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Exploring the use of a virtual reality learning environment to support innovation education in Iceland

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posted on 04.02.2020, 12:00 by Gisli Thorsteinsson
Innovation Education (IE) in Iceland aims to train students to identify needs and problems in their environment and to find solutions: this is referred to as the process of ideation. The thesis explores the contexts of teaching and learning, incorporating the VRLE with IE to support the students’ work. There is a focus on blended learning, as the VRLE is used in conjunction with conventional classroom-based activity. The work employed the grounded theory (Glaser and Strauss, 1967) perspective, in order to observe the complex social/educational activity relating to this real-life learning context. It was intended to build understanding (grounded theory), rather than an attempt to establish cause and effect. The author intended to observe, describe and interpret settings as sources of data and the main aim was to gain a greater understanding of the use of the VRLE in supporting students work in conventional Innovation Education classes within Icelandic schools. The overall research question was: ‘How does the use of the VRLE affect teacher’s pedagogy and the students’ work, in conventional Innovation Education in Iceland?’ [Continues.]



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Loughborough University

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© Gisli Thorsteinsson

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A Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy of Loughborough University.




Howard Denton

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