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Pre-Service Teachers' Perceptions of Cooperative Learning in a Face-To Pre-service Teachers’ Perceptions of Cooperative Learning in a Face-to-Face and 3D Virtual Environment: An exploratory study Jaime Vladimir Garcia Salinas B.A. (Education) (University of Concepcion), M.A. (Linguistics) (University of Concepcion) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2016 School of Education Abstract This study focused on exploring Chilean pre-service English teachers’ perceptions regarding the use of structured cooperative groups to learn about Australian historical events and geographical information in the virtual world of Second Life and face-to-face. Currently, there is a dearth of research in the area of pre-service teachers’ perceptions in the use of a cooperative approach to learning in these two types of environments. Additionally, it was important to understand if cooperative learning helps to improve pre- service teachers’ preparation, regardless of the type of environment in which it is implemented. A case study methodology with two case studies, each incorporating two embedded units of analysis, was used to have an in-depth look at the use of cooperation for teaching and learning in Second Life and face-to-face. The cases of Mr “R” and Mr “J” and their respective teachers in each environment were analyzed. Qualitative information gathered from interviews and focus groups showed that both case study participants perceived the use of a cooperative approach to learning as highly beneficial to not only improve their learning but also develop their social skills. Similarly, both teachers, Miss “A” and Miss “V”, also reflected on the benefits of cooperation for improving their teaching practices. Qualitative data claims were backed up by quantitative information obtained from a Cooperative Learning Questionnaire and the achievement test. An ANOVA questionnaire analysis showed that there were no significant differences in cooperation perception in both types of environments. This means that cooperation is perceived similarly regardless of the context in which it is used. Additionally, an ANCOVA analysis was conducted for test results which showed that even though the virtual group performed significantly better the second time, the face-to face group also improved its performance the second time. This means that a cooperative approach to learning had a positive significant impact on both types of environments. Based on the results of this study, the development of a framework to assist establishing cooperative group work in virtual environments is proposed. The framework combines Salmon’s (2011) five-stage model, the elements that a structured cooperative group must comprehend (Gillies, 2007), Hannafin, Land and Oliver (1983) and Roehler and Cantlon’s (1997) scaffolding components. The proposed framework stands as a helpful element towards effectively implementing cooperative learning in virtual environments and making virtual environments even more effective when used in a learning experience. i In summary, this study helped to explore Chilean pre-service English teachers’ perceptions of the use of a cooperative approach to learn about Australia. It also contributed to create a holistic picture of the benefits that working under a cooperative approach entails, regardless of the context. Further, the use of a virtual world such as Second Life proved that cooperative learning can be fostered by the visualizations and sense of immersion that it is possible to achieve in this kind of environment. ii Declaration by author This thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis. I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research higher degree candidature and does not include a substantial part of work that has been submitted to qualify for the award of any other degree or diploma in any university or other tertiary institution. I have clearly stated which parts of my thesis, if any, have been submitted to qualify for another award. I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School. I acknowledge that copyright of all material contained in my thesis resides with the copyright holder(s) of that material. Where appropriate I have obtained copyright permission from the copyright holder to reproduce material in this thesis. iii Publications during candidature Garcia, J. (2013, July). Pre-service teachers’ perceptions of cooperative learning in a face- to-face and 3D virtual environment: An exploratory study. Paper presented at the WorldCALL conference, Glasgow, Scotland. Garcia, J., Fan, X. (2014, December). A study of technology-based environment for science and culture learning under a cooperative paradigm. Paper presented at the AARE- NZARE 2014 Conference, Brisbane, Australia. Gregory, S., Gregory, B., Hillier, M., Jacka, L., Farley, H., Stokes-Thompson, F., ... & Warren, I. (2012). Sustaining the future through virtual worlds. Future Challenges, Sustainable Futures: Proceedings Ascilite 2012, 361-368. Publications included in this thesis No publications included. Contributions by others to the thesis No contributions by others. Statement of parts of the thesis submitted to qualify for the award of another degree None. iv Acknowledgements I would like to begin by thanking my advisors, Professor Robyn Gillies and Dr Chris Campbell for their professional expertise and contributions to this thesis, which are gratefully acknowledged. I would also like to thank my panel members, Dr Kim Nichols and Dr Caroline Steel for their professional generosity at each of my milestones. I would also like to the Australian government, and more specifically its AusAID component, without which this journey would not have been possible. The special dedication showed by the whole team, especially Claudia Morales, made my stay a joy and pleasant, thanks for that!!! Friends in need are friends indeed! I would like to give my heartfelt thanks to the wonderful friends that I made in room 533 who provided their friendship, camaraderie and support in difficult moments. I would like to give special thanks to Dr Angelique Howell, Dr-to-be Karen Olave and Dr-to-be Cameron Brooks and to Mr choo-choo Brad Cheney ;)… without your support I wouldn’t have made it! I will see you all again soon for sure ;) A big thanks to my dear friend Kun looking forward to seeing you mate . To my friends Thiem and Febri with whom I started this journey in 2011 all the best!! Also, thanks to my friends and colleagues Huong, Suraiya Hameed, Mr Peyman Abr (well done mate!), Professor X-in X-in ;), Ailie McDowell, for her invaluable help with statistical stuff/analysis when I needed it. To my wonderful editor Pam Tupe, you ARE THE BEST!! and to my newly found friends and colleagues Lya, Stephanie and Sean (thanks for the internet!), Hisham, Eric and Dr Khalid Al Saadi and Saeed Al Muntasheri…thanks for your support. Last but not least, to my family, my father Omar and my mother Rita, my brother Omar ‘Mancho’ and my sister Carmen ‘Moni’ and my cousin Susana Canales (thanks for helping me do the homework when I was a kid prima!!) They have made me the person that I am always in my heart. v Keywords Cooperative group work, Second Life, face-to-face, virtual worlds, pre-service teachers, higher education. Australian and New Zealand Standard Research Classifications (ANZSRC) ANZSRC code: 130306 Educational Technology and Computing, 50% ANZSRC code: 130103 Higher Education, 25% ANZSRC code: 130313 Teacher Education and Professional Development of Educators, 25% Fields of Research (FoR) Classification FoR code: 1303, Specialist Studies in Education, 100% vi List of abbreviations used in the thesis: ANOVA Analysis of Variance ANCOVA Analysis of Co-variance CoI Community of Inquiry CBLEs Computer-Based Learning Environments CVI Content Validity Index GUI Graphical User Interface IM Internal Message MUDs Multi-User Dungeons MOOs Multi-user dungeons Object Orientated MMORPGs Massively Multiplayer Online Role-Playing Games NLP Neuro-Linguistic Programming SL Second Life VWs Virtual worlds VEs Virtual environments VARK Visual, Auditory, Reading and Kinaesthetic ZPD Zone of Proximal Development vii Table of Contents Abstract ........................................................................................................................................... i Acknowledgements ......................................................................................................................... v List of abbreviations used in the thesis: ..........................................................................................vii Table of Contents.......................................................................................................................... viii List of Figures
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