Using a Virtual Environment in Special Care Counselling

Often, it is difficult to simulate the “real-world” work environments of occupations that our programs target. Teachers are often forced to resort to text-based case studies, which do little in simulating real work scenarios as they are detached from the authentic environment. Teachers can also elect to take students on a field trip, but as is often the case, visiting students cannot participate in the occupation during their studies, often being forced to simply observe professionals going about their duties. Internships are often used at the end of our programs, but are limited in scope and amount of experience/time in the position.

Furthermore, when students engage in case-studies or role-plays, they are well aware that their partners are not real special care counselling clients. By building a virtual, non-physical environment, we come one step closer to the “real” working conditions and provide the following learning outcomes that would not be possible in a face-to-face setting:

1. Deeper authentic immersion in the target work environment
2. Deeper authentic immersion in the target professional role (removing the student mask and donning the counsellor mask in the form of a 3D avatar – a double-blind)
3. Asynchronous lab environment used for mandatory and optional assignments
4. An immersive practice space for students, open 24/7
5. Used as a CMS
6. An experimental lab for teachers and platform for blended and distance courses
7. The first, non-physically invasive and authentic Deweyan “Experiential Alternate Learning Environment” (ALE) available for any of our programs at Champlain

After consulting with several teachers in the SCC program, the course “Helping Relationship” (351-334-LA) was chosen due to the large number of application type assignments and competencies within the course.

It was surmised that a virtual environment would help in generating more practice time for students and would give them a better idea of what it is like to work in the field. While this is probably true for other courses and other programs, budgetary and time constraints do not permit further virtual environments from being developed at this time.

Once the initial piloting of this educational environment is complete, students will be surveyed on relevant motivational, affective and educational effects using a five or seven-point Likert scale.

Data collected from the survey will be analyzed in order for us to determine if this is a viable learning platform for our other courses. Comparisons between grades attained on in-class case studies and in the virtual learning assignments (case studies) will also be compared. Students will also be qualitatively interviewed.