Open Distance Learning and Immersive Technologies: A Literature Analysis

Ntaba, Afika; Jantjies, Mmaki

doi:10.1007/978-3-030-65657-7_11

Cited by 4 publications

(2 citation statements)

References 37 publications

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“…Through the concept of mobile learning, accessibility of course material can be retrieved through smart devices such as phones and tablets. Furthermore, whilst there are acknowledged challenges pedagogically in their application of distance learning, the onset of immersive technologies such as virtual and augmented reality have enhanced the way distance education can be delivered and accessed by students (Ntaba and Jantjies, 2021). When learning remotely online, especially asynchronously, students can become members of a virtual community through engagement and constructively influencing other students and feeling immersed in the experience (Lin and Gao, 2020).…”

Section: Benefits Of Remote Online Learningmentioning

confidence: 99%

Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery

Baxter

Hainey

2022

JRIT

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PurposeThis article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience.Design/methodology/approachThe research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area.FindingsThe research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively.Originality/valueThe study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus.

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Section: Benefits Of Remote Online Learningmentioning

confidence: 99%

Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery

Baxter

Hainey

2022

JRIT

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“…To facilitate learning interactions, distance learning utilized technology and media to design quality learning opportunities (Bozkurt & Richter, 2021). Modern practice in distance learning uses technological resources to facilitate communication between students and instructors such as university learning management systems, electronic data, or online textbooks to video conferencing (Ntaba & Jantjies, 2021).…”

Section: Introductionmentioning

confidence: 99%

Learning Through Augmented Reality: The Indonesia Open University Experience

Aji

Purbojo

2023

Jurnal, Teknologi, Pendidikan

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Augmented reality is a combination of the real dan virtual worlds that has an opportunity to be an integrated learning medium in online tutorial classes. The potential of augmented reality with multimedia capabilities creates an immersive learning environment. TPEN4314 Produksi Media/ TV course is a course that requires practice through augmented reality media for students in Open University specifically in the Educational Technology study program. This study aims to investigate the correlation between the experience of using augmented reality with student learning motivation, engagement, and acceptance of technology as well as the influence of the three variables on the experience of using augmented reality. The research method used quantitative with Likert Scale questionnaires and data analysis with multiple regression tests. The result of the analysis showed that there was a correlation between the variables of augmented reality experience and the three independent variables that affected the dependent variable. It is hoped that this research can contribute to tutors and learning media developers to design learning media that facilitate the independence of distance student learning to achieve the goal of competency in practical courses so that students get a meaningful learning experience.

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