The benefits and barriers of using virtual worlds to engage healthcare professionals on distance learning programmes

Catherine Hack

    Research output: Contribution to journalArticle

    3 Citations (Scopus)

    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.
    LanguageEnglish
    Pages1-14
    JournalInteractive Learning Environments
    Volumeonline
    DOIs
    Publication statusPublished - 9 Jul 2015

    Fingerprint

    Distance education
    distance learning
    Health
    Students
    role play
    bioethics
    health professionals
    learning
    new technology
    learning environment
    staff
    student
    Problem-Based Learning

    Keywords

    • online learning communities
    • flexible learning
    • PBL
    • role play
    • flipped lecture

    Cite this

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    The benefits and barriers of using virtual worlds to engage healthcare professionals on distance learning programmes. / Hack, Catherine.

    In: Interactive Learning Environments, Vol. online, 09.07.2015, p. 1-14.

    Research output: Contribution to journalArticle

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