Reference Hub2
Factors Affecting Development of Communities in 3D Immersive Learning Environments

Factors Affecting Development of Communities in 3D Immersive Learning Environments

Terry McClannon (Appalachian State University, Boone, NC, USA), Robert Sanders (Appalachian State University, Boone, NC, USA), Amy Cheney (Appalachian State University, Boone, NC, USA), Les Bolt (Appalachian State University, Boone, NC, USA) and Krista Terry (Appalachian State University, Boone, NC, USA)
Copyright: © 2013 |Volume: 4 |Issue: 3 |Article: 2 |Pages: 17
ISSN: 1947-8518|EISSN: 1947-8526|DOI: 10.4018/jvple.2013070102
Cite Article Cite Article

MLA

McClannon, Terry, Robert Sanders, Amy Cheney, Les Bolt and Krista Terry. "Factors Affecting Development of Communities in 3D Immersive Learning Environments." IJVPLE 4.3 (2013): 18-34. Web. 1 Jan. 2019. doi:10.4018/jvple.2013070102

APA

McClannon, T., Sanders, R., Cheney, A., Bolt, L., & Terry, K. (2013). Factors Affecting Development of Communities in 3D Immersive Learning Environments. International Journal of Virtual and Personal Learning Environments (IJVPLE), 4(3), 18-34. doi:10.4018/jvple.2013070102

Chicago

McClannon, Terry, Robert Sanders, Amy Cheney, Les Bolt and Krista Terry. "Factors Affecting Development of Communities in 3D Immersive Learning Environments," International Journal of Virtual and Personal Learning Environments (IJVPLE) 4 (2013): 3, accessed (January 01, 2019), doi:10.4018/jvple.2013070102

Export Reference

Mendeley
Favorite Full-Issue PDF

Abstract

This study is based on survey research conducted in 2010 and 2011, involving graduate students using a 3D immersive environment for their coursework. Investigators examined students’ perceptions of community and presence via coursework offered in the immersive world. Utilizing the Sense of Community II index and the Communities of Inquiry survey, variables examined include students’ time within their graduate programs, time spent in the 3D environment, and their levels of immersion, as well as the relationship between the two instruments. Analysis showed significant results for each of the research questions for both instruments.

