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Abstract
Using the delivery of a large postgraduate distance learning module in bioethics to health professionals as an illustrative example, the type of learning activity that could be enhanced through delivery in an immersive virtual world (IVW) was explored. Several activities were repurposed from the “traditional” virtual learning environment into the IVW, providing insight into the pedagogical affordances of each environment. Voluntary classes, which were held each week over the 12-week module, were designed to provide deeper understanding of ethical theory and how it informs professional healthcare practice. Virtual classes included problem-based learning, flipped lectures, and role play. Following the introduction of the virtual classes, the module failure rate was less than 5%, compared with ∼11% in the previous two cohorts. However, the introduction of any new technology presents challenges to both staff and students; therefore, the barriers to using virtual worlds are also explored.
Acknowledgements
The author is grateful to the UK Higher Education Academy that funded this work through their Individual Teaching Development Programme.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes on contributor
Dr Catherine Jane Hack is a lecturer in the life and health sciences and a Senior Fellow of the Higher Education Academy. She has extensive experience of on-campus and distance learning teaching which has led to an understanding of the diverse needs, motivations and learning styles of students and the need for student-centred delivery to promote independent and life-long learning. She has a strong interest in developing open resources which support PBL and technology based activities aimed at enhancing learning activities and empowering student learning.