LEARNER-INSTRUCTOR INTERACTION
WITHIN UNIVERSITY-COMMUNITY
PARTNERSHIPS: THE SAMPLES FROM SECOND LIFE
(SL)Nil GÖKSEL CANBEKAnadolu University / Turkey
Dr. Gülsün KURUBACAKAnadolu University / Turkey
AECT 2011 International Convention11.11. 2011 Jacksonville, Florida
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INTRODUCTIONResearch QuestionPURPOSESIGNIFICANCE /LIMITATIONSTHEORETICAL BACKGROUNDMETHODOLOGYResearch ModelParticipants Data CollectionData AnalysisFINDINGS & DISCUSSIONCONCLUSION & SUGGESTIONS
PRESENTATION OUTLINE
SEMANTICS OF INFORMATION CONNECTIONS
Web 1.0_Web 2.0_Web 3.0
http://www.webteknolojileri.com33
10 Enterprices of Web 2.0
16-24 (youngsters)
16-40 (youngsters & adults)
20-25 ve 16-50 (age scale)
10-80 (general)
16 – 24 (youngsters)
16 - 30 (tech-savvy)
16 - 80 (general)
20-40 (tech-savvy)
20 - 40 (tech-savvy)
13 - 40 (youngsters & adults)
www.bildirgec.org44
WEB 2.0: SL
www.moresay.com...200901secondlife.jpg
16 - 30 (tech-savvy)
10-80 (general) 16-40 (youngsters & adults)
13 - 40 (youngsters & adults)
16 - 24 (youngsters)
20 - 40 (tech-savvy)
20-40 (tech-savvy)
16-24 (youngsters)
20-25 ve 16-50 age scale
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INTRODUCTIONINTRODUCTION
ResearchResearch Question Questiona qualitative case study aiming to determine the views of experts of distance education
learner-instructor interaction in SL •within UCPs•within the frame of Mindtool Model (Jonassen, 1996) Interaction-Communication Theory (Holmberg, 1989)
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the virtual reality is evaluated with the model of SL
PURPOSE
Evaluating SL within UCPs
1. Community Socialization within UCPs (academic life, study, research, professional social process)
2. Supporting Critical Thinking for Active Learning
3. Structured Mixed (visual, literary, oral) Data Collection
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Discussing SL’s digital communities within individual and collaborative
activities
SIGNIFICANCE
eLearnerseLearners; ; ResearchersResearchers; Institutions, UCPs; Institutions, UCPs
LIMITATIONS Learner-course owner
instruction within UCPs Data received from experts of
SL via semi- structured and open ended survey questions
Data evaluated according to Mindtool Model (Jonassen, 1996) Interaction-
CommunicationTheory (Holmberg, 1989)
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2323
THEORETICAL BACKGROUND
THEORETICAL MATRIX
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Communication Learning
INTERACTION-COMMUNICATION THEORY (HOLMBERG)
FOUNDATIONS
Learning Environmen
ts
Collaboration
Study Motivation (Learning Habits)
Individual Activity
Sense of
Belonging
constructing knowledge/meaningful
learning (mindtool
usage)
technology literacy (gaining
experinece)
cognitive learning
strategies/
Interaction
Individual Education/
Active schooling
adaptation (engaging the
mind)
managing learning
Semantic Web
Authentic Learning
(real-world task)
Critical Thinking
Individual participation (Conversational Learners)
interactive communicati
on
affective learning with values+emotions+attitude
s
Social Integration
MIN
DT
OO
L M
OD
EL
(JO
NA
SS
EN
)
WEB 2.0
Communication Learning
INTERACTION-COMMUNICATION THEORY (HOLMBERG)
FOUNDATIONS Cognitive learning
strategies
Collaboration in Social Networking
of SL
(Study Motivation)
Learning Habits (Deep Learning)
Collaborative Learning
(Sense
of
Belonging)
constructing knowledge/
meaningful learning
(mindtool usage) with SL Mindtool Critical
Thinking
Learner
Course Owner Interaction
Inert Knowledge
LLL
within
UCPs
MIN
DT
OO
L M
OD
EL
(J
ON
AS
SE
N)
SL
1111
1212
METHODOLOGY-i
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METHODOLOGY-ii
RESEARCH MODELQualitative Study/ Purposeful Sampling
PARTICIPANTSParticipants with min.3 years experience in DE
International Participation /Total: 4 participants
DATA COLLECTION semi-structured, open-ended survey questionsobservation document analysis (Patton, 2002)
DATA ANALYSISformulating datadetermining joint themes/ sending to D.E.
experts triangulation/ data acquisition (Berg, 1998; Creswell, 2005;
Patton, 1999)
comparing / finalizing main themesreporting
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FINDINGS AND DISCUSSIONFINDINGS AND DISCUSSION--iiFINDINGS AND DISCUSSIONFINDINGS AND DISCUSSION--ii
Dynamic interaction/community socialization
learner-learner learner-course owner learner-milieu interaction curriculum (learning & communication) avatar/learner centered design a clear definition on social learning
process operative multicultural learning
structures
inadequate sub platforms chat rooms user groups multi user games unproductive learning outcomes/
collaborative tasks inadequacy in providing file
sharing, IM prompt feedback
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FINDINGS AND DISCUSSION-ii
FINDINGS AND DISCUSSION-ii
ICT Tools/plug-in applicationsvideo conferencevoice IPwikione way guided education X collaborative educationsurface learning (Holmberg, 1989) X deep learning
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FINDINGS AND DISCUSSION-iii
FINDINGS AND DISCUSSION-iii
The SL platform should be enriched with effective and supportive Web 2.0 tools;The inadequacy in providing file sharing, IM should be omitted;Convenient curriculum and planned content should be taken into great consideration in course design;Diverse troubles confronting e-learning should be handled by dynamic researches of SL;The online courses systems should include both independent and collective schooling that foster LLL;
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CONCLUSION AND CONCLUSION AND SUGGESTIONSSUGGESTIONS CONCLUSION AND CONCLUSION AND SUGGESTIONSSUGGESTIONS
The learning experiences should be incentive; Self-centered and collective activities built upon
creative thinking should be formed; Interactive communication should be provided
in SL network; Joint sources should be clustered for extensive
data exchange; Problem, project and research based activities
should be provided.
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CONCLUSION AND SUGGESTIONS CONCLUSION AND SUGGESTIONS
www.popsci.com...your-second-life
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Thank you for your attention!
Email: [email protected] SL Avatar: Nile Audion Skype: nilgokselcanbek