the use of virtual worlds as an extended classrooma case study with mature students from higher education

ana loureiro, teresa bettencourtcidtff – research centre for didactics and technology in teacher education

research backgroundresearch emerged from the need of observesome of the variables (as shown in Fig. 1)already identified (Bettencourt, 2009) andthat are related with:(i) persons and their motivations (engaging

and compelling factors)(ii) relationships that are established

between avatars and persons (real liferelationships)

(iii) social integration in Second Life® (senseof community belonging)

abstractExtending the classroom beyond thephysical space allows the teacher tobetter fulfil students’ needs and tofacilitate a more collaborative learningstyle. This study identifies a blendedlearning approach to increase sharingand collaborative work between students,promote class cohesion and socialization,and enhance students’ research skills.The use of virtual environments to extendthe classroom allows students toparticipate in richer interactions at timesthat are more convenient to theirwork/study patterns. The goal is todetermine the most effective elementswhich achieve the desired outcome forlearning.A virtual space has been constructedaround Second Life®, Diigo andFacebook. Student groups have beenobserved with particular attention on thefollowing interactions: who participates,when and where, what is shared, whointeracts, how interactions are made, andthe quality of interactions. Additionallyquestionnaires will be made to students inorder to understand how they perceivedthe virtual classroom and determine theirpreferences. The study is ongoing but hasalready demonstrated early gains. Thelevel and quality of participation hasimproved alongside increasedcollaboration and interaction amongststudents.

Fig.1 – identified variables (Bettencourt, 2009)

conclusions• online tutorial sessions though immersive

3D worlds take the distance out ofdistance learning (e-learning/b-learning)

• virtual worlds might provide the bestambiance for informal and naturallearning contexts at a distance

• in virtual environments students seem toattend training sessions because theywant to learn (Bettencourt & Abade,2008)

• online tutorials can be set at a time andin a space (virtual) free of restrictions –that can be adapted, allowing a betterparticipation from a larger number ofstudents

• in a virtual space there are no physicalbarriers or borders. Information flows,people build and share content,relationships are set up, the net ofconnections extends and knowledge isbuilt and shared

references• Dillenbourg P. (1999). What do you mean by

collaborative learning? In P. Dillenbourg(Ed.), Collaborative-learning: Cognitive andComputational Approaches (pp.1-19).Oxford: Elsevier.

• Bettencourt, T. (2009). Teaching & Learningin SL: Figuring Out Some Variables.Retrieved September 15, 2010, fromhttp://cleobekkers.wordpress.com/2009/01/28/teaching-learning-in-sl-figuring-out-some-variables/

• Bettencourt, T. & Abade, A. (2008). MundosVirtuais de Aprendizagem e de Ensino – umacaracterização inicial. IE communications,Revista Iberoamericana de InformáticaEducativa, Nº 7/8, Enero/Diciembre, pp.3-16.Retrieved September 15, 2010, fromhttp://161.67.140.29/iecom/index.php/IECom/issue/view/41/showToc

• Castells, M. (2005). A Sociedade em Rede.Lisboa: Fundação Calouste Gulbenkian.

• New Media Consortium (2007). The HorizonReport: 2007 edition, Austin, TX, NMC.Retrieved September 15, 2010, fromhttp://www.nmc.org/pdf/2007_Horizon_Report.pdf

socializationas a key factor for

collaborative learning

situation where two or more persons learn or try to learn something

together(Dillenbourg, 1999)

research components(i) construction and knowledge sharing(ii) interpersonal relationships(iii) 3D immersive virtual worlds

research question• to understand if there are best practices

orchestrating learning in collaborativeimmersive virtual worlds and web 2.0tools and if they will enhance blendedlearning through knowledge sharing andsocialization

goals(i) identify the variables that might influence

knowledge sharing(ii) contribute for richer learning contexts

through the use of online tools (Diigo,Facebook) and virtual worlds (SecondLife®)

(iii) provide tutorial support to night classthrough a virtual world

(iv) encourage collaboration ‘out of hours’ byproviding means for students and teacherto interact

(v) learn what advantages we can find in anonline tutorial implemented using animmersive virtual world

(vi) understand how and which studentsengage with an immersive 3D world andhow effective it is as a proxy for face-to-face interaction

(vii) understand how well online tools andvirtual worlds promote knowledge sharingand enhance socialization in order tocontribute for classroom cohesion

(viii) provide some insights for better onlineteaching strategies

methodology• participants - portuguese HE students

(school of education)• regular day class & mature night class

(ages >23) = 100 students• non probabilistic sample (by

convenience)• qualitative study, with an inductive and

exploratory nature• researcher : participant observer• data collecting: observation,

questionnaire, electronic records• data analysis: quantitative analysis over

qualitative data, content analysis

physical space(spatial and temporal constrains, specific

group/class)

virtual space(no physical or spatial constrains,

whole group of students)

Diigo SL®

tutorial sessions of collaborative discussion & learning | socialization

information search & knowledge sharing

knowledge sharing & socialization

learning orchestration in an extended classroom

information sharingdiscussionpractical class workknowledge consolidation

FB

communication & socialization

preliminary findings• initial set up cost of starting SL® is high

(time)• students engaged in-world beyond

tutorial hours• tutorial sessions were considered as a

success for the mature night class• students didn't use the support hours

available at school (physical space)• night students shared more information at

Diigo• day students created a Facebook page

for a more direct communication• night students elected email as primary

way for communication• students posted more information than

teacher, with relevance for night students• the quality of shared information was high

(relevant) – development of searchcompetences

• posts were moderated (by teacher andstudents) - development of critic andreflexion skills

• students prefer in-world sessions out ofofficial school islands – informal placesnot perceived as an extension to the‘bricks and mortar’ university

• night (mature) students are moreindependent as learners

• night students have less time and moredesire to learn in the most effective way

• night students are more motivated sincethey have stronger reasons to study intheir spare time

• day students are taking full advantage ofthe social side of university

• virtual spaces support the work patternsof mature students in particular.