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Secondly, the course received a positive affective assessment by the students. They worked many hours beyond the course lecture times to complete projects. Some continued to build in Second Life even after the projects were delivered, because they wanted to make their creations better and they wanted to learn how to do even more. We attribute this to the environment of Second Life that supports student autonomy and allows students to contribute content to the learning exchange. The knowledge learned in Second Life becomes meaningful even outside of the course, and can be applied in others circumstances.
Figures 2. Norwegian students participating are Adeola Landar (SL) aka Nora Petrova (iRL) and Tor Raymaker (SL) aka Tor Olav Reistad (iRL).
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Article:
Grannoveter, M. (1973) ‘The strength of weak ties’, American Journal of Sociology, vol.78, pp.1360-1380.
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