Collaborative learning across physical and virtual worlds

Factors supporting and constraining learners in a blended reality environment

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

This article presents the outcomes of a pilot study investigating factors that supported and constrained collaborative learning in a blended reality environment. Pre-service teachers at an Australian university took part in a hybrid tutorial lesson involving a mixture of students who were co-located in the same face-to-face (F2F) classroom along with others who were participating remotely via their avatars in a three-dimensional virtual world. Video and sound recording equipment captured activity in the classroom, which was streamed live into the virtual world so the remote participants could see and hear their instructor and F2F peers; the in-world activity was also simultaneously displayed on a projector screen, with the audio broadcast via speakers, for the benefit of the F2F participants. While technical issues constrained communication and learning in some instances, the majority of remote and F2F participants felt the blended reality environment supported effective communication, collaboration and co-presence. Qualitative analysis of participant evaluations revealed a number of pedagogical, technological and logistical factors that supported and constrained learning. The article concludes with a detailed discussion of present and future implications of blended reality collaborative environments for learning and teaching as well as recommendations for educators looking to design and deliver their own blended reality lessons.

Original languageEnglish
Pages (from-to)407-430
Number of pages24
JournalBritish Journal of Educational Technology
Volume48
Issue number2
Early online dateMar 2016
DOIs
Publication statusPublished - 01 Mar 2017

Fingerprint

learning
classroom
communication
broadcast
recording
instructor
video
educator
university
present
Teaching
teacher
evaluation
student

Cite this

@article{4cc637393bab4c8bb311eadd4abf0bd6,
title = "Collaborative learning across physical and virtual worlds: Factors supporting and constraining learners in a blended reality environment",
abstract = "This article presents the outcomes of a pilot study investigating factors that supported and constrained collaborative learning in a blended reality environment. Pre-service teachers at an Australian university took part in a hybrid tutorial lesson involving a mixture of students who were co-located in the same face-to-face (F2F) classroom along with others who were participating remotely via their avatars in a three-dimensional virtual world. Video and sound recording equipment captured activity in the classroom, which was streamed live into the virtual world so the remote participants could see and hear their instructor and F2F peers; the in-world activity was also simultaneously displayed on a projector screen, with the audio broadcast via speakers, for the benefit of the F2F participants. While technical issues constrained communication and learning in some instances, the majority of remote and F2F participants felt the blended reality environment supported effective communication, collaboration and co-presence. Qualitative analysis of participant evaluations revealed a number of pedagogical, technological and logistical factors that supported and constrained learning. The article concludes with a detailed discussion of present and future implications of blended reality collaborative environments for learning and teaching as well as recommendations for educators looking to design and deliver their own blended reality lessons.",
author = "Matt Bower and Mark Lee and Barney Dalgarno",
note = "Includes bibliographical references.",
year = "2017",
month = "3",
day = "1",
doi = "10.1111/bjet.12435",
language = "English",
volume = "48",
pages = "407--430",
journal = "British Journal of Educational Technology",
issn = "0007-1013",
publisher = "Wiley-Blackwell",
number = "2",

}

TY - JOUR

T1 - Collaborative learning across physical and virtual worlds

T2 - Factors supporting and constraining learners in a blended reality environment

AU - Bower, Matt

AU - Lee, Mark

AU - Dalgarno, Barney

N1 - Includes bibliographical references.

PY - 2017/3/1

Y1 - 2017/3/1

N2 - This article presents the outcomes of a pilot study investigating factors that supported and constrained collaborative learning in a blended reality environment. Pre-service teachers at an Australian university took part in a hybrid tutorial lesson involving a mixture of students who were co-located in the same face-to-face (F2F) classroom along with others who were participating remotely via their avatars in a three-dimensional virtual world. Video and sound recording equipment captured activity in the classroom, which was streamed live into the virtual world so the remote participants could see and hear their instructor and F2F peers; the in-world activity was also simultaneously displayed on a projector screen, with the audio broadcast via speakers, for the benefit of the F2F participants. While technical issues constrained communication and learning in some instances, the majority of remote and F2F participants felt the blended reality environment supported effective communication, collaboration and co-presence. Qualitative analysis of participant evaluations revealed a number of pedagogical, technological and logistical factors that supported and constrained learning. The article concludes with a detailed discussion of present and future implications of blended reality collaborative environments for learning and teaching as well as recommendations for educators looking to design and deliver their own blended reality lessons.

AB - This article presents the outcomes of a pilot study investigating factors that supported and constrained collaborative learning in a blended reality environment. Pre-service teachers at an Australian university took part in a hybrid tutorial lesson involving a mixture of students who were co-located in the same face-to-face (F2F) classroom along with others who were participating remotely via their avatars in a three-dimensional virtual world. Video and sound recording equipment captured activity in the classroom, which was streamed live into the virtual world so the remote participants could see and hear their instructor and F2F peers; the in-world activity was also simultaneously displayed on a projector screen, with the audio broadcast via speakers, for the benefit of the F2F participants. While technical issues constrained communication and learning in some instances, the majority of remote and F2F participants felt the blended reality environment supported effective communication, collaboration and co-presence. Qualitative analysis of participant evaluations revealed a number of pedagogical, technological and logistical factors that supported and constrained learning. The article concludes with a detailed discussion of present and future implications of blended reality collaborative environments for learning and teaching as well as recommendations for educators looking to design and deliver their own blended reality lessons.

UR - http://www.scopus.com/inward/record.url?scp=84961285055&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84961285055&partnerID=8YFLogxK

U2 - 10.1111/bjet.12435

DO - 10.1111/bjet.12435

M3 - Article

VL - 48

SP - 407

EP - 430

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

IS - 2

ER -