Experiential Learning Using Second Life[R]: A Content Analysis of Student Reflective Writing

Experiential learning allows students to connect previous experiences with new ideas. Second Life (SL) is a virtual world that allows students to simulate real-world experiences. SL was utilized as an educational tool in an agricultural risk and crisis communications course. Weekly journal entries p...

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Bibliographic Details
Published in:Journal of agricultural education 2012-09, Vol.53 (3), p.124-136
Main Authors: Leggette, Holli R, Witt, Christy, Dooley, Kim E, Rutherford, Tracy, Murphrey, Theresa Pesl, Doerfert, David, Edgar, Leslie D
Format: Article
Language:English
Subjects:
Agricultural Education
Analysis
Anxiety
Best Practices
Change Strategies
Competence
Computer Simulation
Content Analysis
Content analysis (Communication)
Context Effect
Educational aspects
Experiential Learning
Instructional Effectiveness
Journal Writing
Learning Theories
Methods
Participant Satisfaction
Qualitative Research
Reflection
Risk
Risk Assessment
Risk Management
School prose
Student Attitudes
Student Journals
Teaching Methods
Technology application
Technology Uses in Education
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Summary:Experiential learning allows students to connect previous experiences with new ideas. Second Life (SL) is a virtual world that allows students to simulate real-world experiences. SL was utilized as an educational tool in an agricultural risk and crisis communications course. Weekly journal entries pertaining to the SL simulation were analyzed to understand the students' perceptions of the SL simulation. Content analysis within the qualitative research paradigm was used to analyze the student reflective journals. Although not prompted to do so, 14 of the 16 students discussed the SL simulation in their journals on at least three occasions throughout the semester. Upon analysis of the Second Life-related journal entries, six main themes emerged--simulation context, anxiety, capabilities, inabilities, Aha! moments, and suggestions for future simulations. Based on findings from this study, one can conclude that many students involved in the course under study found value in the use of SL as an educational tool. Student comments revealed a strong sense of application in the experiential process. This study sought to document best practices for SL as an educational tool in agricultural courses from the student perspective to allow more efficient and effective adoption for education.
ISSN:1042-0541
1042-0541
DOI:10.5032/jae.2012.03124