Blended Learning and Virtual Worlds

Michail Filioglou, EDRASE

Blended learning comprises by two distinct phases, the synchronous  and the asynchronous one.  A lot of attention has been recently given to the asynchronous part, with researchers trying to apply contemporary educational methods in distance learning. But there is a lack of research on the synchronous part.

When we are referring to the “synchronous part”, we are usually talking about the face-to-face meetings that the trainer has along with the trainees. This can happen at the beginning, during and/or at the end of the training. Another option is to use “Virtual Worlds”.

In the web-site of the “Virtual Worlds Best Practices in Education”, a global grass-roots community event focusing on education in immersive virtual environments (http://vwbpe.org/about-vwbpe) is written that: “A virtual world is an online community that takes the form of a unique environment through which users can interact with one another and use and create ideas irrespective of time and space. Virtual worlds can be either 2D or 3D. They may be co-located or distributed. The core aspect that defines a virtual space is that a virtual environment provides a uniquely shared space for emerging relationships and serves as a foundation for the development of knowledge creation and sharing”

They also give some examples of virtual Worlds, which include :

•  Second Life, 
• OpenSim, 
• Unity,   
• Pinestest, 
• World of Warcraft, and   
• Eve Online.

The above mentioned virtual environments are segregated from WebEx, Sococo, VenueGen, and other platforms which are focused on more utilitarian purposes to a closed audience.

This is because virtual worlds are characterized by an open social presence, where the direction of the platform’s evolution is manifested in the community.

Out of the 28 Virtual Worlds Working Group (VWWG)  Australian institutions, 25 are using Second Life, 14 Open Sim and 7 are using other platforms, such as Vastpark, iSee, Unity3D, Quest Atlantis and three customised VWs for their own needs (Gregory et al. 2011). There is a variety of disciplines using VWs, with the most dominant in Education (22), Health (15), Business (12), Science (7) and a range of other disciplines (25), including history, art, sociology, law, engineering, architecture, visual and performing arts, tourism, hospitality, construction, languages, pharmacy, social and behavioural studies. There are approximately 200 students per HIE studying through a Virtual World.

In a recent research by Morrison et al.(2012)  it is referred that the influence of avatars on user trust in computer mediated communication environments is an issue which needs further research. 

The authors claim that this gap in literature should be addressed because many e-learning environments utilize computer mediated communication tools as first-order mechanisms to support distance learning student-teacher interaction. In their study they investigated whether or not there exists some effect from the uses of avatars on individual perceptions in computer mediated communications. Their results suggest that the use of avatars associated with trustworthiness affects trust development and  the perception of trustworthiness.

Another big study presented in Australia ( Gregory et al., 2011)

Showed that the use of virtual worlds in Australia’s Universities has become widespread. It is reported that the key things that they are using VWs for , are:

Research; providing students with virtual experiences unavailable to them; meetings; tutorials; social media; inter-professional education; ethical decision-making; experiential learning, collaboration; role-play; simulation; guest lectures' web-quests; excursions; tours; scenario based training; building; scripting; authentic assessment; programming behaviour of avatars and objects: interfacing VWs with motion capture suits and cybergloves; design and implement distributed spoils games.

Some challenges that remained unresolved are:

• Technical and financial support;
•  bandwidth;
•   acceptance;
•  accessibility;
• lack of vision;
• preparation of materials;
• many people on the one sim at the one time:
• timetabling;
• learning curve

References

·         Gregory, B., Gregory, S., Wood, D., Masters, Y., Hillier, M., Stokes-Thompson, F., Bogdanovych, A., Butler, D., Hay, L., Jegathesan, J.J., Flintoff, K., Schutt, S., Linegar, D., Alderton, R., Cram, A., Stupans, I., McKeown Orwin, L., Meredith, G., McCormick, D., Collins, F., Grenfell, J., Zagami, J., Ellis, A., Jacka, L., Campbell, J., Larson, I., Fluck, A., Thomas, A., Farley, H., Muldoon, N., Abbas, A., Sinnappan, S., Neville, K., Burnett, I., Aitken, A., Simoff , S., Scutter, S., Wang, X., Souter, K., Ellis, D., Salomon, M.,Wadley, G., Jacobson, M., Newstead, A., Hayes, G., Grant, S. & Yusupova, A. (2011). How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds? In G. Williams, P. Statham, N. Brown, & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp. 475-490).