References

Anderson T. Rourke L. Garrison R. Archer W. (2001). Assessing teacher presence in a computer conferencing context.Journal of Asynchronous Learning Networks, 5(2), 17.
Arbaugh, J., Cleveland-Innes, M., Diaz, S., Garrison, D., Ice, P, Richardson, J., et al. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133-136. Elsevier Inc. doi: 10.1016/j.iheduc.2008.06.003.
Arbaugh, J.B., Bangert, A., & Cleveland-Innes, M. (2010). Subject matter effects and the Community of Inquiry (CoI) framework: An exploratory study. The Internet and Higher Education, 13(1-2), 37-44. Elsevier Inc. doi: 10.1016/j.iheduc.2009.10.006.
Barkand, J & Kush, J. (2009). GEARS: A 3D virtual learning environment and virtual social and educational world used in online secondary schools. Electronic Journal of e-Learning, 7(3), 215–224.
Bronack S. Sanders R. Cheney A. Riedl R. Tashner J. Matzen N. (2008). Presence pedagogy: Teaching and learning in a 3D immersive world.International Journal of Teaching and Learning in Higher Education, 20(1), 59–69.
Burgess, M. L., Slate, J. R., Rojas-LeBouef, A., & LaPrairie, K. (2010). Teaching and learning in Second Life: Using the Community of Inquiry (CoI) model to support online instruction with graduate students in instructional technology. The Internet and Higher Education, 13(1-2), 84-88. Elsevier B.V. doi: 10.1016/j.iheduc.2009.12.003.
Chavis, D. M., Lee, K. S., & Acosta, J. D. (2008). The sense of community (SCI) revised: The reliability and validity of the SCI-2. In Proceedings of the 2nd International Community Psychology Conference, Lisboa, Portugal.
Cheney A. Sanders R. Matzen N. Tashner J. (2009). Instructional design and pedagogical issues with Web 2.0 tools. In KiddT.ChenI. (Eds.), Wired for learning: An educator’s guide to web 2.0. Charlotte, NC: Information Age Publishing.
Garrison D. Anderson T. Archer W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education.The Internet and Higher Education, 2(2-3), 87–105. 10.1016/S1096-7516(00)00016-6
Jonassen, D. H. (1997). INSYS 527: Designing constructivist learning environments. Retrieved July 20, 2011, from http://www.coe.missouri.edu/~jonassen/INSYS527.html
Ligorio M. B. Van der Meijden H. (2008). Teacher guidelines for cross-national virtual communities in primary education.Journal of Computer Assisted Learning, 24, 11–25. 10.1111/j.1365-2729.2007.00240.x
Liu X. Magjuka R. J. Bonk C. J. Lee S. (2007). Does sense of community matter? An examination of participants’ perceptions of building learning communities in online courses.The Quarterly Review of Distance Education, 8(1), 9–24.
McKerlich R. Anderson T. (2007). Community of inquiry and learning in immersive environments.Journal of Asynchronous Learning Networks, 11(4), 35–53.
McKerlich, R., Riis, M., Anderson, T., & Eastman, B. (2011). Student perceptions of teaching presence, social presence, and cognitive presence in a virtual world. Journal of Online Teaching and Learning, 7(3). Retrieved September 6, 2011, from http://jolt.merlot.org/vol7no3/mckerlich_0911.htm
Oliver M. Carr D. (2009). Learning in virtual worlds: Using communities of practice to explain how people learn from play.British Journal of Educational Technology, 40(3), 414–426. 10.1111/j.1467-8535.2009.00948.x
Rodgers C. R. Raider-Roth M. B. (2006). Presence in teaching.Teachers and Teaching, 12(3), 265–287. 10.1080/13450600500467548
Russo T. Benson S. (2005). Learning with invisible others: Perceptions of online presence and their relationship to cognitive and affective learning.Journal of Educational Technology & Society, 8(1), 54–62.
Sadera, W. A., Robertson, J., Song, L., & Midon, M. N. (2009). The role of community in online learning success. MERLOT Journal of Online Teaching and Learning, 5(2), 277-284. Retrieved September 15, 2011 from http://jolt.merlot.org/vol5no2/sadera_0609.pdf
Sanders, R. L ., & Melton, S. (2010). The AETZone experience: A qualitative analysis of the use of presence pedagogy in a 3D immersive learning environment. MERLOT Journal of Online Learning and Teaching, 6(1).
Scherer Bassani P. B. (2011). Interpersonal exchanges in discussion forums: A study of learning communities in distance learning settings.Computers & Education, 56, 931–938. 10.1016/j.compedu.2010.11.009
Selverian M. Hwang H. (2003). In search of presence: A systematic evaluation of evolving VLEs.Presence (Cambridge, Mass.), 12(5), 512–522. 10.1162/105474603322761306
Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and hybrid learning environments. Computers & Education, 55(4), 1721-1731. Elsevier Ltd. doi: 10.1016/j.compedu.2010.07.017.
Shen K. Khalifa M. (2008). Exploring multidimensional conceptualization of social presence in the context of online communities.International Journal of Human-Computer Interaction, 24(7), 722–748. 10.1080/10447310802335789
Swan, K. P., Richardson, J. C., Ice, P., Garrison, D. R., Cleveland-innes, M., & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online communities of inquiry. E-mentor, 2(24), 1-12. Retrieved from http://www.e-mentor.edu.pl/e_index.php?numer=24&all=1
Vaughan, N. D. (2010). A hybrid community of inquiry approach: Linking student engagement and course redesign. The Internet and Higher Education, 13(1-2), 60-65. Elsevier Inc. doi: 10.1016/j.iheduc.2009.10.007.
Warburton S. (2009). Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching.British Journal of Educational Technology, 40(3), 414–426. 10.1111/j.1467-8535.2009.00952.x
Wilson, B., & Ryder, M. (1996). Dynamic learning communities: An alternative to designed instructional systems. In Proceeding of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology, Indianapolis, IN.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.