draftAkoApplication

Title

Virtual world versus 2-D web-based e-learning platforms for tertiary education

Project Aims:

(principles & purpose)

The goal of this project is to compare and evaluate the effectiveness of 3-D virtual world-based learning platform with a 2-D online learning platform as a means of fostering deep learning for students in tertiary education. Objectives:

1) The project will test the hypothesis that postgraduate tertiary students who experience a research theory, design and methods course that incorporates a 3-D online virtual world learning platform will demonstrate deeper learning than students who experience a traditional 2-D online learning platform.  2) Create a 3-D virtual world-based learning platform to deliver a cross-disciplinary course in research design and methods in health, early intervention and communication disorders.

3) Create a 2-D online-based learning platform to deliver a cross-disciplinary course in research design and methods in health, early intervention and communication disorders.   4) Compare student learning experiences and achievement across the two learning platforms. This will include quantitative measurement of student learning achievement and study processes as well as qualitative analysis of students’ experiences. Evidence-base for need for project:

Introduction Since Socratic times, teaching and learning has well-established tradition of social interaction, so much so that knowledge is essentially socially constructed (Vygotsky, 1978) and classrooms are increasingly turning out to be co-laboratories of socially constructed knowledge. In this framework, learning and teaching involves a spatial component where discussion and interaction in presence of "others" around the learner makes learning as an enriching experience. This process of learning as an essentially social phenomenon is applicable to any process of learning from essentially didactic and theoretical constructs (e.g., learning of philosophy, and logic) to more hands on training (such as training of craftsmen and surgeons). Over time, universities refined these processes by creating learning environments where student-student, & student-teacher interactions were facilitated in face to face learning (e.g., "lecture theatres" for instance). However, face to face learning, while incorporating the essentiality of social aspects of learning, missed an element of "always-on" flexibility.

This flexibility was provided by implementations of learning content management systems that grew out of the theory of learning as a socially constructed knowledge development process. Now, increasingly, Moodle-like learning management systems have made delivery of learning materials very efficient. However, the situated and contextual learning associated with the delivery of learning content by Moodle is still inferior to the depth of social interaction that face to face learning provides. Yet there are certain advantages of using online always-on on-demand online learning management systems that cannot be matched by face to face learning alone. The best approach would be to blend the best practices of face to face learning with the flexibility of Moodle.

However, while Moodle and other online learning management systems are very effective in providing learning contents, and are increasingly becoming adopted by mainstream academia, they are not very good at fostering the social constructivist learning that happens in a face to face learning. On the other hand, while face to face learning is the established academic gold standard of fostering social construction in learning, this learning situation is limited because it does not have the flexibility that Moodle provides. Using only Moodle and face to face learning, there is as yet no way of blending the face to face learning with Moodle in one seamless instance, so that students and teachers can blend the asynchronicity of Moodle and social advantage of face to face learning.

This is where virtual worlds may help to resolve this problem. Virtual worlds provide a new paradigm of human-human, and human-computer interactions through Avatars and programmed objects that build on the advantages of real life. A popular implementation of virtual world is second life and within second life, use of an interface like SLOODLE provides an efficient interaction betweem a Moodle based course and a second life implementation of educational content.

Therefore, SLOODLE might just provide that unique blend of time-space-context freedom of Moodle while retaining the flavours of real world of face to face spatial interactions between students and teachers.

The research is about creating situations of learning, not so much about what processes of instructional methodology (such as problem based learning, etc...). In other words, problem based learning or didactic learning can be incorporated in second life as well. This project will examine the effectiveness of a 3-D virtual world extension of an online learning management system (LMS) in enhancing students’ learning. Over to the past 20 years, the delivery of tertiary education courses has increasingly involved the use of internet-based technology to complement traditional lectures and tutorial laboratory sessions (Edmundson, 2008). Learning Management Systems such as the Blackboard™, WebCT™ and Moodle provide a repository for learning resources, a context for asynchronous communication between students and teachers and creation of course artifacts such as Wikis and Blogs. International research has demonstrated the use of online learning systems combined with traditional face-to-face classes provides greater benefits for student learning when compared with face-to-face experiences only (U.S. Department of Education, 2009).

Educators and researchers have recently started investigating web-based 3-D virtual worlds or Multi-User Virtual Environments (MUVEs) for establishing pedagogical contexts. MUVEs are object oriented environments that enable users to interact in real-time via personal Avatars. Objects within MUVEs that may support learning include text, pictures, video, audio and simulations. Communication between Avatars utilises instant messaging, live voice and gestures. The communication, engagement and interaction with diverse environments offered by MUVEs provides educators unprecedented opportunities to explore new pedagogical approaches (Mayrath et al., 2007; Salmon, 2009). The popularity of MUVEs is demonstrated with over 75% of UK Universities having some educational presence in Second Life™ - a well-known MUVE (Kirriemuir, 2008). Additionally, forecasters are predicting that most educational institutions will soon be providing learning experiences via MUVEs (REF?). Therefore it is imperative that research is undertaken to investigate how effective these environments are in providing learning experiences that facilitate lasting and meaningful learning.

