Research Development Paper 1

Research Development Paper

Molly Frendo

CEP 900/932
Dr. Koehler and Dr. Roseth
July 24, 2010
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Statement of Research Interests

My research integrates the fields of volunteer management, educational technology,

and virtual community development to study new trends in virtual volunteering and the

role of technology in civic engagement for youth and volunteers. More specifically, I am

focused on understanding what motivates volunteers to participate in virtual communities,

how this participation may lead to a deeper connection to service organizations, and  how

participation in an online volunteer community can improve learner outcomes and

volunteer satisfaction. Additionally, I am interested in engaging youth in non-formal

experiential education with and through technology.

Experts in the Field

As I work towards a better understanding of my research interests, it becomes

apparent that I will need to combine research from experts in the fields of volunteer

management, educational technology, and virtual community development. Some experts

in the field of volunteer management include Sarah Rehnborg, Dale Safrit, Mary Merrill,

Susan Ellis, and Milton Boyce. Through gaining a better understanding of what works in a

face-to-face setting with interviewing, screening, orienting, training, supporting, utilizing,

retaining, and evaluating volunteers, I will be able to consider the ways in which those

critical tasks can be accomplished in a virtual setting. Additionally, critical work being

done in understanding the motivation of volunteers will help to inform my research. In the

field of educational technology, I hope to look at the TPACK framework developed by

Punya Mishra and Matthew Koehler to see if successfully translates to the training and

education of volunteers. Howard Rheingold is a well-cited expert in the field of virtual

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communities. His work is the base for a wide expanse of knowledge on the ways in which

virtual communities can bring individuals together. Robert Putnam’s work on social

capital will also prove invaluable as I work to better understand how technology impacts

citizenship and civic engagement.

Annotated Bibliography

In building an initial list of research to review for my research development paper, I

sought articles that discussed virtual communities and the development of civic engagement and

social capital through those communities and online volunteering or service learning. Many

interesting and provocative articles, books, and commentaries emerged; out of those, I selected

these six to be the ones I focused on to gain a better understanding of the scholarship that has

been conducted to date about my research interests or similar areas. Throughout my process, I

did not find research that specifically discussed interactive virtual volunteer communities that

enhanced the experience and support of face-to-face volunteers and created new volunteer

opportunities online. My research will require me to take a cross-disciplinary approach in order

to find more substantive answers to my questions.

Bers, M., & Chau, C. (2006). Fostering civic engagement by building a virtual city. Journal of

Computer-Mediated Communication, 11, 748-770.

This article focuses on the development of civic engagement in adolescents using Zora,

which is a three-dimensional virtual environment. In it, youth are encouraged to design their own

city, structure their society and its values, and engage in civic conversations with one another.

This pilot study utilized both qualitative and quantitative data. Researchers coded the interactions

of twelve youth (ages 11-17) who volunteered to participate in the workshop over nine sessions.
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Data were coded according to civic actions and civic discourse. The researchers define

participation in civic actions within Zora as creating hero/villain objects and adding values to the

community’s definitions. Civic discourse consisted of civic dialogues (conversations) and civic

deliberations (debate and arriving at consensus). The authors rank civic deliberations at the

highest level of civic engagement in Zora. Though the authors acknowledge that their sample is

exceptionally small and not especially generalizable, the data indicate that Zora has a great

potential to serve as a safe space online for youth to engage in conversations about civic

participation. Through this online community, youth had an opportunity to define their own

values and beliefs while also learning about the values and beliefs of the other participants. They

were able to gain a richer perspective and build empathy for others and build a common

community with diverse opinions. This exploratory study helps to lay the ground work for future

research connecting the civic engagement education of youth in a virtual setting to see if there is

a positive correlation to civic engagement offline. Additionally, the authors suggest that future

research could determine if adding an adult facilitator could enhance the positive youth

development aspects of Zora and enhance civic engagement.

As I consider my own work, this research is relevant because it speaks to the potential of

online communities to promote civic engagement. According to the Project on Civic Reflection

(www.civicreflection.org), volunteers who participate in ongoing conversations about civic

engagement through the process of civic reflection are more satisfied with their experience.

