The Development of a Personal Learning Environment in Second Life

The Development of a Personal Learning Environment in Second Life

Sandra Sutton Andrews (Arizona State University, USA), Mary Stokrocki (Arizona State University, USA), Angel Jannasch-Pennell (Arizona State University, USA) and Samuel A. DiGangi (Arizona State University, USA)
Copyright: © 2010 |Volume: 1 |Issue: 3 |Article: 3 |Pages: 19
ISSN: 1947-8518|EISSN: 1947-8526|DOI: 10.4018/jvple.2010070103
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MLA

Andrews, Sandra Sutton, Mary Stokrocki, Angel Jannasch-Pennell and Samuel A. DiGangi. "The Development of a Personal Learning Environment in Second Life." IJVPLE 1.3 (2010): 36-54. Web. 1 Jan. 2019. doi:10.4018/jvple.2010070103

APA

Andrews, S. S., Stokrocki, M., Jannasch-Pennell, A., & DiGangi, S. A. (2010). The Development of a Personal Learning Environment in Second Life. International Journal of Virtual and Personal Learning Environments (IJVPLE), 1(3), 36-54. doi:10.4018/jvple.2010070103

Chicago

Andrews, Sandra Sutton, Mary Stokrocki, Angel Jannasch-Pennell and Samuel A. DiGangi. "The Development of a Personal Learning Environment in Second Life," International Journal of Virtual and Personal Learning Environments (IJVPLE) 1 (2010): 3, accessed (January 01, 2019), doi:10.4018/jvple.2010070103

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Abstract

In this qualitative pilot study, the authors report on curriculum field trials within a personal learning environment (PLE) designed by a collaboration of academic researchers and nonprofit volunteers working together in the virtual world of Second Life. The purpose of the PLE is to provide learners less likely to have access to educational opportunities with a means to create a ‘new life’ in the real world, through a basic web-based curriculum and an advanced Second Life curriculum. Field trials of the Second Life curriculum were held with youth from underserved populations (n=6) to identify participant characteristics that facilitate success with the curriculum. Performance on instructional outcomes was examined in addition to a participatory action research methodology (PAR) that was employed with participants as co-researchers. To protect identities, the authors use a case study approach to track one composite participant/co-researcher through the curriculum.

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