http://www.ascilite.org.au/conferences/hobart11/procs/Gregory-full.pdf

·         Morrison, Rodger; Cegielski, Casey; Rainer, R. Kelly (2012) Journal of Computer Information Systems;Fall2012, Vol. 53 Issue 1, p 80

Blended Learning VS pedagogical theories

Marco José Moya Harrop

Project Research

Málaga, Spain

Blended Learning is being standardized in Europe. Literature is extensive about how to include various teaching methodologies in this educational trend. The purpose of this article is to summarize the theories that have had the greatest impact on the learning society, offering the reader the opportunity to make their own reflection on how they could articulate these theories through Blended Learning.

Behaviorism

This is one of the most traditional theories of learning, although still very present in education, not contemplated in the new educational paradigms. The behavioral approachrefers to the analysis of the creation of habits and how to streng then or eliminate behavior through external motivation (rewards or punishments). In this sense, the student acquires a passive role, reducing learning stimuli that are received from the outside.

Constructionism

From constructivist theories of Jean Piaget (1970) and Lev Vygotsky (1977), this pedagogical model conceives the construction of knowledge through interaction between students and their environment, acquiring an active and collaborative role in their learning. Consequently, the teacher would become a mediator rather than a transmitter of knowledge. Metacognitive Learning has great importance in this educational movement, since the individual is able to self-regulate their own learning.

  
Multiple Intelligences

According to Gardner's theory (1993), every person has different intelligences, with the particularity that each individual develops some better than others, discarding the unique approach that linguistic and mathematical criteria acquired in traditional teaching. Therefore, in this sense, Gardner (1993) identified eight types of intelligence: linguistic-verbal, logical-mathematical, Body-kinesthetic, Spatial, Musical, Interpersonaland Naturalist.

This innovative methodology involves an approchement between tools and educational content offered by the educational community and the real needs of the learner, providing the system a true customization of the teaching-learning process.

Problem Based Learning

         Barrows (1986) defines Based Learning as a learning system based on the principle of using problems as a starting point in the acquisition and integration of new knowledge. In a way, the ABP aims to bring the contents to reality, that is, raise a training by formulating potential problems that future workers will face either independently or collaboratively.

Cooperative learning

         As manifested by Johnson, Johnson and Holubec (1993) cooperative learning promotes the creation of small groups so that students work together to maximize their own learning and that of others. On the other hand, the teacher also changes its role by becoming a cognitive mediator, significantly expanding their coaching tasks with students.

Personalized Learning

         The twenty-first century has conclusively traced the movement of personalization in our society. From a motivational point of view, the individual chooses what is best for oneself. The personalization of education tries to follow the same principle, where the student takes a leading role in their education and the remainder of educational agents as mediators. It is intended that the student reaches the maximum development of their capabilities and human potential. García Hoz (1988) summarizes four characteristic personalized learning styles: Integrator and open, thoughtfuland creative, singulatorand conventional, and Optimistic.

Game-Based Learning

The satisfaction for participatingin a recreational activity is inherent in human beings. The different methodologies, "Gamification" or "Edutaiment" transfer entertainment to educational contexts to facilitate, in a dynamic way, the acquisition of content to the student. In this sense, we can say that video games have real pedagogical potential, as long as they are focused on education.

Conclusions

In this society, characterized by constant change, it will not be easy to find a methodology that provides the desired training efficiency. Faced with this challenge, Blended Learning is settling its bases, and all indications are that it will become one of the most powerful educational systems in the educational environment. Experts, teachers and researchers will face an important role in articulating the Blended Learningin the current scenario seeking, obviously, the further development of social and cultural skills of the individual.

