Marta Klesath

Use of Virtual Learning Environments in Distance Education

Distance education has changed as it has become more popular with the advancement of new informational technologies and the need for continuous lifelong professional development. Virtual learning environments (VLEs) are the current trend in distance education. VLEs are software programs or systems designed to assist teaching and learning in an educational setting (e.g., Learning Management Systems, Personal Learning Environments, Massively Multiplayer Educational Games (MMEG), and Virtual Worlds). Learning Management Systems are used in many distance education and blended learning courses, but Massively Multiplayer Educational Games and virtual worlds are seen as the future of distance education. Research has shown that recreational Massively Multiplayer Online Role-Playing Games (MMORPG), like World of Warcraft, teaches players important life skills, for example, teambuilding, communication, and leadership skills. Players also can learn about economics, social skills, math, and science. One of the interesting components that comes from MMORPGs is the learning culture that is created around these games. Players create new ways to build and share knowledge both online and in real life that educators would like to use to create the classrooms and workplaces of the future. MMEG and virtual worlds take learning to a whole new level by allowing students to experience things that may not be possible in real life. Educators are currently using these 3D VLEs as classrooms, laboratories, places to test entrepreneurial skills, and experiment with skills such as architecture. The possibilities are limited only by the imagination of the educator.

The Role of Synchronous Interactions Within Higher Education Distance Education Courses

Distance education courses today are not limited to asynchronous interactions. Current technologies are available that make synchronous interactions viable options within distance education courses. We argue that synchronous interactions should be included as a central component of the distance education experience. Not only has synchronous learning been shown to be more effective, but the inclusion of synchronous interactions in distance education may also potentially provide more similar learning experiences to those found in traditional instruction. Today’s students have shown an interest in this format as displayed by the popularity of online social networks and online communities. Individuals within these communities can share and view information in multitude of ways: text, images, and videos. Software systems such as Elluminate™ and Adobe Connect™ are designed to enhance these interactions by offering a variety of optional tools for communication such as shared whiteboards and screen sharing. Online 3D environments offer these same advantages but also include a spatial component which may allow individuals to become more deeply immersed within the technology and potentially a more true-to-life experience.

Assessing and Evaluating Virtual World Effectiveness

Of all the chapters in this book, this chapter may be the most read. Designing and developing quality instruction is not an easy task, especially when adding new technologies. Assessing and evaluating online courses is arguably a more daunting task. This chapter will focus on assessment and evaluation in virtual worlds, games, and simulations on which we have been working so far

Distance Learning in the 21st Century

We begin our journey in this book with a look at 21st Century Skills: what they are and how they impact learning. We set the stage for the rest of the book by discussing issues in distance education today and how we might rethink how we are delivering courses over the Web. Finally we attempt to justify the crucial nature of what is being taught from a distance and how we are preparing students for the workforce.

Situated Learning and Engagement in Distance Education

Student motivation is correlated with engagement. Increased engagement results in increased time on task which is expected to result in learning gains. Brewster and Fager (Increasing student engagement and motivation: From time on task to homework [online]. Northwest Regional Educational Laboratory. Retrieved from http://www.nwrel.org/request/oct00/textonly.html, 2000, p. 7) presented a list of suggestions on how educators can design more engaging in-class activities expected to increase time on task including the following: Ensure course materials relate to students’ lives and highlight ways learning can be applied in real-life situations, Allow students to have some degree of control over learning, Assign challenging but achievable tasks for all students, including at-risk, remedial, and learning disabled students, Arouse students’ curiosity about the topic being studied, and Design projects that allow students to share new knowledge with others. Educational research has explored the potential role virtual environments can play in creating engaging learning experiences. Additionally, these virtual environments allow for situational learning which model real-world experiences. This experiential learning experience is the basis of epistemic games.

The Power of Serious Games in Education and Why We Are at a Critical Crossroads in Distance Education

Serious Games, a term coined by Ben Sawyer, has been defined as games used for training, education, and learning. In this chapter we discuss the power of these types of games, who is using them, and why higher education should be thinking more about how to integrate them into the curriculum. It will further set the stage for why and how we have used 3-dimensional virtual learning environments for distance courses at North Carolina State University.

Serious Games, Simulations, and Case-Based Reasoning

Advances in technology, the relative availability/affordability of technology, the growth of distance education, and the increased emphasis in the computer as a primary communicative tool (e-mail, chat rooms, etc.) within society all make “now” the right time to merge gaming and education into effective educational multi-user virtual environments. These engaging, synchronous online environments have the potential to support constructivist, problem-based learning. The overall design game designis educationally significant in that it models learning. During games, players obtain rewards based on achievements, experience evaluation and repetition, build upon previous knowledge, and control their investment in the game. Therefore, not unlike players in video games, students in higher education science courses are asked to demonstrate/apply specified knowledge and ultimately achieve a particular goal based on performance. These ideas align with the instructional design goals within distance education courses. When utilized to support distance education courses, gaming formats can be designed to incorporate specific, or all, knowledge levels and offer opportunities to enhance higher level learning processes, such as strategic knowledge.

Tri-Hybrid Learning

Tri-hybrid learning is a combination of classroom learning (or face-to-face meetings), Web use (i.e., Web site, CMS), and 3D VLE (e.g., Second Life©, There©, Activity Worlds©). This method of learning takes the popular method of blended learning to the next level. Virtual worlds act as equalizer in a number of ways that simply cannot occur in a classroom. People are no longer judged for their race, gender, sexual orientation, dress, physical disabilities, etc. Virtual worlds like Second Life©, There©, and Active Worlds© have their own advantages and disadvantages that should be considered before deciding on a type of VLE to use. By utilizing the tri-hybrid model, the instructor is afforded the flexibility to present specific instructional materials and activities within the format which best supports them. The VLE is similar to a constructivist approach and problem-based learning, which potentially increase critical thinking skills within the classroom. Tri-hybrid learning lends itself to the development of increased interaction and student engagement by offering a multi-pronged approach for student-to-student and student-to-instructor interaction. Institutional support is needed to successfully use this method, including technical support and training for staff and students and a potential source for funding. However, there are alternatives to institutional support such as mergers with other institutions or user groups.

Learning, Psycho-Cognition, and Flow

Many great scholars in education, cognition, and psychology have worked tirelessly on educational games over the years. Others have looked at the implications of commercial games on learning, attitudes, and efficacy, three area most reported. Others have created games and studied the impact of those games on learning, attitudes, and efficacy. This chapter will delve into learning theory, assess how cognitive psychology impacts learning in virtual environments, and discuss the implications of Flow theory on learning indicators such as engagement and interactivity.

Presence, Identity, Self-Representation, and Perspective Taking Within Virtual Online Courses

In addition to the flashy nature of 3-dimensional online worlds and the perceived juxtaposition to video games, it can be argued that these worlds are becoming popular in education because they allow a student user to represent themselves in ways that provide them with a sense of social presence. This presence allows the user to take on an individual identity and gain a perspective of another through the development and use of avatars. This chapter will focus on the plethora of work we have been doing on these critical areas and how others can build upon our work.