Poster presented on the Research Day at UA 2011> http://www.ua.pt/research/PageText.aspx?id=13053 by Ana Loureiro & Teresa Bettencourt

1. the use of virtual worlds as an extended classroom
a case study with mature students from higher education
ana loureiro, teresa bettencourt
cidtff – research centre for didactics and technology in teacher education
abstract research background
Extending the classroom beyond the learning orchestration in an extended classroom
research emerged from the need of observe
physical space allows the teacher to some of the variables (as shown in Fig. 1)
better fulfil students’ needs and to already identified (Bettencourt, 2009) and
physical space virtual space
facilitate a more collaborative learning that are related with: (spatial and temporal (no physical or spatial constrains,
style. This study identifies a blended (i) persons and their motivations (engaging constrains, specific
learning approach to increase sharing whole group of students)
and compelling factors) group/class)
and collaborative work between students, (ii) relationships that are established
FB Diigo SL®
promote class cohesion and socialization, between avatars and persons (real life
and enhance students’ research skills. relationships) information sharing communication & information search & tutorial sessions of
The use of virtual environments to extend (iii) social integration in Second Life® (sense discussion socialization knowledge sharing collaborative discussion
the classroom allows students to of community belonging) practical class work & learning | socialization
participate in richer interactions at times knowledge consolidation
that are more convenient to their
work/study patterns. The goal is to
determine the most effective elements
which achieve the desired outcome for
learning.
A virtual space has been constructed
around Second Life®, Diigo and
Facebook. Student groups have been
observed with particular attention on the
following interactions: who participates,
when and where, what is shared, who Fig.1 – identified variables (Bettencourt, 2009)
interacts, how interactions are made, and
the quality of interactions. Additionally
research components
questionnaires will be made to students in
(i) construction and knowledge sharing
order to understand how they perceived
(ii) interpersonal relationships
the virtual classroom and determine their
(iii) 3D immersive virtual worlds
preferences. The study is ongoing but has
already demonstrated early gains. The knowledge sharing & socialization
research question
level and quality of participation has
• to understand if there are best practices
improved alongside increased
orchestrating learning in collaborative
collaboration and interaction amongst conclusions
immersive virtual worlds and web 2.0 preliminary findings
students. • online tutorial sessions though immersive
tools and if they will enhance blended • initial set up cost of starting SL® is high
learning through knowledge sharing and (time) 3D worlds take the distance out of
socialization • students engaged in-world beyond distance learning (e-learning/b-learning)
tutorial hours • virtual worlds might provide the best
goals • tutorial sessions were considered as a ambiance for informal and natural
(i) identify the variables that might influence success for the mature night class learning contexts at a distance
knowledge sharing • students didn't use the support hours • in virtual environments students seem to
(ii) contribute for richer learning contexts available at school (physical space) attend training sessions because they
through the use of online tools (Diigo, • night students shared more information at want to learn (Bettencourt & Abade,
Facebook) and virtual worlds (Second Diigo 2008)
Life®) • day students created a Facebook page • online tutorials can be set at a time and
(iii) provide tutorial support to night class for a more direct communication in a space (virtual) free of restrictions –
through a virtual world • night students elected email as primary that can be adapted, allowing a better
(iv) encourage collaboration ‘out of hours’ by way for communication participation from a larger number of
providing means for students and teacher • students posted more information than students
to interact teacher, with relevance for night students • in a virtual space there are no physical
(v) learn what advantages we can find in an • the quality of shared information was high barriers or borders. Information flows,
online tutorial implemented using an (relevant) – development of search people build and share content,
immersive virtual world competences relationships are set up, the net of
(vi) understand how and which students • posts were moderated (by teacher and connections extends and knowledge is
engage with an immersive 3D world and students) - development of critic and built and shared
how effective it is as a proxy for face-to- reflexion skills
face interaction • students prefer in-world sessions out of references
(vii) understand how well online tools and official school islands – informal places • Dillenbourg P. (1999). What do you mean by
virtual worlds promote knowledge sharing not perceived as an extension to the collaborative learning? In P. Dillenbourg
and enhance socialization in order to ‘bricks and mortar’ university (Ed.), Collaborative-learning: Cognitive and
Computational Approaches (pp.1-19).
contribute for classroom cohesion • night (mature) students are more
Oxford: Elsevier.
(viii) provide some insights for better online independent as learners
• Bettencourt, T. (2009). Teaching & Learning
teaching strategies • night students have less time and more in SL: Figuring Out Some Variables.
desire to learn in the most effective way Retrieved September 15, 2010, from
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• participants - portuguese HE students they have stronger reasons to study in 8/teaching-learning-in-sl-figuring-out-some-
(school of education) their spare time variables/
• regular day class & mature night class • day students are taking full advantage of • Bettencourt, T. & Abade, A. (2008). Mundos
(ages >23) = 100 students the social side of university Virtuais de Aprendizagem e de Ensino – uma
• non probabilistic sample (by • virtual spaces support the work patterns caracterização inicial. IE communications,
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Educativa, Nº 7/8, Enero/Diciembre, pp.3-16.
• qualitative study, with an inductive and
Retrieved September 15, 2010, from
exploratory nature
socialization http://161.67.140.29/iecom/index.php/IECom/
• researcher : participant observer issue/view/41/showToc
• data collecting: observation, as a key factor for
collaborative learning • Castells, M. (2005). A Sociedade em Rede.
questionnaire, electronic records Lisboa: Fundação Calouste Gulbenkian.
• data analysis: quantitative analysis over situation where two or more persons • New Media Consortium (2007). The Horizon
qualitative data, content analysis learn or try to learn something Report: 2007 edition, Austin, TX, NMC.
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together
http://www.nmc.org/pdf/2007_Horizon_Repor
(Dillenbourg, 1999) t.pdf