Further, the authors point to some key questions I would like to explore more in my research:

how do individuals create a virtual identity that allows them to feel “present” in the community?

How do we create shared goals and move forward with group agendas in an online community?

What is the democratic process like in an online community? Additionally, this article pushed
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me to consider the ways in which youth could be engaged in non-formal experiential educational

opportunities that promote active citizenship and civic engagement.

Bers, M., Beals, L., Chau, C., Satoh, K., Blume, E., & DeMaso, D. (2010). Use of a virtual

community as a psychosocial support system in pediatric transplantation. Pediatric

Transplantation, 14, 261-267.

In this article, the authors discuss the use of Zora as a platform for a virtual community

populated by pediatric transplant patients. Their goal was to create an environment where

patients could decrease feelings of isolation, learn about their medical treatment adherence, and

share their stories. The mixed method study analyzed measures of central tendency to quantify

community participation and coding of data provided during chats, home visits, and phone

interviews. Many participants in the study described an increased sense of normalcy, enhanced

self-concept and ability to contribute to the community, and an expanded social network. The

virtual community was carefully monitored by researchers and project coordinators to ensure

safety of participants and also take them through a curriculum on using the technology,

collaborating on ideas and shared visions, and coming up with strategies for taking medicine or

transitioning to college life as a transplant patient. Several of the participants developed face to

face friendships as a result of Zora and one used her experience on Zora to educate her teacher

and classmates about the impact of organ donation. Though the study size was small, the

research indicates that the use of a virtual community could provide support to an isolated and

vulnerable population beyond geographic barriers.

This article supports my research interests in several ways. First, it described how the

author of another one of my annotation articles used the virtual environment Zora in different
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and complex ways. I am interested in virtual community platforms that are flexible and easily

adapted for unique purposes. For instance, many organizations work with multiple kinds of

volunteers; therefore, one standard virtual community might not meet everyone’s needs. Rather

than forcing organizations to purchase and learn multiple platforms, it seems most appropriate to

think about adapting existing ones for new purposes. Second, this article made critical points

about the ways in which virtual communities can support vulnerable and underserved youth

populations in out of school settings. Volunteers could be trained to facilitate virtual

communities and engage populations of youth who might not otherwise be able to participate in

non-formal experiential education. Finally, this article points to some of the ways in which

virtual communities might transfer over to a participant’s offline life. If an individual’s

participation in a virtual community is transformative enough (as this study indicates), he or she

may be compelled to change behaviors in reality.

Cravens, J. (2006). Involving international online volunteers: factors for success, organizational

benefits, and new views of community. The International Journal of Volunteer

Administration, XXIV(1), 15-23.

Cravens conducted a survey of organizations who utilize international virtual volunteers

in the developing world deemed “outstanding” by the United Nations Volunteer Program

between 2002-2005. The goal of the survey was to identify how virtual volunteers are thought of

in relation to staff members, how organizations provided support to online volunteers, how

online volunteers built organizational capacity, and the necessary infrastructure of organizations

who utilize virtual volunteers. Cravens provides a standard definition of virtual volunteering:

volunteer activities that are completed, in whole or in part, via the Internet on a home, work, or
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public access computer, usually in support of or through a mission-based organization.

Organizations need to have staff with excellent communication and literacy skills as well as the

technology capabilities. These organizations shared that they used virtual volunteers to do many

of the things asked of their onsite volunteers, but that virtual international volunteers also offered

a more global perspective and increased diversity. Some of the critical factors for success

mentioned included: frequent and timely communication, regular reporting, stringent screening

and pre-service requirements, clear instructions and position description, and placing virtual

volunteers amongst teams of other virtual volunteers.

