Developing a five-stage model of learning in Second Life

Abstract

Background: In the 1990s, Salmon developed a 5-stage model (Salmon 2000(Salmon , 2004 for enabling and scaffolding remote groups to work and learn together using asynchronous bulletin boards. The model has informed online learning and development practice across different levels and education for online and blended learning. Purpose: This paper reports our testing of the usefulness and relevance of the model for Second Life 1 (SL). Programme description and sample: Our case studies included students and tutors from three different disciplines: Archaeology, Digital Photography and Media and Communications. For the first case study we collaborated with a postgraduate distance learning course in Archaeology at the University of Leicester. The second case study involved a campus-based undergraduate course in Digital Photography at the London South Bank University. The third case study was of a postgraduate campus-based course in Media and Communication. Design and methods:In each study, we developed artefacts and activities (SL-tivities) for students and tutors, to enable them to interact in groups. The SL-tivities were designed based on the 5stage model to provide scaffolding of learning in a group. Using qualitative methods, we studied students' and tutors' engagement with SL-tivities and their learning experiences at each stage of the model. We captured data through semi-structured interviews and from chat logs in SL, and mapped student dialogue against each stage of the model. We analysed the data using cognitive mapping, created causal understanding of the individuals and the groups and their changing views, feelings and experiences. Results and conclusions:The case studies gave us examples of learning opportunities in SL at each stage of the model. Our initial study showed that using a structured model for scaffolding learning in groups has value in a 3-D multi-user virtual environment such as SL, as well as in textbased asynchronous environments. The model helps to inform design and delivery so that learners' and teachers' confidence in each other and in the environment builds up and that they work productively with each other. We continue to build further research using SL-tivities and the 5 Stage model to explore and develop further understanding of its applicability.

Factores de éxito de las comunidades virtuales universitarias basadas en redes sociales. Análisis de XarFED

“…El modelo de e-moderación propuesto por Salmon (2000) ha sido un referente en la dinamización del aprendizaje en línea en diversidad de contextos. Este modelo se compone de cinco niveles que van desde la disposición para el aprendizaje en grupo, la mínima interacción y la necesaria creación de una identidad digital hasta niveles superiores donde se pasa del intercambio de información hasta la verdadera colaboración para el aprendizaje que incluye en su máximo nivel, la reflexión y transferencia y aplicación del conocimiento (Salmon, Nie & Edirisingha, 2010).…”

A Habermasian perspective on joint meaning making online: What does it offer and what are the difficulties?

“…Less ambitiously, collaboration and sharing of perspectives are also seen as providing opportunities for individual learning in the context of community participation (e.g. Salmon et al, 2010).…”

Pre-service teachers’ perceptions of cooperative learning in a face-to-face and 3D virtual environment: an exploratory study

“…Salmon, Nie, and Edirisingha (2010) claimed that the realistic feel and interaction in Second Life results in co-presence being similar to the experience of socialisation that takes place in real world contexts. They expressed that the co-presence sensation experienced in this VW implies that socialisation chances are available from the minute users meet in this VW (Salmon et al, 2010). Excerpts from students who participated in this research confirm that they participants should work socially towards establishing the appropriate skills that are required to work together effectively.…”

“…This involves students understanding how being online promotes learning for "their topic, this course, this learning group" (Salmon et al, 2010, p. 175). According to the researchers there is a necessity to develop mutual trust and respect to work with others to solve shared tasks (Salmon et al, 2010). Additionally, Salmon, Nie, and Edirisingha (2010) claim that the Second Life environment sessions provide participants with two other ways to interact that are not available in text-based environments.…”

“…According to the researchers there is a necessity to develop mutual trust and respect to work with others to solve shared tasks (Salmon et al, 2010). Additionally, Salmon, Nie, and Edirisingha (2010) claim that the Second Life environment sessions provide participants with two other ways to interact that are not available in text-based environments. The researchers indicated that the two other ways of interaction include the dialogue and interest that is enhanced by artefacts available within Second Life, and the co-presence factor resulting from greeting, meeting, and interacting with other people's avatars (Salmon et al, 2010).…”