Abstract
Tri-hybrid learning is a combination of classroom learning (or face-to-face meetings), Web use (i.e., Web site, CMS), and 3D VLE (e.g., Second Life©, There©, Activity Worlds©). This method of learning takes the popular method of blended learning to the next level. Virtual worlds act as equalizer in a number of ways that simply cannot occur in a classroom. People are no longer judged for their race, gender, sexual orientation, dress, physical disabilities, etc. Virtual worlds like Second Life©, There©, and Active Worlds© have their own advantages and disadvantages that should be considered before deciding on a type of VLE to use. By utilizing the tri-hybrid model, the instructor is afforded the flexibility to present specific instructional materials and activities within the format which best supports them. The VLE is similar to a constructivist approach and problem-based learning, which potentially increase critical thinking skills within the classroom. Tri-hybrid learning lends itself to the development of increased interaction and student engagement by offering a multi-pronged approach for student-to-student and student-to-instructor interaction. Institutional support is needed to successfully use this method, including technical support and training for staff and students and a potential source for funding. However, there are alternatives to institutional support such as mergers with other institutions or user groups.
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Annetta, L.A., Folta, E., Klesath, M. (2010). Tri-Hybrid Learning. In: V-Learning. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3627-8_11
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