Using Multimedia and Virtual Reality for Web-Based Collaborative Learning on Multiple Platforms

2011 ◽  
pp. 172-203
Author(s):  
Gavin McArdle ◽  
Teresa Monahan ◽  
Michela Bertolotto
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Mobile Devices ◽  
Synchronous Communication ◽  
Web Based ◽  
3 Dimensional ◽  
Learning Content ◽  
Current State ◽  
E Learning ◽  
Communication Methods

Since the advent of the Internet, educators have realised its potential as a medium for teaching. The term e-learning has been introduced to describe this Internet-based education. Although e-learning applications are popular, much research is now underway to improve the features they provide. For example, the addition of synchronous communication methods and multimedia is being studied. With the introduction of wireless networks, mobile devices are also being investigated as a medium to present learning content. Currently, the use of 3-dimensional (3D) graphics is being explored for creating virtual learning environments online. Virtual reality (VR) is already being used in multiple disciplines for teaching various tasks. This chapter focuses on describing some VR systems, and also discusses the current state of e-learning on mobile devices. We also present the VR learning environment that we have developed, incorporating many of the techniques mentioned above for both desktop and mobile devices.

Using Multimedia and Virtual Reality for Web-Based Collaborative Learning on Multiple Platforms

2008 ◽  
pp. 733-764
Author(s):  
Gavin McArdle ◽  
Teresa Monahan ◽  
Michela Bertolotto
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Mobile Devices ◽  
Synchronous Communication ◽  
Web Based ◽  
3 Dimensional ◽  
Learning Content ◽  
Current State ◽  
E Learning ◽  
Communication Methods

Since the advent of the Internet, educators have realised its potential as a medium for teaching. The term e-learning has been introduced to describe this Internet-based education. Although e-learning applications are popular, much research is now underway to improve the features they provide. For example, the addition of synchronous communication methods and multimedia is being studied. With the introduction of wireless networks, mobile devices are also being investigated as a medium to present learning content. Currently, the use of 3-dimensional (3D) graphics is being explored for creating virtual learning environments online. Virtual reality (VR) is already being used in multiple disciplines for teaching various tasks. This chapter focuses on describing some VR systems, and also discusses the current state of e-learning on mobile devices. We also present the VR learning environment that we have developed, incorporating many of the techniques mentioned above for both desktop and mobile devices.

Using Multimedia and Virtual Reality for Web-Based Collaborative Learning on Multiple Platforms

2008 ◽  
pp. 1125-1155
Author(s):  
Gavin McArdle ◽  
Teresa Monahan ◽  
Michela Bertolotto
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Mobile Devices ◽  
Synchronous Communication ◽  
Web Based ◽  
3 Dimensional ◽  
Learning Content ◽  
Current State ◽  
E Learning ◽  
Communication Methods

Since the advent of the Internet, educators have realised its potential as a medium for teaching. The term e-learning has been introduced to describe this Internet-based education. Although e-learning applications are popular, much research is now underway to improve the features they provide. For example, the addition of synchronous communication methods and multimedia is being studied. With the introduction of wireless networks, mobile devices are also being investigated as a medium to present learning content. Currently, the use of 3-dimensional (3D) graphics is being explored for creating virtual learning environments online. Virtual reality (VR) is already being used in multiple disciplines for teaching various tasks. This chapter focuses on describing some VR systems, and also discusses the current state of e-learning on mobile devices. We also present the VR learning environment that we have developed, incorporating many of the techniques mentioned above for both desktop and mobile devices.

Using Multimedia and Virtual Reality for Web-Based Collaborative Learning on Multiple Platforms

2007 ◽  
pp. 118-157
Author(s):  
Gavin McArdle ◽  
Teresa Monahan ◽  
Michela Bertolotto
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Mobile Devices ◽  
Synchronous Communication ◽  
Web Based ◽  
3 Dimensional ◽  
Learning Content ◽  
Current State ◽  
E Learning ◽  
Communication Methods

Since the advent of the Internet, educators have realised its potential as a medium for teaching. The term e-learning has been introduced to describe this Internet-based education. Although e-learning applications are popular, much research is now underway to improve the features they provide. For example, the addition of synchronous communication methods and multimedia is being studied. With the introduction of wireless networks, mobile devices are also being investigated as a medium to present learning content. Currently, the use of 3-dimensional (3D) graphics is being explored for creating virtual learning environments online. Virtual reality (VR) is already being used in multiple disciplines for teaching various tasks. This chapter focuses on describing some VR systems, and also discusses the current state of e-learning on mobile devices. We also present the VR learning environment that we have developed, incorporating many of the techniques mentioned above for both desktop and mobile devices.

Designing Web-Based Educational Virtual Reality Environments

2010 ◽  
pp. 157-178 ◽  
Author(s):  
Kosmas Dimitropoulos ◽  
Athanasios Manitsaris
Keyword(s):  
Distance Education ◽  
Virtual Reality ◽  
Learning Environments ◽  
World Wide ◽  
Virtual Learning Environments ◽  
Virtual Reality Technology ◽  
Web Based ◽  
Learning Content ◽  
The Web

This chapter aims to study the benefits that arise from the use of virtual reality technology and World Wide Web in the field of distance education, as well as to further explore the role of instructors and learners in such a network-centric mode of education. Within this framework, special emphasis is given on the design and development of web-based virtual learning environments so as to successfully fulfil their educational objectives. In particular, the chapter includes research on distance education on the Web and the role of virtual reality, as well as study on basic pedagogical methods focusing mainly on the efficient preparation, approach and presentation of the learning content. Moreover, specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. Finally, an innovative virtual reality environment for distance education in medicine, which reproduces conditions of the real learning process and enhances learning through a real-time interactive simulator, is demonstrated.

