Cultivating a Sense of Community in Virtual Environments

Cultivating a Sense of Community in Virtual Learning Environments

We know that the traditional classroom gives students the ability to practice working out the mathematics, and various math packages can display plots, some even in 3-D. But only Virtual Reality (VR) can let the student walk around on that math surface, climbing the peaks and valleys to see how the variables inter-relate. (p.106) So, we will explore whether these virtual environments can create the same level of community typically cultivated in a classroom as well as challenges that should be considered when educating in virtual environments.

The advance of technology has created an expectation that acquiring information must be fast paced, highly accessible and easy to find. Formal learning is no exception. As learning professional on a quest to find solutions to blasé webinars and online tutorials I have considered VR the ticket to overcoming boredom and increasing knowledge transfer. Studies support my thoughts that this highly interactive, multi-sensory option increases engagement and test scores as well. However, I have learned that while cultivating a sense of community in virtual environments can foster learner engagement (p. 104) it doesn’t come without challenges. Virtual Learning includes gathering online at a specific site simulating life like locations and environments. Each participant has the ability to creating an avatar (graphic representations of the user) that will then interact in the online environment much like they would in a real life setting.

Before dropping everything to sink my resources into developing an avatar based VR class environment I considered the challenges Stewart et al outlined in this article that are likely to arise. The greatest, time followed by software and programming issues, implementation glitches, conveying objectives and ongoing student support were all challenges that seemed a bit daunting. I was assured that adopting the guidelines below when embarking on VR development will result in a course that is well thought out, well developed and most of all well received by students.

1. Consider starting your project with needs based analysis that encompasses the software, technical capabilities and challenges of using VR as well as who your audience is the learning environment and the outcomes of learning expected.
2. Adopt a project management process to increase communication between all parties participating in the development of the course.
3. Ensure the adequate number of staff is secured for the project duration. Look for individuals who are up for a challenge that can make the time to work on a special project like this for it’s lifespan.
4. Create student resources to help you effectively test the VR modules such as training materials and available technical support.
5. Assessment and measurement of the project throughout the design and development phase helps eliminate problems that might creep up along the way. Think about creating a short electronic survey as participants log out to capture feedback.

With the flashy appeal and game like technology and interactivity it is hard to resist from taking the plunge into VR design without much thought. Instead, investment the time to create a design plan that includes collecting, creating and sustaining virtual communities of learners who in the end experience both social and personal gains for participating in your VR classrooms. In the end, everyone wins!

Reference: Stewart, B., Hutchins, H. M., Ezell, S., De Martino, D., & Bobba, A. (2010). Mitigating challenges of using virtual reality in online courses: a case study. Innovations in Education & Teaching International, 47(1), 103-113.

Angela A.