Experiential learning using Second Life: A content analysis of student reflective writing.

Holli Leggette; Christy Witt; Kim Dooley; Tracy Rutherford; Theresa Murphrey; David Doerfert; Leslie Edgar

doi:10.5032/jae.2012.03124

Experiential learning using Second Life: A content analysis of student reflective writing.

Holli Leggette, Christy Witt, Kim Dooley, Tracy Rutherford, Theresa Murphrey, David Doerfert, Leslie Edgar

Research output: Contribution to journal › Article › peer-review

Abstract

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 a

Original language	English
Pages (from-to)	124-136
Journal	Journal of Agricultural Education
DOIs	https://doi.org/10.5032/jae.2012.03124
State	Published - Sep 2012

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title = "Experiential learning using Second Life: A content analysis of student reflective writing.",

abstract = "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 a",

author = "Holli Leggette and Christy Witt and Kim Dooley and Tracy Rutherford and Theresa Murphrey and David Doerfert and Leslie Edgar",

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AU - Leggette, Holli

AU - Witt, Christy

AU - Dooley, Kim

AU - Rutherford, Tracy

AU - Murphrey, Theresa

AU - Doerfert, David

AU - Edgar, Leslie

PY - 2012/9

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