Facilitating learning in a 𝘚𝘦𝘤𝘰𝘯𝘥 𝘓𝘪𝘧𝘦™ classroom: the case of the University of the Free State
| dc.contributor.advisor | Ndeya-Ndereya, C. N. | en_ZA |
| dc.contributor.author | Liebenberg, Jacoba Danilina | en_ZA |
| dc.date.accessioned | 2023-12-08T14:06:12Z | |
| dc.date.available | 2023-12-08T14:06:12Z | |
| dc.date.issued | 2022 | en_ZA |
| dc.description | Thesis (Ph.D.(Higher Education Studies))--University of the Free State, 2022 | en_ZA |
| dc.description.abstract | Technology has been observed re-shaping higher education globally, but the speed thereof frequently outruns the capability of higher education facilitators to integrate technological tools into learning facilitation practices. Furthermore, Africa as a developing continent, often trails the rest of the world when it comes to adopting innovative technology in higher education learning facilitation. Considering both the preceding challenges the declared aim of this study was to explore how learning can be effectively facilitated in a Second Life™ classroom at an African University. Learning facilitation in Second Life™ is taking place at universities globally, but not in Africa. Therefore, there is a huge knowledge gap about learning facilitation in Second Life™ in Africa, the African learning experience in Second Life™ and learning theories specifically for learning in Second Life™. An eclectic theoretical framework was used to guide this study. It consisted of three groups of theories, namely Action Learning Action Research, the Virtual World Adjustment Theory and relevant online learning theories. The integration of these led to an adapted Virtual World Adjustment theory of learning, one of the contributions of this study. The exploration of the Second Life™ learning landscape commenced with the literature review as non-empirical research. This flowed into the empirical research of content analysis whereby a document analysis was performed on the web pages of all the higher education institutions in the world, facilitating learning in Second Life™. This yielded qualitative and quantitative data from a census of these institutions. Key features explored were namely, the geographical distribution of higher education institutions that facilitate learning in Second Life™ globally; the type of university, whether private or public; student enrolment size; the design of the classrooms; facilitation foci; and facilitation methods. These features were noted and analysed. Findings showed that most higher education institutions facilitating learning in Second Life™ are from developed continents, mainly public universities, and are of medium size in terms of student enrolment numbers. Most of these institutions still prefer facilitation methods similar to traditional classroom learning. Higher education, research, and education are the main facilitation foci in Second Life™, with classroom design leaning towards the non-traditional outlay. The study then progressed to the empirical research of the Second Life™ learning experience of students. An Action Learning Action Research-guided methodology was followed whereby a small-scale project in Second Life™ at an African university was created to explore the students’ learning experience. Voluntary convenience sampling was used to select research participants from first-year students registered for English Academic Literacy at the University of the Free State. Action Learning Action Research advanced from the planning to the preparation for the small-scale project. Thereafter, the action took place with the orientation of students, the learning facilitator and the university Information and Communication Technology (ICT) staff to render services during the project. This was followed by the learning facilitation sessions in a traditional classroom and in Second Life™. Pre- and post-test scores were recorded from the tests written by students before and after learning facilitation took place in the face-to-face and Second Life™ classrooms. After the learning facilitation sessions, a nominal group discussion was conducted with the student participants; ethnographical narratives were solicited from the students; and a reflection from the learning facilitator was collected. The resultant qualitative data from the observations, nominal group discussion and ethnographical narratives, as well as the complementing quantitative data from the test scores served the purpose of triangulation in this study. The test results from the students showed that learning happened in Second Life™. From the observations made, the students demonstrated that they acquired knowledge by interacting and debating in this domain. In the ethnographical narratives, the students commented on the learning experience that they had in Second Life™ and that learning there was neither dreary nor mundane. From the nominal group discussion, it became evident that the exploration engaged them. Also, in the discussion the reservation was expressed by the students that the ownership of devices might be the greatest factor hampering fluent learning in Second Life™. Based on the preceding findings and the reflection of the researcher, a set of markers was compiled to guide effective learning facilitation in a Second Life™ classroom at an African University. The study also contributed by proposing an adapted Virtual World Adjustment Theory. In addition, this study fills the research gap on learning facilitation in Second Life™ in the African higher education context. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12349 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | |
| dc.rights.holder | University of the Free State | |
| dc.subject | higher education | en_ZA |
| dc.subject | learning facilitation | en_ZA |
| dc.subject | learning experience | en_ZA |
| dc.subject | virtual worlds | en_ZA |
| dc.subject | Second Life™ | en_ZA |
| dc.title | Facilitating learning in a 𝘚𝘦𝘤𝘰𝘯𝘥 𝘓𝘪𝘧𝘦™ classroom: the case of the University of the Free State | en_ZA |
| dc.type | Thesis |