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A Proposed VR Platform for Supporting Blended Learning Post COVID-19

Simon Colreavy-Donelly Orcid Logo, Alan Ryan Orcid Logo, Stuart O’Connor Orcid Logo, Fabio Caraffini Orcid Logo, Stefan Kuhn Orcid Logo, Salim Hasshu Orcid Logo

Education Sciences, Volume: 12, Issue: 7, Start page: 435

Swansea University Author: Fabio Caraffini Orcid Logo

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DOI (Published version): 10.3390/educsci12070435

Abstract

The COVID-19 pandemic caused a shift in teaching practice towards blended learning for many higher education institutions. This led to the rapid adoption of certain digital technologies within existing teaching structures as a means to meet student access needs. This paper is an attempt to summarise...

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Published in: Education Sciences
ISSN: 2227-7102
Published: MDPI AG 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa60899
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first_indexed 2022-09-23T11:31:42Z
last_indexed 2023-01-13T19:21:22Z
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spelling 2022-09-23T12:33:45.9189831 v2 60899 2022-08-28 A Proposed VR Platform for Supporting Blended Learning Post COVID-19 d0b8d4e63d512d4d67a02a23dd20dfdb 0000-0001-9199-7368 Fabio Caraffini Fabio Caraffini true false 2022-08-28 SCS The COVID-19 pandemic caused a shift in teaching practice towards blended learning for many higher education institutions. This led to the rapid adoption of certain digital technologies within existing teaching structures as a means to meet student access needs. This paper is an attempt to summarise and extend pre-COVID-19 pedagogical research to leverage digital immersive technologies for blended teaching in the post-pandemic era. This paper forms both a review of these methodologies and a case study of the I-Ulysses Virtual Learning Environment as an example of a platform that leverages such immersive digital technologies and employs instrumental use of VR. To further clarify, the purpose of the paper is to describe and propose a distance learning solution with immersive VR qualities; this is what the I-Ulysses environment represents, as the main obstacle to learners of site-specific information during the pandemic has been lack of on-site accessibility. Furthermore, this is of key importance, because Joyce’s novel takes place in historical Dublin, where access to the physical location of the story is indispensable to a reader. Journal Article Education Sciences 12 7 435 MDPI AG 2227-7102 audio-visual technologies; blended learning; pedagogy; virtual learning environments; virtual reality 24 6 2022 2022-06-24 10.3390/educsci12070435 COLLEGE NANME Computer Science COLLEGE CODE SCS Swansea University This research received no external funding. 2022-09-23T12:33:45.9189831 2022-08-28T18:51:21.9639911 Faculty of Science and Engineering School of Mathematics and Computer Science - Computer Science Simon Colreavy-Donelly 0000-0002-1795-6995 1 Alan Ryan 0000-0001-8422-4287 2 Stuart O’Connor 0000-0001-9029-269x 3 Fabio Caraffini 0000-0001-9199-7368 4 Stefan Kuhn 0000-0002-5990-4157 5 Salim Hasshu 0000-0003-3158-4363 6 60899__25200__b4f09eae130d47c3ae9a724a141cf484.pdf 60899_VoR.pdf 2022-09-23T12:32:36.8579111 Output 1838422 application/pdf Version of Record true © 2022 by the authors.This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license true eng https://creativecommons.org/licenses/by/4.0/
title A Proposed VR Platform for Supporting Blended Learning Post COVID-19
spellingShingle A Proposed VR Platform for Supporting Blended Learning Post COVID-19
Fabio Caraffini
title_short A Proposed VR Platform for Supporting Blended Learning Post COVID-19
title_full A Proposed VR Platform for Supporting Blended Learning Post COVID-19
title_fullStr A Proposed VR Platform for Supporting Blended Learning Post COVID-19
title_full_unstemmed A Proposed VR Platform for Supporting Blended Learning Post COVID-19
title_sort A Proposed VR Platform for Supporting Blended Learning Post COVID-19
author_id_str_mv d0b8d4e63d512d4d67a02a23dd20dfdb
author_id_fullname_str_mv d0b8d4e63d512d4d67a02a23dd20dfdb_***_Fabio Caraffini
author Fabio Caraffini
author2 Simon Colreavy-Donelly
Alan Ryan
Stuart O’Connor
Fabio Caraffini
Stefan Kuhn
Salim Hasshu
format Journal article
container_title Education Sciences
container_volume 12
container_issue 7
container_start_page 435
publishDate 2022
institution Swansea University
issn 2227-7102
doi_str_mv 10.3390/educsci12070435
publisher MDPI AG
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Mathematics and Computer Science - Computer Science{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Mathematics and Computer Science - Computer Science
document_store_str 1
active_str 0
description The COVID-19 pandemic caused a shift in teaching practice towards blended learning for many higher education institutions. This led to the rapid adoption of certain digital technologies within existing teaching structures as a means to meet student access needs. This paper is an attempt to summarise and extend pre-COVID-19 pedagogical research to leverage digital immersive technologies for blended teaching in the post-pandemic era. This paper forms both a review of these methodologies and a case study of the I-Ulysses Virtual Learning Environment as an example of a platform that leverages such immersive digital technologies and employs instrumental use of VR. To further clarify, the purpose of the paper is to describe and propose a distance learning solution with immersive VR qualities; this is what the I-Ulysses environment represents, as the main obstacle to learners of site-specific information during the pandemic has been lack of on-site accessibility. Furthermore, this is of key importance, because Joyce’s novel takes place in historical Dublin, where access to the physical location of the story is indispensable to a reader.
published_date 2022-06-24T04:19:23Z
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score 11.016235

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