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Investigating Modes of Student Inquiry in Second Life as Part of a Blended Approach

Investigating Modes of Student Inquiry in Second Life as Part of a Blended Approach

Sheila Webber (University of Sheffield, UK)
Copyright: © 2010 |Volume: 1 |Issue: 3 |Article: 4 |Pages: 16
ISSN: 1947-8518|EISSN: 1947-8526|DOI: 10.4018/jvple.2010070104
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MLA

Webber, Sheila. "Investigating Modes of Student Inquiry in Second Life as Part of a Blended Approach." IJVPLE 1.3 (2010): 55-70. Web. 1 Jan. 2019. doi:10.4018/jvple.2010070104

APA

Webber, S. (2010). Investigating Modes of Student Inquiry in Second Life as Part of a Blended Approach. International Journal of Virtual and Personal Learning Environments (IJVPLE), 1(3), 55-70. doi:10.4018/jvple.2010070104

Chicago

Webber, Sheila. "Investigating Modes of Student Inquiry in Second Life as Part of a Blended Approach," International Journal of Virtual and Personal Learning Environments (IJVPLE) 1 (2010): 3, accessed (January 01, 2019), doi:10.4018/jvple.2010070104

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Abstract

This article discusses activities carried out in the virtual world of Second Life (SL) as part of a compulsory class in the first year of an undergraduate programme. The paper identifies the contribution of SL to the students’ learning environment and an Inquiry Based Learning (IBL) approach to programme design. The reasons for taking an IBL approach are explained in relation to institutional and disciplinary goals. The paper reflects on the contribution of the three key learning environments—the classroom, WebCT and SL—to students’ learning. SL is evaluated in relation to a conceptual framework of IBL. It is concluded that SL has made a contribution to students’ achievement of learning outcomes from the class, and has facilitated the development of students’ inquiry skills. In conclusion, further avenues for developing research and teaching are identified.

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