socialising in distance education using virtual environments

Angelina [email protected]

Lina [email protected]

Universidade AbertaSIIE 2009

Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro

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I. IntroductionII. Review of literatureIII. MethodologyIV. Data analysis and discussionsV. Conclusions and implications for

research and practice


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More recently, the computer has become even more than tool

and mirror: We are able to step through the looking glass. We are

learning to live in virtual worlds. We may find ourselves alone as

we navigate virtual oceans, unravel virtual mysteries, and

engineer virtual skyscrapers. But increasingly, when we step

through the looking glass, other people are there as well.

Turkle, 1995


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The problem of distance in the field of distance learning;

It’s mainly centred on the discussion and analysis of interaction;

Interaction is seen as being able of

reducing distance

creating immediacy

Interaction inseparable part of the process of teaching and

learning at a distance.


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Therefore, distance education is defined by the amount of

interaction and structure in it;

ICTs and emergent virtual worlds potentiate new pedagogical

approaches in distance education;

Thus, enhancing multiple interactions and creating richer

online learning contexts: synchronous and asynchronous

communication and media (Web 2.0 tools).


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High drop out rates

How did early CMC research view computer communication?


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Literature and recent studies show

that CMC (due to the advances in

ICTs) can promote the creation of

virtual learning communities and

true virtual classes with strong

relationships and task

performance comparable to face to

face communication.


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-Theory of transactional distance (Moore, 1993),

-Theory of social presence: Short, Williams & Christie (1976); Gunawardena (1995); Gunawardena & Zittle (1997); Rourke, Anderson, Garrison & Archer (2001); Danchak, Walther & Swan ( 2001); Swan (2002); Tu & McIsaac (2002); Tu (2002); Picciano (2002); Stacey (2002); Biocca, Harms & Burgoon (2003); Sanders (2005); Swan, Richardson, Ice, Garrison, Cleveland- Innes & Arbaugh (2008);


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- The medium allows the design of structured activities that can

reduce the psychological and emotional impacts of distance;

- Online discussion forums have shown that the technological media

could create a feeling of presence and a learning community;

- Virtual worlds like Second Life are immersive and people interact

not only with other people but also with the environment.


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-Salmon (2003) states the importance of the 5-stage model;

-In our study we focused on the first 2 stages: Access & Motivation

and Socialisation;

-It’s important that students feel familiar with the technology and

develop interesting interactive activities. Otherwise, the technology

per se only will be a failure. So, it’s important to join technology and

pedagogy if we want to create interesting distance courses.


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Virtual learning management system;

Built in 1999 by Martin Dougiamas for educational purposes;

Free, very popular, Open Source LMS;

Supports a socio-constructivist learning approach;

Enhances interaction, mainly in an asynchronous way;

Several features that can enhance social presence and the creation

of a learning community


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Virtual 3D world;

Opened to public in 2003 by Linden Lab;

Social networking built for profit;

Very popular, runs on Linden Lab server, can be explored with no costs

but having one’s own space implies to buy or rent it and pay a fee;

Supports a socio-constructivist learning approach;

Enhances interaction, mainly in a synchronous way;

Immersion, CMC mediated through avatars enhance social presence and

the creation of a learning community.

According to the

Horizon Report

(2007), Second Life

as a virtual 3-D

environment would

have “strong

potential for

teaching and

learning”


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- Pilot case-study that was carried out for four weeks;

- It focused on the introductory module of the Masters course “Pedagogy of

eLearning” at Universidade Aberta of Portugal;

- The sample was formed by a group of 27 students and two professors. Nearly

all were familiar with Moodle but not SL users;

- Aim: understand how social presence and online socialisation could be

enhanced in Moodle and Second Life for collaboration and learning outcomes;


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Data collection:


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IV. Data analysis and discussion

- Content analysis: a grid was built based on Rourke’s

et al.’s (2001), on Swan’s (2002) and McKerlich &

Anderson’s works (2007). Emergent indicators were

added.


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As preliminary analysis and still in progress:


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Conclusions and implications for research and practice


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Contact: [email protected] [email protected]


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Thanks for your attention!

Any questions?

socialising in distance education using virtual environments

Education

angelina macedo email

address lina morgado

novembro literature

novembro iv

novembro salmon

novembro high

learning outcomes

novembro data collection