Flemming Bjerrum, Mathilde Maagaard, et al. "Instructor Feedback Versus No Instructor Feedback on Performance in a Laparoscopic Virtual Reality Simulator." Annals of Surgery 257, no. 5 (2013): 839–44. http://dx.doi.org/10.1097/sla.0b013e31827eee6e.

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Dissertations / Theses on the topic "Instructor virtual"

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Enriquez, Mejia Eliana Katherine, Landa Renee Alessandra Garcia, Gonzales Alba Celeste Rivas, Oropeza Yovanna Katherine Sanchez, and Vilchez Valeria Alejandra Torres. "Fablaring: Plataforma en línea para mejorar la pronunciación de un idioma extranjero." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656873.

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El propósito de este proyecto es presentar un nuevo e innovador modelo de negocio para lograr escalabilidad en el tiempo. Debido a la pandemia del Covid-19, casi todos los aspectos de la educación han cambiado a la vez. Hoy en día, el concepto de aula está sentado detrás de una pantalla de computadora en casa, sin embargo, muchas personas vieron esto como una oportunidad para tomar cursos en línea y aumentar sus conocimientos profesionales. Por lo tanto, el modelo de negocio propuesto es una escuela de idiomas en línea, donde los estudiantes mejorarían sus habilidades de comunicación oral en inglés, alemán, portugués o español a través de cursos flexibles de conversación con hablantes nativos o altamente avanzados. Nuestro principal público objetivo son hombres y mujeres de 18 a 35 años, que quieran mejorar sus habilidades para hablar en un segundo idioma previamente aprendido. Para llegar al público objetivo de manera más eficaz, las estrategias se centrarán en plataformas de redes sociales como Instagram y Facebook, y en el sitio web del proyecto. Además, se validó el potencial del proyecto a través de diferentes experimentos con usuarios potenciales. Los resultados obtenidos muestran una respuesta positiva del mercado objetivo debido a la flexibilidad del servicio y el método de enseñanza.<br>The purpose of this project is to present a new and innovative business model to achieve scalability through time. Due to the Covid-19 pandemic almost every aspect of education has changed at once. Nowadays the concept of classroom is sitting behind a computer screen at home. However many people saw this as an opportunity to take online courses to increase their profesional knowledge. Therefore the proposed business model is an online language school, where the students would improve their oral communication skills at english, german, portuguese or spanish through flexible courses of speaking with native or highly advanced speakers. Our main target audience are men and women from 18 to 35 years old, who want to improve their speaking skills in a second language previously learned. To reach the target audience more effectively the strategies will be focus on social media platforms like Instagram and Facebook, and on the website of the project. In addition, the potencial of the project was validated through different experiments with potencial users. The obtained results shows a positive response of the target market due to the flexibility of the service and the teaching method.<br>Trabajo de investigación
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Semon, Sarah R. "Portraits of Online Teaching and Learning: The Experiences of an Instructor and Six Graduate Students in a Course Entitled Educating Students with Autism." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003137.

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Jayaraman, Usha P. "Science teachers' perception of virtual high school instruction." Cincinnati, Ohio : University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1037982055.

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Steed, Robin. "Cultural Competency Instruction in a 3D Virtual World." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/315.

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Approximately one third of the population of Louisiana is African American. According to federal reports, Blacks in Louisiana receive a poorer quality of healthcare compared to the White population. Occupational therapy is a profession of predominately White, middle class females who report in surveys that they are not adequately prepared to provide culturally sensitive care to minorities. Leaders in occupational therapy have suggested instruction in cultural competency as a way to remediate the gap in quality of healthcare services for African Americans. This pilot study examined the efficacy of providing thirteen Louisiana occupational therapists with an immersive cultural experience in the virtual 3D world of Second Life in an effort to bring about increased sensitivity towards the African American culture. The study employed a pre-test, post-test case study design using the Race Argument Scale and the Race Attitude Implicit Association Test as outcome measures. Analysis of quantitative post-test data indicated that some participants had negative attitudes towards African Americans that might affect interactions with minority clients and that the instruction in cultural competency did not significantly change these attitudes. Examination of the qualitative data collected during the instructional intervention supported this conclusion, although many occupational therapists stated that the intervention increased their awareness of the effects of discrimination on the health of African Americans.
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Zayas, Pérez Benjamin Eddie. "VEST-Lab : a virtual environment for instruction and research." Thesis, University of Sussex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412657.

