Direct instruction (PowerPoint presentations, lectures) often imposes hierarchical classroom structures where the teachers are considered experts, imparting knowledge to passive learners. However, the emergence of tools like Multi-User Virtual Environments (MUVEs) encourages the creation of democratic learning environments. We hypothesize that these tools lead to higher degrees of civil discourse within the classroom and create transformative learning trajectories for students, allowing them to create shared purpose to incite social change. By comparing reflectivity displayed in weekly students' blogging assignments in a classroom using an MUVE (Second Life), and one using direct instruction, we sought to gauge the effect MUVEs had on students' reflectivity with the passage of time. Results indicated that MUVEs facilitated more critical reflection and transformative learning trajectories as compared to direct instruction frameworks.