Learning and teaching in Second Life: Educator and student perspectives

Edited book (chapter)


Gregory, Sue, Willems, Julie, Wood, Denise, Hay, Lyn, Ellis, Allan and Jacka, Lisa. 2013. "Learning and teaching in Second Life: Educator and student perspectives." Willems, J., Tynan, B. and James, R. (ed.) Outlooks and opportunities in blended and distance learning. IGI Global. pp. 220-241
Chapter Title

Learning and teaching in Second Life: Educator and student perspectives

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2177
Book TitleOutlooks and opportunities in blended and distance learning
AuthorsGregory, Sue, Willems, Julie, Wood, Denise, Hay, Lyn, Ellis, Allan and Jacka, Lisa
EditorsWillems, J., Tynan, B. and James, R.
Page Range220-241
Chapter Number16
Number of Pages22
Year2013
PublisherIGI Global
ISBN9781466642058
146664205X
9781466642065
Digital Object Identifier (DOI)https://doi.org/10.4018/978-1-4666-4205-8.ch016
Web Address (URL)https://www.igi-global.com/chapter/learning-teaching-second-life/78408
Abstract

Formal off-campus flexible learning has been a feature of higher education since the 19th century. The introduction of various educational technologies over the years has provided additional opportunities for learners to undertake courses offered anytime and in any location, providing greater flexibility for the development of cost-effective learner-centred curricula. With the emergence of 3D virtual worlds such as Second Life in 2003, educators are quick to realise the potential of such immersive environments to extend the flexible learner-centred approaches that have been a feature of off-campus learning over the decades. However, the benefits of technology-enhanced learning can be contradictory and incompatible and can both widen and reduce access to education. Despite the proliferation of articles attesting to the benefits of teaching in virtual worlds such as Second Life, until relatively recently, there has been a lack of empirical evidence reporting on the learning outcomes for students participating in these virtual learning sessions. Good pedagogical practices must be taken into consideration when educating in a virtual world. The case studies presented in this chapter aim to go some way in addressing this perceived gap in the literature. In this chapter, six authors from five Australian Universities provide their accounts of teaching in a virtual world and report on the learning outcomes as well as their students’ perceptions of their learning experiences.

Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390303. Higher education
390405. Educational technology and computing
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Byline AffiliationsUniversity of New England
Monash University
University of South Australia
Charles Sturt University
Southern Cross University
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Preface
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