References: Edmundson, M. (2008). Dwelling on possibilities. Chronicle of Higher Education, 54, B-7.

Kirriemuir, J. (2008). A spring 2008 ‘snapshot’ of UK hiher and further education developments in second life. Eduserve Virtul World Watch. Retrieved August 14 2009 from[]

Mayrath., M., Sanchez, J., Traphagan, T. Heikes, J. & Trivedi, A. (2007). Using second life in an English course: Designing class activities to address learning objectives. In C. Montgomery & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 4219-4224). Chesapeake, VA: AACE.

Savin-Baden, M. (2008). From cognitive capability to social reform? Shifting perceptions of learning in immersive virtual worlds. The Association for Learning Technology Journal, 16, 151-161.

Salmon, G. (2009). The future for (second) life and learning. British Journal of Educational Technology, 40, 526-538.

U.S.    Department of Education, (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C.: Author. Retrieved on 30 July, 2009, from www.ed.gov/aboutoffices/list/opepd/ppss/reports.html Vygotsky, L. (1978). Mind in Society. London: Harvard University Press.

The provision of learning experiences via online technology is increasingly common in tertiary education. These learning experiences are either provided through the use of learning management systems (LMS) or a combination of online instruction and traditional face-to-face classes. International research has demonstrated the use of online media combined with face-to-face classes is a more effective pedagogical model than the delivery of classes via face-to-face contexts only (U.S. Department of Education, 2009). While it is generally believed that the empirical effectiveness of online media combined with face-to-face learning is attributable to its social constructivist approach to learning, unlike traditional face-to-face approach, there exists remarkable differences in the various forms of online learning environments with little homogeneity. The relative contribution of specific forms of online media to learning management has received minimal evaluation as virtual world-based learning contexts are new phenomena. The current proposed study aims to address an important gap in the knowledge base.

Project design/ method:

Based on this assumption, our hypotheses are as follows:

1) Compared to an entirely online Moodle based learning management system, a learning management system that incorporates the social constructivist learning principles by allowing a "virtual" other learner and teacher based social environment are likely to result in better attainment of learnng goals and conforming to established learning styles

2) A Second Life based "hood" on Moodle will be more effective than Moodle alone in student scores and performances

We propose to conduct a quantitative and qualitative study based on pre- and post-intervention questionnaires, and in-world student videos and transcripts to evaluate whether an additional second life hood (such as sloodle) will result in better student performances and change attitudes towards learning compared to a curriculum that depends on Moodle alone. We selected research methods skills for this implementation because research methods skills are cross-disciplinary, and can be applied to a wide variety of settings. This study is about learning content management approach and therefore we propose that any learning content could be modified to this model of delivery. By model we indicate the process of using elements of face to face instructions and discussions between students and teachers to foster social construction of knowledge as well as having the flexibility of accessing the knowledge whenever, wherever, and in whatever order a student wants to learn. The students have the flexibility of organizing meeting with the fellow students or instructors at any time of the day without limitations posed by space or time (the only limitation is that posed by availability of technology but that barrier is assumed here not to exist). Research methods as a topic was selected on the basis that it is much demanded by students and if fairly topical to a wide variety of audience. "Research Methods" is also a topic that allows high levels of interaction between the teachers and their students.

Target audience and students

Students enrolled in the different universities across New Zealand who are enrolled in programmes related to public health and speech, language and communications.

Description of the intervention


 * We shall create two instances of the same course to be offered through Moodle and through SLOODLE, which is an implementation of Moodle using programmable objects in Second Life, a virtual world based implementation of the same programme
 * The students will be randomly allocated to the two instantiations as follows:

For all students in each of the four arms, following will be offered: -- one using Moodle and the other using Sloodle and will be subjected to the same instructor to student class periods, same questions and answer sessions that will be relayed between sloodle and moodle in real time, using chat room function in Moodle and the real life conversation function in-world in Sloodle based second life instantiation of hte course
 * Start with Moodle and continue with Moodle till the end of semester
 * Start with Moodle and change to Sloodle mid term and end with Sloodle at the end of semester
 * Start with Sloodle and change to Moodle mid term and end with Moodle at the end of semester
 * Start with Sloodle and stay with Sloodle till the end of semester
 * In second life, the course will be actually taught by the implementation of a teacher avatar to the students while in Moodle, the course will be taught as lessons left for the students to browse

Outcomes

Using the ASSIST questionnaire Introduction:

This expression of interest outlines a novel study that will evaluate the hypothesis that a virtual world-based LMS, using personal Avatars and virtual social interactions combined with traditional face-to-face experiences will provide a richer and more effective learning experience compared to a combined face-to-face approach and online LMS only without any virtual world based interactions. This study is important to further our understanding of how to best utilise technology as we strive to create effective tertiary education experiences within constrained fiscal environments.

