Abstract
We describe our experiences with two networked learning environments: Adobe Connect (AC) and Second Life (SL) for supporting teaching and learning in distance education courses. We collected data in two separate case studies: one in Norway (AC) and the other in the United States (SL), using different but comparable methods of data analysis (qualitative methods). We compare the two environments through the lens of problem-based learning (PBL), using four application characteristics of PBL (learner activity, collaborative learning, feedback, and valuation of previous knowledge). AC’s strength is its easy-to-use interface and its high-quality audio and video streaming that support facial expression and gesturing in communication. The SL interface is more complicated to learn, but it allows for movement in virtual reality by an avatar and interaction with three-dimensional (3D) objects. The avatar makes the users feel less apprehensive during communication.
Highlights
We explore problem-based learning (PBL) in two synchronous networked environments (SME), a virtual world (Second Life, SL) and a video conferencing system (Adobe Connect)
Authors have warned about the overoptimistic views of teaching PBL in such environments because of the simplification of complexity (SavinBaden, 2006), and a lack of analytic studies compared to descriptive ones in previous research (Good, Howland & Thackray, 2008)
By comparing Adobe Connect (AC)’s and SL’s strengths and weaknesses with respect to key PBL characteristics, we have found that the two synchronous networked environments share several strengths, such as synchronicity, support for social interaction, working together to identify and solve problems, and saving travel time and cost
Summary
We explore problem-based learning (PBL) in two synchronous networked environments (SME), a virtual world (Second Life, SL) and a video conferencing system (Adobe Connect). PBL and online learning may seem to be a good match because PBL provides for pedagogy (e.g. problem orientation, collaboration, scaffolding) that lends itself to synchronous online environments (e.g. modeling complex situations). Authors have warned about the overoptimistic views of teaching PBL in such environments because of the simplification of complexity (SavinBaden, 2006), and a lack of analytic studies compared to descriptive ones in previous research (Good, Howland & Thackray, 2008). By practicing working through difficult situations in a virtual environment to approximate aspects of a reallife situation that is impractical, expensive or risky to carry out in the real world, participants in virtual role-plays will get a semi-realistic preview of the equivalent real-life situations. Role-play is used in many different application domains, including: health care, therapy, organisational change, crisis management, military training and education (Farra, Miller, Timm & Schafer, 2013; Prasolova-Forland, Fominykh, Darisiro & Mørch, 2013)
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