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Information location and interactivity are two attributes of Desktop Virtual Environment (DVE) design that can be exploited to enhance the ability of people to acquire information and skills that transfer to real world environments and objects. This thesis presents the results of the research conducted to identify the effects of information location and interactivity in a DVE for teaching declarative and procedural knowledge in the domain of laboratory safety training using a virtual chemistry laboratory (VEST-Lab). The term 'information location' refers to the spatial relationship between linguistic information (text and sound) and virtual reality objects. 'Interactivity' refers to the actions by the learner that are afforded by the DVE (i.e., object manipulation, navigation and user-system interaction). The thesis also describes the design process (requirements analysis, implementation, prototyping and evaluation) of VEST-Lab as an instructional training environment and research tool. Two ways of presenting information (co-located and non co-located) and two levels of interactivity (passive and active) were compared in a fully crossed, factorial design. The effects of these factors were assessed via pre, post and retention measures of knowledge of laboratory precaution (declarative knowledge), and spatial memory and object location memory (spatial knowledge) using a paper-and-pencil test. Results indicate that co-located information produced a greater positive effect upon the learning and retention of declarative knowledge amongst passive learners. However, active learners with co-located information revealed superiority for spatial knowledge acquisition. Two levels of interactivity (passive and active) were compared to evaluate the effect in emergency procedures acquisition (procedural knowledge) in two modalities, learning by 'reading' and learning by 'doing'. There was no difference in the former modality, however, passive participation resulted in better performance for learning emergency procedures in the latter form. Although interactivity was beneficial for spatial knowledge acquisition, the additional tasks during active learning interfered to some degree with the cognitive processes or resources required to learn factual and procedural knowledge. The findings indicate that co-located information provides perceptual cues that facilitated an association between linguistic information and location of object in the virtual environment, a three-dimensional spatial contiguity effect.
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Torian, Janie Mae Sheely Johnson. "Virtual learning is it conducive to student achievement? /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Glore, Nolan David. "Virtual Clicker - A Tool for Classroom Interaction and Assessment." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/36054.

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Actively engaging students in the classroom and promoting their interaction, both amongst themselves and with the instructor, is an important aspect to student learning. Research has demonstrated that student learning improves when instructors make use of pedagogical techniques which promote active learning. Equally important is instructor feedback from activities such as in-class assessments. Studies have shown that when instructor feedback is given at the time a new topic is introduced, student performance is improved. The focus of this thesis is the creation of a software program, Virtual Clicker, which addresses the need for active engagement, in-class feedback, and classroom interaction, even in large classrooms. When properly used it will allow for multi-directional feedback; teacher to student, student to teacher, and student to student. It also supports the use of digital ink for Tablet PCs in this interaction environment.<br>Master of Science
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Nagel, Lynette. "The dynamics of learner participation in a virtual learning environment." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-03032009-160447.

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Bridges, Melissa J. "Virtual Literature Circles| An Exploration of Teacher Strategies for Implementation." Thesis, Piedmont College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722949.

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<p> This qualitative study explored the strategies that teachers use to implement virtual literature circles in middle and high school classes and university Reading programs. Through questionnaires, interviews, and document analysis, several strategies that support student learning were identified, including guided questions, rubrics with clear expectations, and targeted feedback. Making the process student-centered rather than teacher-centered, using appropriate platforms with small groups, and including a face-to-face component also supported student learning. </p><p> Additionally, an examination of teacher perceptions of benefits and challenges of virtual literature circles revealed more advantages than disadvantages. Benefits included improved writing, specificity, and critical thinking; connections to other subject matter; peer interactions; ease of differentiation; technology integration; flexibility; teacher collaboration; engagement; and student-centered practice. Challenges included technology access issues and glitches, student apathy, superficial student responses, and time issues.</p>
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Chen, Chi-Chih. "Virtual Sports Stock Exchange." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2740.

