PROBLEM-BASED LEARNING IN SYNCHRONOUS NETWORKED ENVIRONMENTS: COMPARING ADOBE CONNECT AND SECOND LIFE

Authors

  • Anders I. Mørch Department of Education, University of Oslo, Norway
  • Louise Mifsud Department of Primary and Secondary Teacher Education, Oslo and Akershus University College of Applied Sciences, Norway
  • Bård Ketil Engen Department of Primary and Secondary Teacher Education, Oslo and Akershus University College of Applied Sciences, Norway

Keywords:

problem-based learning (PBL), PBL principles, qualitative analysis, multiple case studies, Adobe Connect, Second Life, synchronous networked learning environment

Abstract

We describe our experiences with two networked learning environments: Adobe Connect (AC) and Second Life (SL) for supporting teaching and learning in distance education courses. We collected data in two separate case studies: one in Norway (AC) and the other in the United States (SL), using different but comparable methods of data analysis (qualitative methods). We compare the two environments through the lens of problem-based learning (PBL), using four application characteristics of PBL (learner activity, collaborative learning, feedback, and valuation of previous knowledge). AC’s strength is its easy-to-use interface and its high-quality audio and video streaming that support facial expression and gesturing in communication. The SL interface is more complicated to learn, but it allows for movement in virtual reality by an avatar and interaction with three-dimensional (3D) objects. The avatar makes the users feel less apprehensive during communication.

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Published

2016-11-06

How to Cite

Mørch, A. I., Mifsud, L., & Engen, B. K. (2016). PROBLEM-BASED LEARNING IN SYNCHRONOUS NETWORKED ENVIRONMENTS: COMPARING ADOBE CONNECT AND SECOND LIFE. Seminar.Net, 12(1). Retrieved from https://journals.oslomet.no/index.php/seminar/article/view/2338

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Articles