Pedagogical Importance of Learner Interface in Web-Based e-Learning Content

2021 ◽  
Author(s):  
S.C.M. de S Sirisuriya ◽  
L. Ranathunge ◽  
S.P. Karunanayake ◽  
N. A. Abdullah
Keyword(s):  
Web Based ◽  
Learning Content ◽  
E Learning

scholarly journals Virtual Reality Simulation: An Innovative Teaching Tool for Dietetics Experiential Education

2015 ◽  
Vol 9 (1) ◽  
pp. 65-75 ◽  
Author(s):  
Anne Davis
Keyword(s):  
Virtual Reality ◽  
Three Dimensions ◽  
Virtual Reality Simulation ◽  
Innovative Teaching ◽  
Web Based ◽  
Educational Benefits ◽  
Web Technologies ◽  
Dietetics Education ◽  
Learning Content ◽  
Visualization Of Data

This paper investigates the role of virtual reality and web technologies in the field of dietetics education. Within this frame, special emphasis is given on the building of web-based virtual learning environments so as to successfully fulfill their educational objectives. In particular, basic pedagogical methods are studied, focusing mainly on the efficient preparation, approach and presentation of learning content, and specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. The paper also aims to highlight the educational benefits arising from the use of virtual reality technology in dietetics and study the emerging area of web-based dietetic simulations. Virtual reality simulation allows the visualization of data in three dimensions and provides interactive functionalities that reinforce the feeling of immersion into a computer-generated virtual world. Finally, the innovative virtual reality environment for dietetics education pedagogy and development is demonstrated.

Authoring Adaptive 3D Virtual Learning Environments

2016 ◽  
pp. 714-733 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
Authoring Tool ◽  
E Learning ◽  
Adaptive Learning Environment ◽  
3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

Gender Differences in E-Learning

2012 ◽  
pp. 175-191
Author(s):  
Richard D. Johnson
Keyword(s):  
Gender Differences ◽  
Learning Environments ◽  
Social Presence ◽  
Peer Communication ◽  
Web Based ◽  
Communication Processes ◽  
E Learning ◽  
Communication Differences ◽  
Using Data ◽  
Course Outcomes

Although previous research has suggested that women may be at a learning disadvantage in e-learning environments, this study examines communication differences between women and men, arguing that women’s communication patterns may provide them with a learning advantage. Using data from 303 males and 252 females, this paper discusses gender differences in course communication processes and course outcomes in a web-based introductory information systems course. Results indicate that women communicated more, perceived the environment to have greater social presence, were more satisfied with the course, found the course to be of greater value, and had marginally better performance than men. Despite the challenges facing women in e-learning environments, the results of this study suggest that e-learning environments that allow for peer to peer communication and connectedness can help females overcome some of these disadvantages. Implications for research and practice are also discussed.

From Memorable to Transformative E-Learning Experiences

2010 ◽  
pp. 402-421
Author(s):  
Pearl Chen
Keyword(s):  
Learning Environments ◽  
Learning Experiences ◽  
Theory And Practice ◽  
Effective Practices ◽  
Experience Design ◽  
Current State ◽  
Learning Contexts ◽  
E Learning

This chapter reviews the current state of theory and practice of experience design and suggests that the notion of experience should be regarded as an essential and unifying theme in guiding a broader perspective of design and study of e-learning. Underlying this chapter is a view that suggests a shift from designing learning environments to “staging” learning experiences. By looking at learning through the prism of experience design, we may begin to discover ways to create compelling, memorable, and transformative e-learning experiences. Some existing models and effective practices in education are considered as viable models for adapting experience design to e-learning contexts. Furthermore, this chapter identifies some converging areas of research from the fields of experience design and education, so as not to reinvent the wheel but to expand our knowledge on designing quality e-learning experiences that are engaging and valued by people.

Strategic Design for Web-Based Teaching and Learning

2011 ◽  
pp. 280-302
Author(s):  
Brian Corbitt ◽  
Dale M Holt ◽  
Stephen Segrave
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Technology Infrastructure ◽  
Web Based ◽  
Strategic Design ◽  
New Concepts ◽  
E Learning ◽  
Education Design ◽  
And Function ◽  
Academic Teacher

Deakin University has established and integrated a major, corporate technology infrastructure to unify and enhance its on campus and distance education. This environment is called Deakin Online. Efforts to realise its potential for creating enduring teaching and learning benefits are understood in the context of the University’s commitment to ’relevance, responsiveness and innovation’. How are these values and benefits realised in an evolving, educational enterprise using the new digital, corporate technologies and new concepts of organisational structure and function? We argue for the transforming influence of a new academic teacher role, new forms of academic development and open collegiality. Moreover, changes in role and process need to be grounded in systemic, organisation wide and program wide approaches to designing and working within comprehensively conceived, contemporary learning environments. We argue for system wide education design, situating e learning within broader curricular and pedagogical concerns to create enduring benefits in the learning environments of higher education.

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