Of Student Teachers and Avatars: Working Towards an Effective Model for Geographically Distributed Learning Communities of Pre-Service Educators Using Virtual Worlds.

With greater distribution of learning communities through the expanding use of online and distance learning, researchers emphasize focus on the effective use of specific technologies on student preference and achievement. One such technology drawing significant interest in scholarly and practical circles is the use of Multi-User Virtual Environments (MUVE), with the more common environment being Second Life, a product of Linden Labs, This research project, having gone through a pilot stage and under current implementation, addresses preference and effectiveness through a mixed-method research endeavor, examining forming communities using Second Life’s environment for small group discussions and large group seminar presentations for pre-service student teachers in a teacher education program. Methods of data collection and analysis include survey comparative analysis (using Keller’s Instructional Materials Motivation Survey and Rovai’s Community Survey Instrument), observation, semi-structured interview and comparative analysis of achievement on a content-based assessment. Introduction to the Literature and Problem Presently, higher education leaders are challenged to identify critical factors for developing and for maintaining effective, distinguished online programs. In alignment with common university’s missions, this includes identifying factors that promote academic rigor, community, and experiences comparable to residential programs. Web-based technologies are reported to support effective education in the online environment; however, research establishing effectiveness of emerging technologies has been primarily anecdotal and exploratory (Burton, 2009; Kuznik, 2009; Garrison, et al., 2006), suggesting that MUVEs, like Second Life, can enhance students’ sense of community, increase academic achievement, and potentially simulate the traditional face-to-face environment by enabling “role-playing scenarios” (Childress and Braswell 2006, p.190). Further, studies have been limited to more survey of perception rather than outcome of learning endeavors (Cargill-Kipar, 2009; Shen & Eder, 2009; Wagner and Ip, 2009). Thus, a call exists to investigate the implementation of MUVEs and other emerging technologies within online courses using a theoretical framework (Thompson & MacDonald, 2005). Accordingly, these researchers seek to conduct mixed methods research to answer the following questions: Do MUVEs allow for the formation of online learning communities? Do MUVEs simulate important aspects of residential classrooms? and Is there a difference in student academic achievement, perceived learning, and sense of community based on the type of online delivery system? Recent technological advances have afforded great opportunities for educators to meet the increasing demands of distributed learning communities. The independent development of MUVEs such as Second Life, theoretically grant advanced tools for learning and communicating in synchronous approaches. Due to the relative newness of these virtual environments, empirical research on the use of these tools for fostering learning communities has yet to be fully developed and realized. This paper presents a current research endeavor employing both qualitative and quantitative methodologies examining these very technologies in several distance learning capacities. Pre-service educators examine the potential of learning communities in virtual worlds as a platform to discuss relevant topics in first-time teaching experiences. The on-going project sees investigators and participants meeting in Second Life to discuss issues related to student teaching. Further, the environment also is employed for more didactic approaches. Investigators employ the use of observation, interview methods, survey tools (using Keller’s Instructional Materials Motivation Survey and Rovai’s Community Survey Instrument), and reflective journaling to paint an understanding of the nature of this environment as a community-building tool.