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Higher education teaching traditionally occurred, and to some extent still does, in face-to-face physical settings (often lecture theatres) with an academic and a group of students. In recent decades, the emphasis has shifted to learning communities and the mode of delivery has evolved from traditional face-to-face to online. This occurs either blended with face-to-face or exclusively online, most commonly through the medium of a learning management system. For students who have been studying by distance education, this has frequently been an isolating, if not alienating, experience. At the University of New England, Australia, transformative learning spaces have been created in the virtual world of Second Life. These spaces have proven to engage students in their learning and provide opportunities for interaction that can span both time and space. In doing this, learning communities and a sense of belonging have been fostered. Data from four research projects are presented in this paper, demonstrating how virtual world learning spaces have transformed learning for students. From the data, it is argued that learning in a virtual world lessens the sense of isolation and heightens the sense of belonging to a learning community. It is also argued that virtual world learning increases engagement and provides opportunities for students removed from each other geographically to work together to meet learning outcomes. The paper is concluded with a discussion of how virtual world learning spaces have the capacity to provide for global sharing of both learning and teaching. |
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