This is the first New Zealand study to evaluate the impact of virtual world-based learning experience. As a by-product of this research, a virtual world-based learning management system will be developed for a general postgraduate student community to support self-education, collaborate with colleagues, and take advantage of the numerous research tools available on the world wide web. The learning management system will also enable students to connect with a wider learner community through a common portal. Studies on the use of virtual worlds as a blend of learning and social networking media have been conducted in United States. However, no New Zealand studies have provided data on the comparative effectiveness of teaching and learning using virtual-world and online learning environments.

To test the hypothesis, the researchers will conduct a randomized controlled trial of the effectiveness of virtual worlds in fostering learning research methods over regular online learning management systems. The investigators will create a course titled “Research methods: Theory and Practice” aimed at postgraduate students enrolled in a variety of health and education studies at New Zealand Universities. Students will be randomized to either a regular research methods study portal based on an open source standard virtual learning management system Moodle, or SLOODLE -- another online, virtual world based research methods study portal built on the top of Moodle using a popular virtual world server known as Second Life. A control group of students will be allocated to a group combining face-to-face and online teaching and learning. § Could we use the ‘Assist’ questionnaire as a quantitative measure? § perhaps more specifics on course content and course outputs/ measures/ survey instruments to test hypothesis – recording/ analysis of conversations/ audit trail of system use § will we include face-to-face classroom sessions – training of students prior to study – to develop Avataar skills etc. Yes, we shall have to do that to get the students up and running with the system.
 * Do we need a Power analysis to guide desired number of students

In essence, there will be three different iterations of the same course – one, based on Moodle which is online but does not have any component of virtual world in it; exactly the same materials (ie lectures, etc) will be provided in Sloodle which provides an additional “hood” of Second Life, the virtual world over Moodle, and finally, there will be a control group of students, who will be shown the same recorded lectures (ie, the lecturers will not deliver any lecture in person to the third control group of students) in a classroom setting and allowed to interact. Question: we need to think about what we’d like to do about the third group Interactions of each group will be recorded and their knowledge, attitude and learning experience will be identified by a survey questionnaire. We can use Assist or we can use the student survey questionnaire included in the Moodle and designed by Martin Dougiamas to study the social constructivist aspect of an online course (however, whether that will be applicable to our control group of students is a question that we need to decide). Additional questionnaires that may be of ue include – Course Experience Questionnaire (Ramsden, 1991; Wilson, Lizzio, & Ramsden, 1997), The e-Learning Experience Questionnaire (Ginns & Ellis, 2007).

//we may need to tabulate these different other questionnaires and argue why we want to use ASSIST as opposed to others//

The primary difference between the two courses offered in Moodle and Sloodle will be about the opportunities of real time collaboration and negotiation of the spatial identity of the learners that is facilitated in Sloodle but not available in Moodle. All other features in the two implementations are comparable, and students will be provided the same study materials developed in the same learning environment by the same faculty members and administered over the same time frame (ie, chat sessions are simultaneously cast in Moodle and Sloodle). The performances of the students in terms of deep learning will be evaluated at the end of the course using student evaluation tools developed in Moodle. Since Sloodle is an implementation of Moodle based on the same architecture, the same tools will be used to assess student performances for those subset of participants in Sloodle as well. The score performances will be analyzed using ANOVA (analysis of variance) for the two randomized study groups and compared statistically. In addition, the quality of the discussions in both the virtual world enriched learning environment and the virtual world non-enriched environment will be qualitatively compared.

The strength of this research is built on some New Zealand specific situation and use of forthcoming technology in education. While New Zealand government has recently invested in virtual world based technology and several educational institutions have either set up their "campus" or made their presence known in implementation of virtual worlds like Second Life or OpenSim, student participation in these virtual worlds is not appreciable and compared to the rest of the world for instance, the United States and Australia, the student participation is poor. However, implementation of virtual worlds present untapped opportunities for a country like New Zealand with distributed and diverse land mass and a population that is innovative and oriented to practical hands on learning. It is possible that while virtual learning environment are widely deployed in New Zealand, their effectiveness is limited because these were not initially designed to take advantage of the new modalities of social learning that has enriched teaching and learning processes worldwide. However, marginal benefits of virtual worlds on the top of traditional virtual learning environments are still being investigated. This study provides a first of its kind to be conducted in New Zealand to identify and produce a real world course in communications and health sciences to cater to post graduate students to fill an important gap.

Although increasing levels of courses offered by New Zealand tertiary education environments are being delivered (partially or fully) via online platforms, no local data is available to examine the effectiveness of these different delivery methods (??? Is this true?).

A mixed methods design will be employed to examine our hypotheses. These include quantitative measures of student development and achievement (teaching and learning tools?) Adaptation of ??????. Qualitative interviews will also be conducted with students to ensure the students’ learning experiences are recorded and complement quantitative data.

Benefit and Potential Impact for learners: If our hypothesis is confirmed, learners will have access to tertiary teachers that are better informed on the need to ensure online course include elements of social interaction. This will ensure learners are provided the best possible experiences to facilitate their learning.

References: U.S. Department of Education, (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C.: Author. Retrieved on 30 July, 2009, from www.ed.gov/aboutoffices/list/opepd/ppss/reports.html