Learning Sociology in a Massively Multi-Student Online Learning Environment

2014 ◽  
pp. 216-224
Author(s):  
Joel Foreman ◽  
Thomasina Borkman
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Field Studies ◽  
Online Games ◽  
Online Learning Environment ◽  
Online Interactions ◽  
Introductory Course ◽  
Multiplayer Online Games ◽  
Simulated Field ◽  
Different Levels

Is it possible to enhance the learning of sociology students by staging simulated field studies in a MMOLE (massively multi-student online learning environment) modeled after successful massively multiplayer online games (MMOG) such as Eve and Lineage? Lacking such a test option, the authors adapted an existing MMOG—“The Sims Online”—and conducted student exercises in that virtual environment during two successive semesters. Guided by questions keyed to course objectives, the sociology students spent 10 hours observing online interactions in TSO and produced essays revealing different levels of analytical and interpretive ability. The students in an advanced course on deviance performed better than those in an introductory course, with the most detailed reports focusing on scamming, trashing, and tagging. Although there are no technical obstacles to the formation and deployment of a sociology MMOLE able to serve hundreds of thousands of students, such a venture would have to solve major financial and political problems.

Learning Sociology in a Massively Multistudent Online Learning Environment

2011 ◽  
pp. 49-58
Author(s):  
Thomasina Borkman ◽  
Joel Foreman
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Field Studies ◽  
Online Games ◽  
Online Learning Environment ◽  
Online Interactions ◽  
Multiplayer Online Games ◽  
Simulated Field ◽  
Enhance Student Learning ◽  
Different Levels

Is it possible to enhance student learning in Sociology 101 by staging simulated field studies in a MMOLE (massively mufti-student online learning environment) modeled after successful massively multiplayer online games (MMOG) such as Eve and Lineage? Lacking such a test option, the authors adapted an existing (MMOG) -"The Sims Online" - and conducted student exercises in that virtual environment during two successive semesters. Guided by questions keyed to course objectives, the sociology students spent ten hours observing online interactions in TSO and produced essays revealing different levels of analytical and interpretive ability. The students in an advanced course on deviance performed better, with the most detailed reports focusing on scamming, trashing, and tagging. Although there are no technical obstacles to the formation and deployment of a sociology MMOLE able to serve hundreds of thousands of students, such a venture would have to solve major financial and political problems

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

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