Research in the literature has suggested that virtual worlds can be an environment in which informal learning by participants can succeed through communication and collaboration (Steinkuehler 2004; Shaffer et al 2004; Childress & Braswell 2006; Gee 2007, 2008; Steinkuehler & Duncan 2008; Harteveld & Bekebrede 2010; Wehner et al 2011), and that it would be valuable to investigate the extent to which the processes and principles underpinning this informal learning can be translated to a formal learning context (Connolly & Stansfield 2006; Wubbels 2007; Oliver & Carr 2009; Cerone & Sowe 2010). The literature shows, however, a distinct evidence gap (de Freitas 2007; Connolly et al 2007; Wouters et al 2009). This article reports on the initial findings from empirical research currently in progress using a specific immersive online 3D environment, UNITE, to enhance collaboration and communication among tertiary students, and which is guided by constructivist learning principles. UNITE was constructed using Open Wonderland, an open source toolkit for creating 3D virtual worlds. Within the context of a particular set of constructivist principles, discussed in this paper, which guided the development of UNITE, a more active approach to learning was adopted by the students, as compared to more passive traditional teaching methods. In using the UNITE virtual environment students are more cognitively engaged, learning is more hands-on, and the social component of learners interacting and supporting each other is emphasised in undertaking the learning activities.