         In short, it is considered imperative that all educational body makes reading and reflection on the various educational theories to build new patterns that will make Blended Learning quality training.

Bibliography

Barrows, H. S. (1986). A taxonomy of problem‐based learning methods. Medical education 20(6), 481-486.

García Hoz, V. (1988). La práctica de la Educación Personalizada. Madrid: Rialp.

Gardner, H. (1993). Multiple Intelligences.The Theory in Practice. New York: Basic Books.

Johnson, D. W., Johnson, R., &Holubec, E. Circles of learning (4th ed.). Edina, MN:

Interaction Book Company, 1993.

Piaget, J. (1970). Educación e instrucción. Buenos Aires: Proteo.

Vygotski, L. S. (1977). Pensamiento y lenguaje. Buenos Aires: La Pléyade.

Complementary bibliography

Buck Institute for Education (2014).Why Project Based Learning (PBL)?

Recuperado el 17 de noviembre de 2014 de http://bie.org/

Costs saving method?

Does blended learning save costs?

That question can not be answered easily, because there do not exist the necessary scientific studies.
It seams to be clear that the budget for rteaching is shifting in blended learning. So investment is necessary for technical equipment and devices inspite of investing in human ressources like teachers.
Another issue is the qualified preparation work of the course itself, the costs for the tutorial support in the distance learning phase and a lot of other investments.
An interesting study about the estimation of cost was done by Tamara Butler Battaglino, Matt Haldeman, and Eleanor Laurans in 2012. They try to estimate the costs of blended learning models and full time virtual schools as they exist in the United States.
Another article was published this week in the education week "Districts Weigh Blended Costs, Savings". Here is the entrance statement:

One of the earliest hopes for blended learning—along with the promise that it would nurture students' technology skills and foster personalized instruction—is that it would help schools and districts save money.

Source: http://www.edweek.org/ew/articles/2014/01/29/19el-cost.h33.html

It would be interesting which experience you have made - please leave a comment!

Online vs. Blended Learning: an empirical study

Alfredo Imbellone

Link Campus University

Rome - Italy

I would like to focus attention to a recent study by Doo Hun Lim, Michael L. Morris, and Virginia W. Kupritz (University of Tennessee), titled “Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction”. The paper is available online (http://files.eric.ed.gov/fulltext/EJ842695.pdf) and I will give here just a short summary about its main findings.

This study investigates similarities and differences in instructional and learner factors between online only and blended learning delivery formats. The analysis was conducted with a sample of undergraduate students in a college setting, and findings indicate that no significant differences existed in learning outcomes; however, significant differences existed in several instructional and learner factors between the two delivery methods

The research questions for this study asked:

• Do learners in online and blended delivery format show significant differences in learning and learning application before and after the course?
• What are the perceived differences in instructional satisfaction, learning, and application of learning between the learners in blended and online delivery format?
• What are the reasons facilitating or inhibiting the learners’ learning and learning application in blended and online delivery group?

Similarities

What emerged as substantially similar for the two delivery methods was that both groups of learners experienced a significant increase in perceived and actual learning. The most influential reasons supporting and hindering learning and application were identified in “clear and concise learning content”. Regarding the reasons for low perceived learning, instructional ineffectiveness was also found to be the most important category negatively influencing the learners’ learning as a whole. Learners in both groups indicated similar responses regarding the instructional activities perceived as helpful for learning. Among all instructional activities used for the course, learners in both groups perceived group/individual projects as the most important learning activity followed by discussion activities, class assignments, review/pre/post tests, case studies, multimedia cases and scenarios, lecture, and online learning modules.

Differences

On the contrary, differences emerged in instructional and learner factors. Learners in the online delivery format had a significantly higher mean score for instructional difficulty level than those in blended delivery format. They also experienced significantly higher workload for their study, and felt significantly less learning support during study. They also provided relatively more claims for their lack of understanding as their reasons for low learning than the blended delivery learner group.