As someone who has worked in the field of volunteer management and is very familiar

with research on best practices in the field, Cravens’ article helped me to connect what I know

about face-to-face volunteers with virtual volunteers. Milton Boyce pioneered the ISOTURE

model of volunteer management, which stands for interview, screen, orient, train, utilize,

recognize, and evaluate. All of these components need to be actualized in order to run highly

effective volunteer programs. This article helped me to better understand how the ISOTURE

model would translate to virtual volunteers. It was clear that requirements for online volunteers

should not be less rigorous than an organization requires for its face-to-face volunteers.

Additionally, online volunteers need frequent communication and feedback in order to keep

them motivated. In sum, the article helped to demystify virtual volunteers and provide

information about necessary components to consider when including virtual volunteers as part of

an organization.

Guthrie, K., & McCracken, H. (2010). Making a difference online: facilitating service-learning

through distance education. Internet and Higher Education, 13, 153-157.

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In this article, Guthrie and McCracken discuss two case studies of online service-learning

courses at the University of Illinois Springfield. The researchers discuss the role of service-

learning in helping universities meet their service mission within the context of new trends in

increased enrollment in online courses. In the courses described, some students choose to

volunteer virtually while others select local service organizations approved by the university.

Students are required to complete 60 hours of service during the course of the semester and also

create a personal service action plan in which they tie learning outcomes to their service

activities and indicate what resources might be needed to support their learning. They also create

indicators that will measure that outcomes are being met. Students also are required to participate

in reflection on their service, a critical component of service learning pedagogy, in both public

and private (discussion forums and journals) ways on the online learning platform. The case

studies show that service learning is effective in online courses and that the majority of the

challenges are very similar to general challenges associated with virtual learning. Many students

continue to be involved in service long after the course is over.

This article informs my research because it shows that the benefits of service learning

pedagogy can translate to an online educational environment. As with all online courses, careful

attention needs to be paid to how discussion questions and assignments are written and

facilitated. In my experience, service learning can intimidate educators and I would assume that

this would carry through to apply to virtual learning. However, the benefits of experiential

learning, increased civic engagement, and connection to the community appear to be worth the

additional efforts required to make service learning successful. In my own research, I will

consider how the learning activities described in the case study could translate to non-formal

experiential civic engagement opportunities for youth through technology.

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Kollack, P., & Smith, M. (Ed.). (1999). Communities and cyberspace. New York, NY:

Routledge.

In the book chapter entitled, “Net surfers don’t ride alone: Virtual communities as

communities,” authors Barry Wellman and Milena Gulia discuss the role of the Internet in the

changing scope of community. They discuss the extreme views taken by both advocates and

critics of the Internet and explain how they are not research-based; rather, these viewpoints tend

to ignore important information and put Internet usage in context. Originally written in 1997, this

piece describes the different kinds of social ties fostered by the Internet and how online

communication both positively and negatively affects the speed at which these relationships

grow. In many cases, Internet communities mirror more generally the cultural trend where

people have less significantly close ties and more acquaintances.

Because this book chapter was written in 1997, the information it contains is valuable

from a historical perspective. Though many of the functions discussed in the article (Internet

Relay Chat, Electronic Bulletin Boards, etc.) are outmoded forms of online communication, it

was interesting to see how much of the debate surrounding the ability to foster a sense of

community online remains the same. Conversations about the Internet increasing diversity,

building social capital, and connecting people both locally and globally continue today. Much of

the research that Wellman and Gulia seek for further information has been conducted; however,

the ongoing conversation continues because new forms of technology are always emerging. As I

consider the implications of this for my own research, it becomes apparent that it is more useful

to think not necessarily of the types of technology that exist (i.e., IRC, social networking,

MMOs, MUDs, etc) but instead to consider the functions of these tools. Though the

sophistication of these technologies has evolved, their essence remains the same. Because the
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Internet is driven by people hoping to better educate, connect, and entertain themselves, new

tools arise based on socio-cultural trends. As someone who is interested in better understanding

the role of technology in community life and education, I need to remember not to become too

personally invested in one particular technology; rather, I need to be mindful of the affordances

of technology as they relate to my desired outcome.

