Designing Experiential Modes: A Key Focus for Immersive Learning Environments
TLRPTIL Volume 49, Number 3, ISSN 8756-3894
A student sitting in a class and listening to an instructor talk is experiencing a particular mode of instruction sensed through visual and audio channels. She is aware that she is in the center of a classroom and also in close proximity to other students. Occasionally they gesture to the instructor at the front of the room, who stops talking when they speak. She is somewhat familiar with the content being discussed, would like to know more and is interested in the comments from the other students. Her experience is similar to most of the other students in the class. This is called Experiential Mode, which in learning consists of both observable attributes (the physical surroundings, sentient beings, objects, systems and events that occur) and the non-observable perceptions of the learners (the engagement, cognition and affective responses). Experiential Modes (EMs) may also be considered the smallest component of a Learning Environment (LE), and in most cases any LE will consist of a mix of different EMs. Experimential Mode is described in this article. (Contains 1 table and 3 figures.)
Appelman, R. (2005). Designing Experiential Modes: A Key Focus for Immersive Learning Environments. TechTrends: Linking Research and Practice to Improve Learning, 49(3), 64-75.
Cited ByView References & Citations Map
Eileen O'Connor, Empire State College / SUNY, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 1144–1149
Andrew Walker & Brett E. Shelton, Utah State University, United States
Journal of Interactive Learning Research Vol. 19, No. 4 (October 2008) pp. 663–684
Robert Appelman, Indiana University, United States
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3288–3296
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