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The goal of this project is to create a web application to help people learn about the stock market. The Virtual Sports Stock Exchange (VSSX) simulates market trading based on the world of sports. It allows users to experiment with different economic models. Virtual Sports Stock Exchange (VSSX) uses HTML and Java Server Page to generate the output and calculations and it uses Java Servlet to interact with the Oracle 9i database.
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Books on the topic "Instructor virtual"

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Rowe, Neil C. Aiding teachers in constructing virtual-reality tutors. Naval Postgraduate School, 1993.

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Dean, Groom, ed. Virtual worlds. ACER Press, 2010.

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Carchidi, Daniel M. The virtual delivery and virtual organization of postsecondary education. RoutledgeFalmer, 2002.

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Chakkour, Mario Henri. Virtual pose. Design Books International, 1999.

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Erland, Culver Christina, and Gillis Lisa, eds. Virtual schooling. Palgrave Macmillan, 2009.

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Clark, Ruth Colvin. The New Virtual Classroom. John Wiley & Sons, Ltd., 2007.

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Thomas, Michael. Design, implementation, and evaluation of virtual learning environments. Information Science Reference, 2012.

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Stahl, Gerry. Studying Virtual Math Teams. Springer-Verlag US, 2009.

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Clarke, Suzanne. Developing effective virtual education programs. Educational Research Service, 2007.

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Group, NATO Defense Research, ed. Virtual reality, training's future?: Perspectives on virtual reality and related emerging technologies. Springer, 1997.

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Book chapters on the topic "Instructor virtual"

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Uejou, Masaki, Hung-Hsuan Huang, Jooho Lee, and Kyoji Kawagoe. "Toward a Conversational Virtual Instructor of Ballroom Dance." In Intelligent Virtual Agents. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23974-8_70.

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Huang, Hung-Hsuan, Yuki Seki, Masaki Uejo, Joo-Ho Lee, and Kyoji Kawagoe. "Modeling the Multi-modal Behaviors of a Virtual Instructor in Tutoring Ballroom Dance." In Intelligent Virtual Agents. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33197-8_55.

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Sandberg, Martin K. H., Johannes Rehm, Matej Mnoucek, Irina Reshodko, and Odd Erik Gundersen. "Explaining Traffic Situations – Architecture of a Virtual Driving Instructor." In Intelligent Tutoring Systems. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49663-0_15.

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Zeng, Ni, Shijue Zheng, Jun Zhou, and Qingyu Cai. "Design and Implementation of Virtual Instructor Based on NAO Robot." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65978-7_70.

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Weevers, Ivo, Jorrit Kuipers, Arnd O. Brugman, Job Zwiers, Elisabeth M. A. G. van Dijk, and Anton Nijholt. "The Virtual Driving Instructor Creating Awareness in a Multiagent System." In Advances in Artificial Intelligence. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-44886-1_56.

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Sierra Rativa, Alexandra, Cindy Carolina Vasquez, Fernando Martinez, Wily Orejuela Ramirez, Marie Postma, and Menno van Zaanen. "The Effectiveness of a Robot Animal as a Virtual Instructor." In Robotics in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67411-3_30.

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Pisla, A., D. Cocorean, C. Vaida, and D. Pisla. "Development of a Virtual Testing Platform Within an Instructor Operation Station." In New Trends in Medical and Service Robots. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23832-6_20.

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Kuyten, Pascal, Timothy Bickmore, Svetlana Stoyanchev, Paul Piwek, Helmut Prendinger, and Mitsuru Ishizuka. "Fully Automated Generation of Question-Answer Pairs for Scripted Virtual Instruction." In Intelligent Virtual Agents. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33197-8_1.

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Garrigan, Scott R. "Evolving Practice for Training Online Designers and Instructors." In Handbook of Research on Virtual Training and Mentoring of Online Instructors. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch008.

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Online courses place greater responsibility and demands on both the instructor and students compared to traditional face-to-face courses. Online instructors and designers are often given checklists of required or best online teaching practices to help them meet the challenge. But these checklists tend to assume that online courses fall into a single model that is independent of course goals and of the unique teaching style and strengths of the online instructor. This chapter presents the author's methods and values in training online instructors and designers. Conventional online instruction model aside, the focus is on helping the instructor and designer identify salient aspects of the course, the students, and the instructor. The chapter presents methods, content, and values that may to be less known, less understood, or difficult to implement for new designers and instructors. Each model builds on elements such as student interests, deep engagement, group collaboration, and practical assessment.
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Shepherd, Carol M., and Madelon Alpert. "Exploring the Correlation between Online Teacher Dispositions and Practices in Virtual Classrooms and Student Participation and Satisfaction." In Multi-User Virtual Environments for the Classroom. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-545-2.ch006.

