NR-512 Week 3 Graded Discussion: Reflections on Second Life Experiences

NR-512 Week 3 Graded Discussion: Reflections on Second Life Experiences

NR-512 Week 3 Graded Discussion: Reflections on Second Life Experiences

A virtual learning environment (VLE) is an online system that allows teachers to share educational materials with their students (Verkuyl et. al., 2017). For a student to be able to access VLE is an advantage for learners and teachers. For instance, when VLE is integrated into course assignments, it encourages communication between teachers and the students, links to outside sources, resource hubs, access to embedded content, and allow teachers to create virtual space to represent their classroom.

Virtual worlds help students to bridge the gap between knowledge and application by providing them with opportunities to use simulation in a safe environment, and by allowing individuals to practice skills, try out new ideas, and learn from their mistakes without disadvantage (Chow, 2016). The great thing about VLE is that the learning space is always available, which is perfect for students that require more flexible schedules. One of the benefits that I enjoy about VLE is that it enable students to engage in personalized education and allow them to work at their own pace.

VLE creates an engaging learning environment that keep student’s attention and promote interaction between students, well as teachers. At my organization VLE is utilized for BLS, ACLS, and PALS. The same methodology used by Instructional Design Model (ADDIE) is composed into video from simulation scenarios. These videos along with links, text, and questions are used to train health professionals. According to Demian and Morrice (2015), a well-maintained VLE should enable students of all learning styles to receive the best possible education, in a way that they may not in an exclusively lecture-based environment which tends to be focused on auditory only.

Reference

Chow M. (2016). Determinants of presence in 3D virtual worlds: A structural equation modelling analysis. Australasian Journal of Educational Technology, 32(1), 1-14

Demian, P. and Morrice, J. (2015). The use of virtual learning environments and their impact on academic performance. Journal Engineering Education 7(1), 11-19. doi:10.11120/ened.2012.07010011

Verkuyl, M., Romaniuk, D., Atack, L., & Mastrilli, P. (2017). Virtual gamin simulation for nursing education: An experiment. Clinical Simulation in Nursing 13(5), 238-244. doi: 10.1016/j.ecns.2017.02.004

You are working in Second Life now completing a number of activities. What do you see as a benefit to augmenting course assignments through the use of a virtual learning environment (VLE)?

I agree that virtual learning environments are very useful online education platforms. They are engaging extensions of written or oral lessons. As you point out, VLE based classes contain many useful tools that help nurses learn methodology and participate in real world situations. I also think VLE learning platforms are convenient for students because they can learn from the comfort of their homes or offices. Similar to learning on the go. I can also pull up past lessons or interactions to review them further if I feel weak on a certain topic. I will never discount the value of a traditional education, but I would prefer all of my classes be supplemented this way because I enjoy participating while I learn, it is easier for me to grasp concepts this way. Nurses have to learn so much, but there are not enough teachers or learning spaces to accommodate the global nursing student population. VLE’s help nurses all over the world learn and collaborate. Research studies about e-learning have concluded that infusing both e-learning and traditional teaching methods—which is known as blended learning—produce better results than teaching lessons without technology (De Bruyckere, Kirschner, and Kirschner, 2016). Also, VLE based courses offer a number of “concrete, scientifically based” pieces of advice that are adaptable to all learning levels and environments.

Reference:

De Bruyckere, P., Kirschner, P. A., & Hulshof, C. D. (2016). Technology in Education. Retrieved from https://www.aft.org/ae/spring2016/debruyckere-kirschner-and-hulshofLinks to an external site.

I have to agree that the Virtual learning environment can be very challenging and seem to be a disadvantage for individuals who are not computer savvy. I have shied away for years with anything to do with computer technology and it has definitely hindered my professional growth. Computers in learning, healthcare, and everyday life provide a means for effective communication, distance learning, and building of confidence when both learner and the educator understands the benefits to it’s implementation into practice.  Per week three reading, computers in nursing also hold its own technology that contribute to the development of knowledge because it ensures that all nurses share the same understanding or meaning of a given concept, ensuring that everyone is on the same page. Virtual learning in the nursing profession provide a way for education to be tailored to improve critical thinking, allow for quick clinical judgement to safe the life of a patient in second life without any true risk to patient outcomes. With the use of VLE and computers to assist with nursing education and patient outcomes the key disadvantage or barrier to its effectiveness is the inability of nurses to explain nurse their own barriers to computer technology and work to improve them. Today, central pedagogical theories influenced by Vygotsky, emphasis the importance of successful learning which is established when knowledge is socially constructed and that teaching as well as learning processes involve social interaction, communication, negotiating, and sharing which is effectively done in the VLE (Gulz, 2004).

Reference:

Gulz, Agneta. (2004). Benefits of Virtual Characters in Computer Based Learner Environments: Claims and Evidence. International Journal of Artificial Intelligence in Education, 14(1), 313-334. 

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

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Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

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NR-512 Week 3 Graded Discussion: Reflections on Second Life Experiences

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