Article Preview
TopIntroduction
E-learning has profoundly changed many aspects of our society in educational programs, in business, in economical fields etc. This new experience presents challenges since learners often have to handle the ambiguity of the new various learning environment, based on interactive technologies. These interactive technologies can play a significant role in engaging the learners with active roles, providing a rich learning environment. E-learning programs can cover different delivery methods of teaching, ranging from face-to-face courses to multi-user online courses (LMS, VLE, CoP, mLearning technologies, forums).
In such various environments, the learners usually have a different set of needs, attitudes and skills as to learning and training. Factors such as self-beliefs (self concept, computer/self–efficacy) and self-regulation seem to be important contributors to the learning process in enhancing human performance (Paraskeva, Mysirlaki, & Choustoulakis, 2009). However, these factors have received little attention in the design of e-learning environments. Moreover, the high dropout rate of e-learning is linked with low rates of self-motivation and self-direction in e-Learning (Martinez, 2003).
Therefore, we argue that e-learning environments should include tools and practices that would promote efficient procedures of learning and self-regulation strategies that would enable learners to manage their own learning in the workplace. In view of the need for designing e-learning environments that would enhance the development of self-regulation skills, we propose the use of Virtual worlds, such as Second Life, for supporting well-designed self-regulation scenarios and strategies.
This paper presents an educational scenario that was used to design learning activities that aim to develop self-regulation skills, in the Virtual Learning Environment (VLE) of Second Life.