Virtual Learning

2018 ◽  
pp. 156-176 ◽  
Author(s):  
Jennifer L. Penland ◽  
Kennard Laviers ◽  
Elbert Bassham ◽  
Victor Nnochiri
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Distance Learning ◽  
Classroom Management ◽  
User Involvement ◽  
Virtual Reality Technology ◽  
Major Player ◽  
Challenges And Opportunities ◽  
Multi Media ◽  
Over Time

Virtual reality (VR) is now becoming a major player in education. When first introduced into schools, computer technology and multi-media content were riveted by its newness. Over time, more higher education institutions began to use newer technologies online or distance classes that could be taken from home. Unfortunately, many students have difficulty acquiring the same experience when learning with most classroom management software (CMS). Virtual reality technology is taking user involvement to the next level of immersion and is postured to change the landscape of education in a very significant way. This chapter examines methods of employing VR to maximize benefits to the student as well as the challenges and opportunities for using VR for distance learning. Finally, emerging research and developments in VR is discussed.

Higher Education in Developing Countries

2018 ◽  
pp. 18-39
Author(s):  
Amir Manzoor
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Distance Learning ◽  
Developing World ◽  
Higher Education Institutions ◽  
International Standards ◽  
Global Knowledge ◽  
Economic Activities ◽  
Challenges And Opportunities ◽  
Open And Distance Learning

Due to globalization of economic activities and increased scope of higher education, higher education has become a priority agenda for countries around the globe. In order increase opportunities of higher education, institutions of higher education must enhance their quality and access through open and distance learning while following national and international standards. For developing countries, higher education opportunities through open and distance learning are important for economic prosperity and participation in global knowledge economy. Globalization has created numerous challenges and opportunities for higher education. These challenges are more significant for developing countries because of limited resources. At the same time, meeting these challenges is a top priority of developing world. This chapter examines numerous challenges faced by higher education in developing countries. The chapter also discusses how higher education institutions in developing world can use open and distance learning to cope up with these challenges.

Wireless in the Classroom and Beyond

2011 ◽  
pp. 309-320
Author(s):  
Jay Dominick
Keyword(s):  
Higher Education ◽  
Wireless Networks ◽  
Classroom Management ◽  
Data Networks ◽  
Wireless Data Networks ◽  
Campus Network ◽  
Wireless Data ◽  
Cooperative Management ◽  
The University ◽  
Over Time

The deployment of wireless data networks at American institutions of Higher Education has increased dramatically since the establishment of the 802.11 standards by the IEEE. These networks are generally deployed as extensions of the campus network to provide additional functionality to an increasingly mobile student population. As these networks become ubiquitous, they will increasingly be used for both classroom management and business m-commerce applications. Institutions with or considering wireless networks are advised to establish policies for the cooperative management of bandwidth, spectrum and security. Over time, the deployment of ubiquitous, standards-based networks will enable the deployment of an entirely new set of applications that will be useful throughout the university.

Developing On-Campus and Distance Learning Systems in Higher Education

2019 ◽  
pp. 91-106
Author(s):  
Vimbi Petrus Mahlangu
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Structuration Theory ◽  
Learning Systems ◽  
University Education ◽  
Digital Resources ◽  
Use Of Technology ◽  
Challenges And Opportunities

The purpose of this chapter is to argue that developing on-campus and distance learning systems in higher education will depend largely on developments in mobile technology. Structuration theory will be used in understanding on-campus and distance learning systems in higher education. It can assist institutions to consider questions of why the use of technology must not be taken for granted and what might be the challenges and opportunities of technology. Developments in mobile technology are widening the space of learning in on-campus and distance learning systems in higher education by allowing flexible and instant access to rich digital resources. Mobile learning can also play a significant supplemental role within university education. Challenges facing on-campus and distance learning systems is meeting the ever increasing and diversified demands for higher education. Universities, which adopt on-campus, distance learning systems, and become dual-mode institutions, consider the mode to be one of the strategies through which they can achieve increased enrolments.

scholarly journals Animation + Agricultural Microbiology Insterdisciplinary VR Curriculum Development in the Background of Industry–Academia Collaborative Education

2020 ◽  
Vol 145 ◽  
pp. 01001
Author(s):  
Xianzhi Tu ◽  
Jue Xin ◽  
Rong Zhang
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Curriculum Development ◽  
Research And Development ◽  
Interdisciplinary Research ◽  
Colleges And Universities ◽  
Virtual Reality Technology ◽  
Teaching And Research ◽  
Teaching Content ◽  
Agricultural Sciences