The blended delivery format seems to provide clearer instructions to learners rather than using the online delivery format alone. Review and repetition of learning was identified more frequently by the blended learner group as a supporting learning factor. Learners in the blended delivery group responded more frequently to use learning during class activities, assignments, and for other classes or personal situations than the learners in online delivery group.

How combine blog pedagogy and blended learning

Ari Myllyviita (University of Helsinki)

The working and learning environments are complex and there is new dimension: virtual environment. The blended learning more or less de facto learning method in high school, and it is coming also to lower secondary schools. Among adults the pressure from the labour market forces them to arrange time for studying in a new way – by using virtual environments and social media tools. It is possible to communicate widely and work collaboratively with new tools without being in a same place.
In this article I handle collaboration and communication in the blended learning courses mainly by using blogs. It is too often the case that you have to use those environment what official structure gives you. Nowadays it is not so any more. You can create your own virtual environments with quite simple start procedures (invitations, sign ups/ins, guides and first statements). Teacher´s role on taking ICT as a part of learning (bLearning) is crucial. You can found several technological gadgets, social media services for teaching and studying. To find real use and pedagogical reasoning to take those as a part of your daily work needs a process and a holistic view and new kind of teacher education (pre-service and in-service). New gadgets or services comes successful throw a development project as a part of large process.
Weblog or just blog–concept was launched by Jorn Barger (1997) over fifteen years ago. Basically blog is a simple web-page – nowadays blogs are created through special blog service like WordPress or Blogger. New communication technology allow the use of online (synchronize) or asynchronize type of interaction between peer students and between students and teachers. This make possible – called blog pedagogy – reflection between peers and between students and teacher. So in our distances learning period in blended learning is not just a independent work period but also more and more making possible meeting virtually – it could be called “avatar to avatar” –period (see Second Life) and online meeting (using tool like Adobe Connect Pro).
When we collect different ideas how to use blogs, we find them quite powerful, flexible and versatile tool:

• as a diary, where writer tells about his experiences, happenings to the public, peers or teacher 
• as a web journal, or as a pamphlet, 
• as a portfolio, where blogist shows his artifacts, products and ideas under certain topic; it can be a documentation of the working or learning/studying process 
• as a reflection tool, where blogs has tools for making, getting or sharing comments; there is opportunity to give feedback (or feed forward as I like to say): or as a tool for knowledge creation and delivering and a tool for assessment and evaluation 
• as a discussion forum and as an organizer, 

The most important idea about blogs is the opportunity to make readers interaction possible. For teachers there is an important role to make this happen. If you compare blogs and wikis, the main difference is: blog texts are for comments and wikis are more for collaboration, creating texts together. In wiki all are participants (not audience or just readers).
What makes this all to be called a new pedagogical approach? First of all, this is way to make own reflection possible. When you combine reflection and documentation you have a powerful tools to develop your teaching and pupils learning. Secondly especially when it is question about artifact (material, immaterial), which needs a process, you can create a documentation all the phases and the final artifact. There is a possibility to reflect these phases or the collections of final artefacts (like portfolio). Thirdly blogs are useful in the asynchronized communication or should I say in interaction between participants and it is creating transparence to our studies.
 It is important that teacher finds a suitable communication or reflection tool and feels it practical and supportative tool (to support own teaching and guidance, and feels comfortable with it). Here blogs have to be mentioned.
______________
REFERENCES Barger, J. (1997). Robot Wisdom weblog.

Self-experience in Blended Learning

To gain some experience “from the other side” I enrolled as a student in a Blended Learning Course. The subject was Mathematics and the course provider was a University offering a post graduate university level further training course (finally worth 6 ETCS).

1. Course structure

The course was split into three classroom teaching units and into two distance learning phases.

Structure of the course

 The course structure did fit to the taught subject as well as to the content distribution.

2. Quality fields

I’m going to evaluate the course fitting to the five quality fields that are defined in the Quality in Blended Learning Project.

