Presented @ SLACTIONS2013

1. The use of virtual environments as
an extended classroom
- a case study with adult learners in
tertiary education
Ana Loureiro (aka Anitia Loire)
&
Teresa Bettencourt (aka Cleo Bekkers)

2. introduction
regular
students
Collaboration
HEI
Comunication
Sharing
Interaction
adult
learners
Ana Loureiro & Teresa Bettencourt | CIDTFF

3. RQ
• to what extent the use of virtual environments can
enhance learning contexts in blended learning
format regards cooperation, building and knowledge
sharing among regular and adult learners in tertiary
education
goal
• understand to what extent the Web 2.0 tools and
immersive virtual worlds can promote collaboration,
building and knowledge sharing among those
learners.
Ana Loureiro & Teresa Bettencourt | CIDTFF

4. specific goals
(i) identify the variables that may influence
collaboration, building and knowledge sharing in
the context of learning by using Web 2.0 tools and
immersive virtual worlds;
(ii) analyze how regular and adult learners engage in
the use of Web 2.0 tools and immersive virtual
worlds;
(iii) identify, among the online tools used, which and
why are best suited to each group of learners.
Ana Loureiro & Teresa Bettencourt | CIDTFF

5. aim
• to contribute to the improvement of blended
learning (b-learning) contexts
b-learning
a learning environment that combines both online and faceto-face approach (Heinze & Procter, 2004), in which the time
spent in physical classroom are smaller, "reduced seat time"
(Dziuban, Hartman & Moskal, 2004:2).
Ana Loureiro & Teresa Bettencourt | CIDTFF

6. theoretic background
Ana Loureiro & Teresa Bettencourt | CIDTFF

7. methodology
understand
the
phenomena
descriptive
qualitative
Ana Loureiro & Teresa Bettencourt | CIDTFF

8. data collection
documental
gathering
• posts
• chat logs
• snapshots
observation
• participant
Ana Loureiro & Teresa Bettencourt | CIDTFF
questionnaire
• closed
answer
• open answer

9. implemented model
Diigo
self-paced
specific content
Second Life
guided
↓
five-step model
Ana Loureiro & Teresa Bettencourt | CIDTFF

10. implemented model
five-step model
•
1st Session - Access and motivation: assisted avatar customization, contact with the 3D
environment, development of basic skills of navigation and communication;
•
2nd Session - Socialization: exploring places in-world
(commercial, educational, entertainment, socialization) and the development of basic skills of
building;
•
3rd Session - Information sharing: participation in thematic discussions, knowledge
sharing, development of advanced skills of living in-world;
•
4th Session - Knowledge construction: the autonomous avatar customization; discussion on
specific topics of the subject or course or related with the virtual world;
•
5th Session - Development of competences: ability to survive and grow in the virtual world in
an autonomous way.
Ana Loureiro & Teresa Bettencourt | CIDTFF

11. findings
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adult and part-time learners seem best adapted to a format of virtual extended classroom;
the learners who are more active and responsive in a physical classroom are also more participatory in the extended
classroom, the medium does not influence or change the performance and profile of learners;
adult learners revealed a more effective use of Diigo, through post and comments and were also more consistent on
the attendance of the virtual world;
start SL has a high cost and a deep learning curve, it takes long time and effort to learn the basic skills;
adult learners engaged in exploring SL beyond the hours of online tutoring, observable by the evolution of the avatar’s
appearance;
development of research competences , expressed in the quality of shared content;
enhancement of critical and reflection skills, noticeable in the Diigo’s posts and comments and in the nature of the
dialogues in SL;
adult learners have less time and therefore are more willing to learn effectively, are more independent and
autonomous as learners ;
adult learners are more motivated since they seem to have stronger reasons for its commitment as learners;
collaborative virtual environments seem to support better labour standards and expectations of adult learners;
the teacher to teach, or to tutor, in a web environment must have a greater availability of time;
the student adopts a more central and responsible role, and the teacher becomes a guide, a facilitator and a
moderator ;
online tutoring sessions can be a way to provide a more effective and regular contact between teachers and learners;
face-to-face contact between teacher and learners, and among learners , is still considered essential especially with
adult learners ;
interpersonal relationships between participants were strengthened after the attendance of the extended classroom.
Ana Loureiro & Teresa Bettencourt | CIDTFF

12. findings
variables that influence the collaboration and knowledge sharing in virtual environment
Ana Loureiro & Teresa Bettencourt | CIDTFF

13. findings
variables that contribute to the development of interpersonal relationships in a virtual environment
Ana Loureiro & Teresa Bettencourt | CIDTFF

14. final considerations
• the benefits of an extended classroom are significant and
satisfy the needs of learners, in particular adult learners
• extended classrooms can be created in a virtual time and
space unfettered, can be adapted, allowing a more effective
participation by a greater number of students
• 3D virtual worlds bring immersion and real-time
collaboration into distance learning contexts, blurring the
sense of distance
• natural process of interaction and reflection with the
guidance and moderation of experts and peers
Ana Loureiro & Teresa Bettencourt | CIDTFF

15. challenges
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motivation
diffuse and transient environments
moderation
definition of learning contexts
anxiety and sense of belonging
interaction
focus on the student rather than the technology
Ana Loureiro & Teresa Bettencourt | CIDTFF

16. Thank you!
Keep in touch 
Ana Loureiro | accloureiro@gmail.com | http://accloureiro.com
Teresa Bettencourt | tbett@ua.pt