Introduction: This pilot study explored the learning experience of four undergraduate occupational therapy students within the online virtual environment, Second Life. The study aimed to explore the feasibility of learning how to facilitate occupational performance in a home environment via a virtual platform. Method: A house was developed within Second Life that simulated simple barriers to occupational performance that may be experienced by a wheelchair user. By means of a virtual human representation of themselves (or 'avatar'), students were asked to navigate through the house and attempt to remedy any barriers they found. They were observed doing this and substantive notes including descriptions, recorded quotes and summaries of the experience were taken by the first educator/researcher. This was followed by a one-to-one semi-structured interview conducted by the second educator/researcher. All data were transcribed as appropriate, coded and analysed thematically. Findings: Themes identified include the relationship between the student and the avatar, the student experience of the task, interaction with the Second Life environment and development of new knowledge and understanding. There is potential for learning about barriers to occupational performance in the home via Second Life. Conclusion: Further research is recommended to evaluate the potential value of teaching and learning about environmental adaptation in a three-dimensional world.
Abstract-In this paper the author describes an approach to improving staff-student communications in order to better support full-time students in Higher Education. The paper proposes that a suitable method to support modern learners might be to adopt a blended approach to post lecture support using technology to promote staff student interaction on an individual basis. To this end a qualitative trial was conducted to test the concept. The trial had three main practical objectives; 1) to investigate document sharing tools for use in Higher Education; 2) to use such tools to enable an individual and accountable dialogue with students and 3) to examine whether improving dialog was seen as a positive improvement to quality in teaching. The results of the work indicate that the relationship with students is improved when communication is individually focused and that students can better manage their academic workload, but at the same time raises issues around staff workload and practices.
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