Promoting Reflection through Action Learning in a 3D Virtual World

An international cooperation between educators in Australia and the US has led to a reconceptualization of the teaching of a library science course at Appalachian State University. The pedagogy of Action Learning coupled with a 3D virtual learning environment immerses students in a social constructivist learning space that incorporates and supports interaction and reflection. The intent of this study was to build a bridge between theory and practice by providing students with a tool set that promoted personal and social reflection, and created and scaffolded a community of practice. Besides, action learning is an educational process whereby the fifty graduate students experienced their own actions and experience to improve performance.

Authors:

• R.L. Sanders
• L. McKeown

Keywords:

• action learning
• action research
• reflection
• metacognition
• virtual worlds

References:

[1] M.G. Moore, "Theory of transactional distance," In D. Keegan (Ed.),
Theoretical principles of distance education (pp. 22 38). New York:
Routledge, 1997.
[2] J. Pfeffer & RI. Sutton, "The knowing doing gap: How smart companies
turn knowledge into Action," Boston: Harvard Business School, 1999.
[3] S. Bronack, R. Riedi, & J. Tashner, J. "Learning in the Zone: A social
constructivist framework for distance education in a 3D virtual world,"
Journal Interactive Learning Environments, (in press)
[4] R. Riedl, S Bronack, & J. Tashner, "3D web based worlds for
instruction," Presented at the 2005 Society for Information and Teacher
Education Conference, Phoenix, AZ.
[5] J. Tashner, R. Riedl, S. Bronack, A. Cheney, R. Oilman, R. Sanders, &
R. Angel, "Learning communities in 3D immersive worlds: Evolving
online instruction," presented at the 2007 Hawaii International
Conference on Education, Honolulu, HI.
[6] Reich College of Education (2005, September 29). Conceptual
Framework.Online
Available:http://www.fd.appstate.edulrcoeframeworklcoverpage.htm
[7] K. Wilson & J. Fowler, "Assessing the impact of learning environments
on students' approaches to learning: Comparing conventional and action
learning designs," Assessment and Evaluation in Higher Education,
30(1), pp. 87 101, 2005.
[8] C.J. Bonk, & K. Zhang, "Introducing the R2D2 model: Online learning
for the diverse learners of this world," Distance Education, 27(2), pp.
249 264, 2006.
[9] A. Lizzio, & K. Wilson, "Action learning in higher education: An
investigation of its potential to develop professional capability," Studies
in Higher Education, 29(4), pp. 469 488, 2004.
[10] B. Lasky, & I. Tempone, "Practising what we teach: Vocational teachers
learn to research through applying action learning techniques," Journal
of Further and Higher Education, 28(1), pp. 79 94, 2004.
[11] C. Marsh, & C. Johnson, "Kanbay's global leadership development
program: A case study of virtual action learning," presented at the 2005
Academy of Human Resource Development International Conference
(AHRD), Estes Park, CO.
[12] L.S. Norton, T. Owens, & L. Clark, "Analysing metalearning in first
year undergraduates through their reflective discussions and writing,"
Innovations in Education and Teaching International, 41(4), pp.
423¬441,2004.
[13] M. Rose, & E. Devonshire, "Rethinking reflection: Using online
reflective learning in professional practice for indigenous health
workers," Educational Media International, 41(4), pp. 307 314, 2004.