Volume 16, 2017 IMMERSIVE LEARNING: USING A WEB-BASED LEARNING TOOL IN A PHD COURSE TO ENHANCE THE LEARNING EXPERIENCE Samie Li Shang Ly* Concordia University, Montreal, Canada
[email protected] Raafat Saadé Concordia University, Montreal, Canada
[email protected] Danielle Morin Concordia University, Montreal, Canada
[email protected] *Corresponding author [NOTE: This paper is a revision of the paper “Immersive Interactive Learning Environments (A PhD Case Study)” published in the Proceedings of the Informing Science & IT Education Conference (InSITE) 2015, pages 410-415. Available at http://proceedings.informingscience.org/InSITE2015/InSITE15p401-415ShangLy1826.pdf ] ABSTRACT Aim/Purpose Teaching and learning is no longer the same and the paradigm shift has not set- tled yet. Information technology (IT) and its worldwide use impacts student learning methods and associated pedagogical models. Background In this study we frame immersive learning as a method that we believe can be designed by pedagogical models such as experiential, constructivist, and collab- orative elements. We also present a peer-to-peer interactive web based learning tool, designed and implemented in-house with immersive learning features. Methodology We conducted an exploratory research with a Ph.D course on “pedagogical methods” where 9 doctoral students were tasked to follow the peer-to-peer 3 phase process in their learning. Contribution We found the peer-to-peer does favor experiential, constructivist, collaborative learning, which contributes into the use of immersive learning as an important learning style for the future. Findings This study investigated different ways to measure students’ collaboration, con- structivism through their peer evaluation scores and performance in an immer- sive learning environment by taking the roles of teacher, evaluator, and learner.