ANDRAGOGICAL CHARACTERISTICS AND EXPECTATIONS OF UNIVERSITY OF HAWAI‘I ADULT LEARNERS IN A 3D MULTI-USER VIRTUAL ENVIRONMENT A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION AUGUST 2012 By Rebecca L. Meeder Dissertation Committee: Ellen Hoffman, Chairperson Curtis Ho Paul McKimmy Peter Leong Katherine Ratliffe Keywords: Andragogy, virtual worlds, Second Life ACKNOWLEDGEMENTS This dissertation is dedicated to my dad who has supported me over the years. Without him, I would not be where I am in my academic career. He not only supported me financially, but kept reminding me to persevere and never give up. I am so very grateful. I would also like to thank my fiance, Adrian Tortuga. He supported me during the arduous times of research and study for this dissertation. He is one of my greatest sources of encouragement. This dissertation would also not be possible if not for my wonderful committee members, Dr. Ellen Hoffman, Dr. Curtis Ho, Dr. Peter Leong, Dr. Paul McKimmy, and Dr. Katherine Ratliffe. It would have been next to impossible to write this without their help and guidance. I would to express much mahalo for their time, support, and encouragement through the entire dissertation process. I would like to especially acknowledge those who took the time to volunteer for my study. I know this study took a lot of time and commitment out of your busy schedules, but I greatly appreciate it. Without you, this dissertation would not be possible. Finally, I would like to acknowledge the various researchers and experts within the field of virtual worlds for helping me out. Many times I had emailed in a panic for a copy of your work and you sent it to me right away without question. Thank you for your support and for paving the way for this research to happen. ii ABSTRACT The purpose of this study was to discover which andragogical characteristics and expectations of adult learners manifested themselves in the three-dimensional, multi-user virtual environment known as Second Life. This digital ethnographic study focused specifically on adult students within the University of Hawai‘i Second Life group and their learning characteristics and expectations within Second Life. Methods used for data collection included participant observation of four University of Hawai‘i classes, faculty interviews, and student focus groups. All data collection occurred within the Second Life environment. Fifty-five students were involved in the observation portion of the study, six students were involved in the focus groups, and three instructors participated in the interviews. Andragogical characteristics and expectations were observed to be manifested by the adult learners. The faculty interviews and student focus groups confirmed these characteristics. Pedagogical characteristics and expectations were observed and confirmed in the focus groups and interviews as well. Constant comparative method was used to categorize and analyze the data. The analysis of the data revealed a relationship between the andragogical and pedagogical characteristics. Results indicate that the use of pedagogical instruction by instructors may result in the manifestation of andragogical characteristics by adult learners within the Second Life environment. However, more research is needed to confirm the relationship between the two. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................. ii ABSTRACT ...................................................................................................................... iii LIST OF TABLES .......................................................................................................... vii LIST OF FIGURES ....................................................................................................... viii CHAPTER 1. INTRODUCTION ................................................................................... 1 Statement of the Research Problem ................................................................................ 2 Research Purpose ............................................................................................................ 4 Questions Under Investigation ........................................................................................ 5 Significance of the Study ................................................................................................ 5 Conceptual Framework ................................................................................................... 6 Overview of Study Design .............................................................................................. 9 Study Limitations and Delimitations ............................................................................ 11 Definitions..................................................................................................................... 14 Summary ....................................................................................................................... 15 CHAPTER 2. REVIEW OF LITERATURE .............................................................. 16 History and Principles of Adult Learning ..................................................................... 16 From Pedagogy to Andragogy .................................................................................. 17 Recent Research on Andragogy ................................................................................ 22 Criticisms of Andragogy ........................................................................................... 24 Evolution of Andragogy ........................................................................................... 25 Issues in Adult Learning Online ................................................................................... 27 Change in Expectations............................................................................................. 27 Online Andragogy ..................................................................................................... 28 Criticisms of Andragogy and Online Education ....................................................... 32 Adult Learners in Multi-user Virtual Environments ..................................................... 32 iv What is a Multi-user Virtual Environment?.............................................................. 32 Second Life as an Example of a MUVE ................................................................... 35 MUVEs in Higher Education .................................................................................... 38 Recent Research on MUVEs in Education ............................................................... 41 Recent Research on Adult Learners in MUVEs ....................................................... 43 Summary ....................................................................................................................... 45 CHAPTER 3. METHODOLOGY ................................................................................ 46 Research Design............................................................................................................ 46 Participants and Context ............................................................................................... 48 Participants ................................................................................................................ 48 Study Setting ............................................................................................................. 52 Instrumentation ............................................................................................................. 55 Pilot Studies and Instrument Development............................................................... 56 Focus Group Questions ............................................................................................. 58 Faculty Interview Questions ..................................................................................... 59 Participant Observation Protocol .............................................................................. 60 Data Collection ............................................................................................................. 60 Observations of SL Classes ...................................................................................... 61 Student Focus Groups ............................................................................................... 62 Faculty Interviews ..................................................................................................... 63 Data Analysis ................................................................................................................ 64 Collecting and Coding Data ...................................................................................... 65 Comparing the Two Groups...................................................................................... 65 Verification ................................................................................................................... 66 Summary ....................................................................................................................... 68 CHAPTER 4. DATA ANALYSIS AND RESULTS ................................................... 69 Self-directed Learning and Responsibility...................................................................