From sequential to global

Exploring the landscapes of neomillennial learners

Abstract

Virtual learning, once the realm of science fiction, is now a reality. The informal learning multi-user virtual gaming environments of neomillennial learners are beginning to shape formal educational landscapes. Such informal environments as RuneScape and Second Life contain the key pedagogical elements of learner-centred environments: they are visually rich, immersive, nonlinear, allow for individual and collaborative learning, creativity, and allow for learner choice in activities, pathways and assessments. Learning style research in e-learning environments yielded some interesting discrepancies between the learning styles of novice undergraduate e-learners, and between graduate e-learners and educators teaching in, and designing for, e-learning environments. This in turn suggests considered approaches to accommodating both sequential and global learning preferences in e-learning environments. This paper uses the example of Second Life to suggest a balanced approach for sequential and global learners.