Novices' instructional design problem-solving processes: Second Life as a problem-based learning environment

This qualitative case study aimed to explore how novice instructional designers solved a real-world problem by proposing an instructional design model in Second Life. Twenty-one novice instructional designers who enrolled in a Distance Education course were tasked with proposing an instructional design model to solve the high drop-out rate problem in a Distance Education center. In the Second Life environment, an island was rented and a Distance Education center was built. The participants worked in teams to propose an instructional design model for solving the real-world problem by simulating themselves as distance education specialists in this virtual Distance Education center. The data were collected through interviews, open-ended questionnaires, system logs, and group reports regarding their problem-solving processes. The results showed that the novice instructional designers stated that carrying out the problem-solving process in the Second Life promoted their motivation and engagement related to the real-world problem. To solve the real-world problem, five groups proposed Analysis-Design-Development-Implementation-Evaluation model, while one group proposed an Attention-Relevance-Confidence-Satisfaction model. Although the participants were aware of the potential of the Second Life as a Problem-based Learning environment, they stated that they preferred alternative technologies due to access and usability issues.

Automated summary

This qualitative case study explored how novice instructional designers used Second Life to solve the high drop-out rate problem in distance education. The results showed that working in Second Life promoted motivation and engagement, but participants preferred alternative technologies due to access and usability issues.