Appraisal of Students with Courses Mediated through Voice-Over Internet Protocol and Virtual World Application

By Roberto Torres, Julien Ekiaka-Oblazamengo and Monica R. Medina-Jimenez.

Published by The International Journal of Technologies in Learning

Format Price
Article: Print $US10.00
Published online: June 5, 2015 $US5.00

Published in 2010, the National Education Technology Plan (NETP) was a vivid call to transform the American educational system by incorporating advanced technologies used in people’s daily personal, educational, and professional lives. Learning, assessment, teaching, infrastructure, and productivity must be empowered by technology. Therefore, a better understanding of digital technologies in post-secondary education is needed. This pilot study investigated the educational experiences of graduate students who completed coursework that involved Voice over the Internet Protocols (VoIP) and Virtual World Application (VWA). The study asked the following research question: How do graduate students describe their learning experiences in their interactive classes that included the VoIP (ooVoo) and the VWA (Second Life)? In addition, the study explored students’ input that faculty may include in future courses. Data collection was obtained through Internet surveys from graduate students in a U.S. University. Findings showed a preference of an interactive medium over another. Implications suggested the elaboration and the promotion of a double skill: the technology knowledge or skills must support the achievement in the content course.

Keywords: Distance Learning, Voice Over Internet Protocol, Virtual World Application

The International Journal of Technologies in Learning, Volume 22, Issue 3, September 2015, pp.11-25. Article: Print (Spiral Bound). Published online: June 5, 2015 (Article: Electronic (PDF File; 625.929KB)).

Roberto Torres

Associate Professor, Department of Teacher and Bilingual Education, Texas A&M University - Kingsville, Texas, TX, USA

Julien Ekiaka-Oblazamengo

Graduate Teacher Assistant, Department of Teacher and Bilingual Education, Texas A&M University - Kingsville, Kingsville, Texas, USA

Monica R. Medina-Jimenez

Graduate Teacher Assistant, Department of Teacher and Bilingual Education, Texas A&M University - Kingsville, Kingsville, Texas, USA

Monica Rosalina Medina-Jimenez is currently a doctoral student of Teacher and Bilingual Education at Texas A&M University-Kingsville, U.S. Her research interest focuses on bilingual education & ESL, digital technology as fostering ELLs and Bilingual students’ academic achievement, and Hispanic parents’ involvement in their children’s education.