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Greater teacher efficacy in online teaching and teaching in a virtual world appears to be positively correlated with certain exhibited dispositions and practices. Inferential measures of dispositions such as friendliness, enthusiasm, active involvement, patience, and tolerance, among others, exhibited by professors in online instruction lead to greater student participation and satisfaction. By analyzing four professors teaching in the virtual world environment, two with positive student reviews and two with negative or mediocre student reviews, certain teacher dispositions and practices emerged. Three areas were studied: instructor participation with students, the tone of communication with students, and the creation of a community of learners in a virtual world. Instructor participation with students was measured by the interaction and guidance in discussion board questions, comments on graded student work, the amount of measured user time of the instructor while teaching online, and student evaluations. The tone of communication with students was measured by professor communications with students in the discussion boards, virtual office responses to student questions, and whole class as well as individual emails. The creation of a community of learners in a virtual environment helps to foster a sense of belonging, and was measured by activities such as informal course announcements, media, emails, and student and professor biographies, indicating that the instructor is interested in each student. There are two perspectives to online instruction: that of the student as well as that of the instructor. In order to provide a valid base for analysis, it is important to consider both. A search of the literature revealed almost no information in the areas of focus of this study. Further research is needed to identify positive behaviors by instructors leading to greater online instructor efficacy when teaching in virtual worlds.
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Conference papers on the topic "Instructor virtual"

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Doswell, Jayfus T. "Building the virtual reality instructor." In ACM SIGGRAPH 2004 Educators program. ACM Press, 2004. http://dx.doi.org/10.1145/1186107.1186128.

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Podmore, R., M. Robinson, M. Sadinsky, and R. Sease. "A virtual instructor for simulator training." In Energy Society General Meeting. IEEE, 2008. http://dx.doi.org/10.1109/pes.2008.4596277.

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LaFortune, Jasper, and Kristen L. Macuga. "Learning movements from a virtual instructor." In SAP '16: ACM Symposium on Applied Perception 2016. ACM, 2016. http://dx.doi.org/10.1145/2931002.2948722.

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Alklind Taylor, Anna-Sofia. "The Active Instructor: Benefits and Barriers to Instructor-Led Serious Gaming." In 2015 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games). IEEE, 2015. http://dx.doi.org/10.1109/vs-games.2015.7295787.

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Wasfy, Ayman M., Tamer M. Wasfy, Hazim El-Mounayri, and Daniel Aw. "Web-Based Multimedia Lecture Delivery System With Text-to-Speech and Virtual Instructors." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-84692.

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A web-based multimedia lecture delivery system is presented. The system provides natural-language instruction with synchronized: naturally sounding text-to-speech, written highlighted text, and animated 2D and 3D graphics. A near-photorealistic animated human avatar can present the lecture with synchronized gestures and lip-synching. The course is presented using a hierarchical structured outline. The learner can ask the virtual instructor questions using natural-language speech or typed text. The instructor first tries to answer the question from the course content. If no information is found then a web search is performed. The key elements of the lecture delivery system are: (1) a modular unstructured knowledge-base in which knowledge is stored as HTML or XML “knowledge objects” with embedded multimedia content; (2) a hierarchical rule-based expert system that provides natural-language understanding; (3) a search engine that can provide answers to the learner’s questions from the knowledge-base; (4) natural-language voice-recognition and synthesis; (5) animated human-like virtual instructor; (6) an integrated web-based framework that includes windows for course presentation, outline, speech, photo-realistic animated agent avatar, and other utilities that can be moved and sized according the user’s preference. The application of the lecture delivery system to a sample introductory lecture on CNC milling is presented in order to demonstrate the features of the system.
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Nathan, Arjun, Monty Fricker, Aqua Asif, et al. "Virtual interactive surgical skills classroom (VIRTUAL): a parallel-designed, non-inferiority, adjudicator-blinded, randomised controlled trial." In VIRTUAL ACADEMIC SURGERY CONFERENCE 2021. Cambridge Medicine Journal, 2021. http://dx.doi.org/10.7244/cmj.2021.04.001.8.