Since the teaching in colleges and universities is divided into disciplines according to knowledge fields, so there is distinct boundary between disciplines in actual teaching, which leads to the lack of interdisciplinary thinking and cross-professional knowledge of students, and it also becomes difficult for colleges and universities to cultivate talents. The development of the new era places new demands on higher education. The construction of new liberal arts and new agricultural sciences requires innovative research on interdisciplinary research methods, talent training models, and research and development of the teaching content. VR virtual reality technology is used to carry out interdisciplinary research on animation teaching and agricultural microbiology teaching, and develop new curriculum, which can effectively enhance the effectiveness of teaching in various disciplines, and open up new teaching content and research ideas for animation and agricultural microbiology courses. Virtual reality technology and digital animation art provide an interactive and immersive teaching experience for the teaching and research of agricultural microbiology, and also inspire new ideas for teaching and research of new agricultural sciences. The content of agricultural microbiology provides research content for the creation of animation arts and expands the space for technology research and development. This article will discuss from the perspective of research background and research analysis, promote the development of interdisciplinary research in higher education, and also explore the research model of interdisciplinary curriculum development.

Virtual reality technology as possible electronic educational tool for development of practical skills in model of formation during transition of universities to distant education

2020 ◽  
pp. 71-85
Author(s):  
A.V. Shymchenko ◽  
◽  
E.O. Kasyanenko
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Virtual Reality ◽  
Practical Training ◽  
Learning Tools ◽  
Highly Qualified ◽  
Virtual Reality Technology ◽  
Face To Face ◽  
To Come ◽  
New Generation

Researched is the problem, connected with the fact, that due to the growing interest in attracting the model of electronic distance education, it is relevant to assess the capabilities of digital tools and electronic educational platforms in the training of highly qualified specialists. Consideration of systems and platforms of electronic distance education that are in demand within the framework of the implementation of higher education programs allows us to come to the conclusion about the active use of video, audio, text and graphic methods of presenting educational information. At the same time, the results of the completed review and analysis of the requirements for a number of higher education areas demonstrate the need to form students' applied skills of physical labor. However, the absence of a kinesthetic way of perceiving information does not allow to properly consider existing solutions in the field of distance education as an effective alternative to the traditional “face-to-face” interaction between a student and a teacher in the framework of laboratory and practical training sessions. The obtained conclusion reflects the presence of a significant limitation for the preparation of a number of specialties exclusively through e-distance learning tools. Overcoming this limitation is possible by attracting new solutions based on modern digital technologies, such as virtual reality (VR), cloud computing and new generation telecommunications technologies. The potentialities of such solutions were compared with the capabilities of virtual simulators and laboratories used today. On the other hand, possible solutions were assessed from the standpoint of existing risks and limitations associated primarily with overestimated expectations for the effectiveness of these technologies.

Variations in student perceptions of service quality of higher education institutions in Brazil

2017 ◽  
Vol 25 (4) ◽  
pp. 394-414 ◽  
Author(s):  
Domingos Fernandes Campos ◽  
Guido Salvi dos Santos ◽  
Felipe Nalon Castro
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Data Collection ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Higher Education Institutions ◽  
Learning Approaches ◽  
Content Type ◽  
Over Time

Purpose The purpose of this paper is to examine, through a longitudinal study, undergraduate student perceptions of service expectations, priorities and quality of the higher education institution that they attend, using an importance–performance rating matrix. Design/methodology/approach This research was carried out with students exposed to a new type of educational program that combines face-to-face encounters with distance learning experiences. Respondents belong to five graduate courses in management. Data collection was performed at five different time points, targeting all attending students as they continued their studies. Findings The findings showed that the students’ expectations of the set of factor-defined dimensions and attributes studied increased notably over time. Senior students tended to be more demanding than beginning students. Aside from the comfort levels of the classroom, the attributes rated as most important by the majority of students were directly linked to the professors, whether with respect to their practical experience, teaching methods, motivation or training received. This was the case at each stage of data collection. Practical implications The importance × performance gaps matrix offers managers at higher education institutions with information to support decisions, especially with regard to setting priorities. The information obtained enables managers to align actions with emerging areas of need, and effectively direct resources to ensure student satisfaction, retention and loyalty. Using importance ratings taken at different stages of student interaction with the institution was found to be useful at the institution investigated. Institutions could attract new student customers by meeting expectations with such trend data. Originality/value The current research captured students’ changes in expectations of their undergraduate coursework that combined classroom and distance learning approaches. In addition, the study documented variations over time in students’ perceptions on key service areas. The paper provides data on student-perceived priorities, quality gaps and criticality levels, seen both at a level of aggregate dimensions and at the level of individual service attributes.

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