A4 Article in conference proceedings
Designing and Implementing a Big Open Online Course by Using a 3D Virtual Immersive Environment : Lessons Learned (2017)


Mystakidis, Stylianos; Berki, Eleni; Valtanen, Juri (2017). Designing and Implementing a Big Open Online Course by Using a 3D Virtual Immersive Environment : Lessons Learned. In Chova, L. Gómez; Martínez, A. López; Torres, I. Candel (Eds.) EDULEARN17 Proceedings. 9th International Conference on Education and New Learning Technologies, EDULEARN Proceedings. IATED Academy, 8070-8079. DOI: 10.21125/edulearn.2017.0487


JYU authors or editors


Publication details

All authors or editors: Mystakidis, Stylianos; Berki, Eleni; Valtanen, Juri

Parent publication: EDULEARN17 Proceedings. 9th International Conference on Education and New Learning Technologies

Parent publication editors: Chova, L. Gómez; Martínez, A. López; Torres, I. Candel

Conference:

  • International Conference on Education and New Learning Technologies

Place and date of conference: Barcelona, Spain, 3.-5.7.2017

ISBN: 978-84-697-3777-4

Journal or series: EDULEARN Proceedings

ISSN: 2340-1117

eISSN: 2340-1117

Publication year: 2017

Pages range: 8070-8079

Publisher: IATED Academy

Publication country: Spain

Publication language: English

DOI: https://doi.org/10.21125/edulearn.2017.0487

Open Access: Publication channel is not openly available

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/67953


Abstract

Open Education (OE) is a distance learning approach that was strategically chosen by the European Commission (EC) to encourage cost-effective training, upskilling and reskilling of large population groups and workforce with speed and flexibility. Institutions and businesses design and offer Open Online Courses (OOCs) to address skill gaps, organizational and societal needs. OOCs and especially Massive OOCs (MOOCs) are suffering from high rates of attrition, which is attributed to various factors such as learner isolation and lack of motivation to complete the course. Recommendations to address the retention gap in MOOCs include adopting a participation-driven approach, using game design techniques in the courses’ pedagogical design and supplementing the predominant asynchronous learning paradigm in MOOCs with synchronous learning activities and virtual meetings. The University of Patras (South Greece) organized an innovative, motivation-enhanced Big Open Online Course (BOOC), the first of its kind in Greece, with title “Open Workshop on Information Literacy”. During the course, over three hundred (300) participants acquired information literacy skills using available open learning environments and the three-dimensional virtual immersive learning environment Second Life. In this paper, the authors describe the instructional approach based on Problem-Focused Education (PFE) and Game-Based Learning (GBL), the participants’ results and the course outcomes, and the necessary pre-requisites for successful outcomes. Further, the participants’ feedback, evaluation outcomes and lessons learned are discussed. In summary, the participants achieved their set learning goals, experienced a community of practice atmosphere and appreciated the variety of active learning modes. The open publication mode of most learning activities facilitated social agency that lead to additional motivation. Finally, the course demonstrated that the effective use of virtual immersive learning environments for rich, synchronous learning, both formal and informal, can enhance OOCs.


Keywords: online learning; MOOCs; gamification; virtual world; Second Life; problem-based learning

Free keywords: e-Learning; Virtual Immersive Environments; Open Education; MOOC; Second Life; gamification; Problem-based Learning (PBL); Problem-Focused Education (PFE); Game-Based Learning (GBL)


Contributing organizations


Ministry reporting: Yes

Preliminary JUFO rating: 0


Last updated on 2020-25-02 at 12:16