Immersive Learning: Using a Web-Based Learning Tool in a PhD Course to Enhance the Learning Experience

Abstract

Aim/PurposeTeaching and learning is no longer the same and the paradigm shift has not settled yet. Information technology (IT) and its worldwide use impacts student learning methods and associated pedagogical models. BackgroundIn this study we frame immersive learning as a method that we believe can be designed by pedagogical models such as experiential, constructivist, and collaborative elements. We also present a peer-to-peer interactive web based learning tool, designed and implemented in-house with immersive learning features. MethodologyWe conducted an exploratory research with a Ph.D course on "pedagogical methods" where 9 doctoral students were tasked to follow the peer-to-peer 3 phase process in their learning. ContributionWe found the peer-to-peer does favor experiential, constructivist, collaborative learning, which contributes into the use of immersive learning as an important learning style for the future. FindingsThis study investigated different ways to measure students' collaboration, constructivism through their peer evaluation scores and performance in an immersive learning environment by taking the roles of teacher, evaluator, and learner. Recommendations for PractitionersAn in-depth understanding of immersive learning methods allows the application of Experiential Immersive Learning (EIL) in various disciplines of professional training, which can increase performance and engagement. Further studies should be made to adjust and polish our understanding of the peer-to-peer tool in order to gain a deeper understanding of customized learning.

The Persistence of Anxiety Experienced by New Generation in Online Learning

“…Following Saadé and Kira (2009), Saadé et. al, 2015, and Saade et al, 2017, we view anxiety in this study as an emotion of fearfulness, apprehension, and uneasiness with lack of confidence in studying online.…”

“…There seems to be relentless pressures by administration to encourage researchers, practitioners, and departments to getting on board with the purpose to increasing enrolment and realizing reduction in overhead such as physical classrooms. This, which we may call growth, is expected to continue in the foreseeable future (Ly, Saade, & Morin, 2017). Nevertheless, the online learning paradigm remains dubious.…”

“…Continuing in the same vein of online learning anxiety research (Saade et al, 2017) we contribute herein to the body of work by studying the effect of online courses experience (OCE) on satisfaction with online courses (OCSAT) and the mediation effects on anxiety (ANX). Following Saadé and Kira (2009), Saadé et.…”

Mundos virtuales y el aprendizaje inmersivo en educación superior

“…El aprendizaje inmersivo basado en el soporte de las tecnologías de la información, las redes sociales y la ludificación se da gracias a los avances tecnológicos relacionados con procesos que son ricos en interfaces de usuario; los cuales representan situaciones realistas en donde podemos lograr procesos pedagógicos complejos ya que son entornos en los cuales los estudiantes pueden participar y sumergirse en experiencias que fomenten un aprendizaje significativo (Ly, Saadé & Morin, 2017).…”

“…El problema es que impartirlo no es fácil, es necesario proporcionar experiencias auténticas que simulen la vida real; esto puede llevar mucho más tiempo de planificación, la búsqueda de nuevos modos de evaluar y hasta ser más costoso. A pesar de ello, para un número creciente de educadores, las simulaciones de aprendizaje inmersivo se han convertido en una manera más llamativa de proporcionar auténticas oportunidades de aprendizaje experiencial que son atractivas y escalables (Ly, Saadé & Morin, 2017;Beckem & Watkins, 2012).…”