2.1. Quality of the institution

The institution was an ISO-certified university and offered everything that’s described in that standard definition.

2.2. The enrollment

That was the first weak point: Enrollment was done providing not sufficient information about the course, several detailed as the exact duties during the course, the exact description of content were not described properly.

Additional, the enrollment in the distance learning platform (a Moodle platform) didn’t work properly and the technical support unit had to clear the problems.

2.3. The course itself

I missed competence oriented learning outcomes described at the beginning of each part. A checklist for the activities that had to be done during the distance learning phases would also have been useful (but was not provided).
The structure of the course in the eLearning platform was extremely confusing and unclear. From that experience I’ll claim more intensively a clear structure, well-designed outlays and a well-fitting compilation of the web based course in my publications.
The tutorial support was not exactly defined and it was not clear how it will be done from the beginning. In very general terms the distance learning courses was far away from the quality criteria defined by the project’s consortium.

2.4. The learning environment

The learning environment did fit partly in the classroom teaching as well as in the distance learning phase. The provided material was available on several (not connected) platforms. As mentioned above, the outlook and the structure of the course were basically suboptimal and – from my point of you – not user-friendly. It was necessary to scroll a big number of pages – all of them looking similar – so that it was not easy to keep an overview in the online course.

2.5. The assessment

An academic further training course validated with 6 ETCS must have a kind of standardized assessment. In that case it was the presentation of a content unit (also not competence-oriented defined) followed by a discussion with trainers and the other students. The frame-conditions were not clear defined so it was not so easy to target the expectations of the trainers. A detailed description of the environment of the assessment or details conditions also was not available.

3. Conclusion

It was a very exciting experience to watch how others interpret Blended Learning. To be included in the learning crowd and to watch everything from a kind of evaluator view checking each activity with the developed framework of quality criteria war extremely worthwhile.

From my point of view the development of a quality framework for Blended Learning develops in the right direction and the current results are well-fitting to the needs of learners.

Case Study about Blended Learning

In secondary education, I run a small case study about Blended Learning. The aim of that study was to find out, what students think before their eBlended Learning experience and how their expectations have been fulfilled.

About the Preconditions

I chose two similar classes where I was teaching physics. The students were approximately 16 years old, the majority were female students.
The students had a preliminary and a closing questionnaire with similar questions to answer.

The Execution of the Learning Experience

I selected one topic split into several activities and prepared a well-performed Blended Learning Unit. The content was split into two parts: The starting lesson with the explanations and teaching the basic issues was done at school. The learning phase with multimedia based experiments and some reading activities were in the distance learning part.
A well-known teacher did the tutorial support. As a final assessment, the students posted a summary to several questions. These postings were evaluated. In a final presence session, the students had the opportunity to ask questions to the teacher, additional the postings of the students were discussed.

The Questionnaires

The used questionnaires defined closed questions with four predefined answers. Some answers of the preliminary questionnaire were created similar to the final questions. So it is possible to follow the student’s development or to compare the expectations with the experiences.

The Result – a Study

The questionnaires were analyzed and finally interpreted. Both questionnaires were part of the used VLE (System: Moodle Ver. 2.6) and collected by the questionnaire module. The data was extracted in an Excel file. Finally, a graphic visualization was creating from the available data.

The Graphics

The complete material was visualized using Excel charts. I post an interesting analyzes as an example. Here is the question about the use of the system: At the beginning the students answered that they will use the system intensively – the final question shows that it wasn’t true.

Graphic 1: Use of Blended Learning

The learning results are directly connected with that behavior (or attitude): The expectations were high at the beginning, the success was low (as they didn’t use the system).

Graphic 2: Success of the Blended learning

Conclusion

• Students expect a lot from eLearning and Blended Learning 
• They hope to be better or more successful using these teaching methods 
• Student’s success depends on the attitude of students and the well-prepared and performed course.
  
  The complete study is available from the European Foundation for Quality in Blended Learning.