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Introduction Virtual classroom training (VCT) is a novel educational method that permits accessible, distanced interactive expert instruction. We aimed to evaluate the efficacy of VCT in comparison to face-to-face training (FFT) and non-interactive computer-based learning (CBL) for basic surgical skills training. Methods 72 participants recruited from five London medical schools underwent stratified block randomisation into three equal intervention groups based on subjective and objective suturing experience. VCT was delivered via the BARCO weConnect platform and FFT was provided by expert instructors. Optimal student-to-teacher ratio was used, 12:1 for VCT and 4:1 for FFT. The assessed task was interrupted suturing with hand-tied knots. The primary outcome was post-intervention Objective Structured Assessment of Technical Skills (OSATS) score, adjudicated by two blinded experts and adjusted for baseline proficiency. Results VCT was non-inferior to FFT (adjusted difference 0.44, 95% CI: -0.54 to 1.75, delta 0.675), VCT was superior to CBL (adjusted difference 1.69, 95% CI 0.41 to 2.96) and FFT was superior to CBL (adjusted difference 1.25, 95% CI 0.20 to 2.29). FFT alone was associated with student travel expenses (mean £4.88, SD 3.70). Instructor hours used per student for VCT and FFT were 0.25 and 0.75, respectively. Conclusion VCT has a similar educational benefit to FFT and is a suitable modality of high-quality surgical skills education. VCT provides greater accessibility and resource efficiency compared to FFT. VCT satisfies the requirement for social distancing during the COVID-19 pandemic and is better than non- interactive CBL. VCT has the potential to improve global availability and accessibility of surgical skills training.
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Kwok, David. "Predictors of students’ perceived learning in off-campus learning environment: Online interactions are not enough." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0114.

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This study aimed to investigate how three online interaction variables (i.e., learner-instructor interaction, learner-content interaction, and learner-learner interaction) and self-efficacy for learning can predict students’ perceived learning in an off-campus learning environment. A total of 654 polytechnic students participated in the study. By controlling gender and age, regression results showed that self-efficacy for learning was the significantly strongest predictor of perceived learning, followed by learner-content interaction. Perceived learning and learner-instructor interaction for males were significantly higher than females. Finally, implications of these findings along with limitations of the study and directions for future research are discussed in the paper.
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Kesler, Dustin, Alexander Arntz, Joachim Friedhoff, and Sabrina C. Eimler. "Mill Instructor: Teaching Industrial CNC Procedures Using Virtual Reality." In 2020 IEEE International Conference on Artificial Intelligence and Virtual Reality (AIVR). IEEE, 2020. http://dx.doi.org/10.1109/aivr50618.2020.00048.

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Cowling, Michael, and Robert Vanderburg. "An Interactive Virtual Reality Physics Instructional Environment based on Vygotskian Educational Theory." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0116.

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Physics Education is a popular application for Virtual Reality (VR), with many simulations being available for students to manipulate objects in virtual space. However, most of these applications take a Piagetian approach to learning, instructing first in a traditional way and then exposing students to VR in a sandbox environment without the instructor present. This paper proposes a design for a VR physics simulation that takes a Vygotskian approach using Zone of Proximal Development (ZPD) and scaffolding to teaching physics, allowing the students and instructor to collaborate in virtual space. Using gravity and circular motion as a case study, this paper discusses a design to facilitate this learning comprising a virtual universe with control of planet placement and size, external satellite placement and size, as well as gravitational forces acting on these objects, along with a design-based research (DBR) research design to evaluate both usability and learning for the intervention.
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Lawver, Rebecca G., Michael L. Pate, Scott W. Smalley, Dustin K. Perry, and Alyx Shultz. "Tractor and Machinery Instructor Training: Impact of Sequential Professional Development." In 2021 ASABE Annual International Virtual Meeting, July 12-16, 2021. American Society of Agricultural and Biological Engineers, 2021. http://dx.doi.org/10.13031/aim.202100427.

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