Steinkuehler, C., & Williams, D. (2006). Where Everybody knows your (screen) name: online

games as "third places". Journal of Computer-Mediated Communication, 11, 885-909.

In this article, Steinkuehler and Williams argue that massively multiplayer online games

(MMOs) contribute to social engagement by functioning as a “third space” for individuals to

interact with one another, collaborate, and participate in dialogue. Their theoretical framework

combines two approaches; first, they discuss MMOs as a virtual “third space” as defined by

Oldenburg (1999) and second, they examine MMOs’ ability to develop an individual’s social

capital as defined by Putnam (2000). The authors combine quantitative and qualitative

approaches, examining data from 750 randomly assigned participants in the quantitative portion

and conducting an ethnography of game participants over the course of two years. Their results

indicate that the structure of the MMOs studied fit Oldenburg’s criteria for “third spaces”

(neutral ground, level playing field, conversation is the main activity, accessibility and

accommodation, presence of regulars, ability to maintain a low profile, a playful mood, and a

home away from home). As such, the players are likely to build bridging social capital (i.e. the

ability to connect with new people and experience different ideas) but do not often build bonding

social capital (deep personal connections). The authors are able to clearly make the case that
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video games can function as a “third space;” however, I do not feel as though they effectively

argue that participation in MMOs build social capital beyond the world of the MMO.

This article informs my research by helping me to consider the roles of games in virtual

communities. Games provide participants with an opportunity to take on roles and have a

purpose while in an online community. Essentially, for individuals who might be hesitant to

participate in a virtual community, a game might give them something to do while they become

accustomed to the notion. The authors make a good case about how much conversation goes on

in MMOs that does not necessarily relate to the game; instead, individuals learn about one

another in an environment where real world hierarchies matter less. Additionally, this article was

helpful in furthering the work of Putnam’s argument about television destroying social capital

(1995). New technologies are not one sided like television; in many ways, the world of the MMO

or other social networks can be similar to walking in to any “third space” like a local coffee shop

or tavern because individuals participate in virtual communities rather than merely consuming

information.

Agenda: Next Steps

As we approach the end of our first semester in the hybrid EPET doctoral program, I

consider how I will continue to further my research goals beyond this semester. In reflecting on

the process of writing my research development paper, it became clear that this is still the area in

which I want to continue my studies. In my professional life, I am motivated to do my job well

by the hundreds of volunteers and staff who rely on me for support as they work with youth. I

have found that technology has been an invaluable resource and I am passionate about the ways

in which it can improve our programming with volunteers and youth. Throughout the experience

of developing my research interests, the information I have encountered has given me exciting
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ideas to enhance my work. In turn, my work will continue to drive and inform my research

interests.

Over the next few months, the focus of my job will be shifting to allow for an even

greater emphasis on technology integration. As I adjust to these new responsibilities, I intend to

implement some of the many ideas that have come to me during this process. For instance, I will

be piloting one of our day-long face-to-face workshops for staff development as a three week

online course. This small project will help me better understand how hard skills can be taught

and assessed virtually. One of my new responsibilities will be to design a virtual community for

youth from military families in three states to learn about physical fitness and nutrition; this

community will allow them to track time spent outdoors engaging in physical activity. As is the

challenge with many grant-funded projects, I was asked to participate in this project after funds

were received. The parameters of the project are not necessarily how I would have designed

them; as a result, I will be relying heavily on concepts learned during my first semester in order

to encourage youth and volunteer motivation to participate in this community.

After nearly completing this semester, I realize how much I have learned and how much I

have yet to learn. Reading research related to the various components of my own research

interests has made me hungry to discover the places in which the various fields intersect. For

instance, is there an overlap between virtual communities and volunteer support? As students

engage in service learning through online courses, is the learning community transformed into a

“third space”? We understand what motivates students in online courses and we understand what

motivates volunteers – can those areas be combined to better understand what motivates

volunteers to give their own time to participate in an online community? There are many

questions I would like to answer and concepts I need to better understand, many of which are
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still unknown to me. I look forward to discovering new questions and new ideas as I continue

with my coursework and reading.