'Exploring the meaningful learning of students in Second Life'

This study aims to develop a pedagogical model, namely the Global Virtual Education (GloVed) model and use it to evaluate students’ meaningful learning experiences in the Global Virtual Collaboration Project (GVCP) course in 2009. The GloVed model is based on the idea of the teaching, studying and learning (TSL) process. The authors suggest that a pedagogical model can be considered as “a plan or pattern that can be used to shape curriculums (long term courses of studies), to design instructional materials, and to guide instruction in the classroom and other settings” (Joyce & Weil, 1980, p.1). Fifty-four (54) students took part in the GVCP course and the aim of this course is to provide an opportunity for the students to learn how to collaborate on and solve real business problems in Second Life (SL).

The results of this study show that the GVCP course supported the process characteristics of meaningful learning and its outcome, but the individual, critical and interactive characteristics were not fully realized. Additionally, the goal-oriented, collaborative, conversational and immersive characteristics were not realized in SL. The authors made several useful suggestions for educational practioners if they have palns to utilize virtual worlds while teaching. 1) In order to provide individual guidance and scaffolding, the students’ individula characteristics should be addressed more properly. 2) A physical and virtual orientation to the environment is crucial because it helps students’ actual puzzlement with tasks later on. 3) Before the course starts, technological issues must be solved and sufficient options should be offered to students if the primary technology fails to work. 4) Educators should also pay attention to students’ interaction with each other by stressing the importance of clear roles, rules and objectives as well as emphasizing each student’s responsibilit for the teams’ work and the quality of the outcome. 5) Students should be able given the chance to negotiate the meeting schedules by themselves in order to have suitable schedules to finish the tasks.

Reference

Keskitalo, T., PyykkÖ, E., & Ruokamo, H. (2011). Exploring the meaningful learning of students in Second Life. Educational Technology & Society 14(1), 16-26. Retreived from AUT Library database.