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Spatial and social presences in ODL
virtual learning environments (VLEs):
Exploiting video conferencing (VC)
Video Conferencing (VC) as an interactive
tool to create Virtual Realities (VR) in
enhancing spatial and social presences in
teaching and learning
Introduction
• In this article we define the virtual learning environment
(VLE) concept and, drawing on technology-mediated
learning theory, develop a conceptual framework that
identifies the primary dimensions of a VLE and their
relationship to learning effectiveness in open and
distance education (ODL).
• Today, virtual learning environments (VLEs) have a
variety of technologies readily available that can deliver
teaching and learning affordances nearly
instantaneously. These technologies range from the
most commonplace and affordable, such as television
and radio, to newer technologies, such as mobile
telephones
Contextualisation
• Distance education has progressed through
correspondence, sound and video signals (telephones,
radio and television) and computer technology supported
learning (Tatkovic & Ruzic, 2006).
• Open and distance learning ODL mode of instruction,
which encompasses all forms (blended) of learning and
teaching in which those who learn and those who teach
are for all or most of the time in different locations,
dominates discourse agendas of policymakers,
administrators, faculty, and students across the
educational spectrum.
Problem
• Problems in the schooling system
have transferred the problem to
ill-equipped further education and
training and tertiary institutions
(TIs) which are failing to cope with
the increased number of learners
and demands for academic
support (NPC, 2010)
Creating virtual realities in ODL
• Today, telecommunication technologies
such as satellite, fibre-optic, radio,
television, computer, and others are used
to deliver the instruction of distance
education. The main reason of using these
technologies is to increase interaction
between lecturers/facilitators and students.
Cont.
• The interaction is playing a
key role to effectively and
efficiently plan the
instructional activities of
distance education.
Cont.
• Therefore the ability to see and hear an
instructor offers opportunities for
behaviour modelling, demonstrations, and
instruction of abstract concepts to students
in open distance and learning (ODL) is
heart-warming and encouraging indeed.
Video techniques for distance learning are
often characterized by the transmission
media (videotapes, satellites, television
cables, computers, and microwave).
Research focus
• Capture the views and
experiences of ODL postgraduate
students on the use of Video
Conferencing (VC) in enhancing
spatial and social presences
Theoretical framework
• The work of Dewey, Piaget and Vygotsky on
collaboration, interaction between peers and
learning that is socially situated may be familiar
to many (Wood 1994; Pound 2005). Other
theories include behaviourism, learning styles,
multiple intelligences, constructivism,
constructionism and right brain/left brain thinking
(Cuthell 2005).
Cont.
• Behaviourism has held sway for most
of the last century. It focused on
observable behaviours and defines
learning as the acquisition of a new
behaviour. Behaviourists see learning
as a relatively permanent, observable
change as a result of experience
(Pritchard 2005).
Cont.
• Behaviourism has held sway for most
of the last century. It focused on
observable behaviours and defines
learning as the acquisition of a new
behaviour. Behaviourists see learning
as a relatively permanent, observable
change as a result of experience
(Pritchard 2005).
Presences
• Presence is the main attribute, the defining
experience for virtual reality (VR).
• ‘virtual reality pertains to convincing the
participant that he or she is actually in
another place.’
• “the experience of being in one place while
located physically in another place during
one’s normal state of consciousness.”
(Zhai, 2009)
Cont.
• Most of the researchers with a
philosophical perspective refer to
Heidegger’s work “Being and
Time” for whom presence is
synonymous with being and is a
function of temporality.
Presences
•
Spatial presence
‘The sense of being there'
Video Conferencing
Social presence
Communication behaviours that
enhance closeness to and
nonverbal interaction with
another”
Social Presence
• When more than one participant is
involved in an interaction there is the
potential to produce Social Presence;
the sense of being together with
others and also having a sense of
engagement with them (Biocca et al.,
2001).
Spatial Presence
• when part or all of a person's perception fails to
accurately acknowledge the role of technology
that makes it appear that the person is in a
physical location or environment different from
her/his actual location and environment in the
physical world ” ([15], para.7a). Spatial cues
such as 3D, audio, video, haptics and odors can
be used to evoke spatial presence. Examples of
this are seen in the experience of IMAX films,
simulation rides and virtual reality.
Findings
• Through the use of video
conferencing facilities, students
acknowledged felt spatial and
social presences. They were able
to debate issues, respond to
questions and sought clarity from
lecturers and fellow students.
Cont
• The video conference services
provided point-to-point (meetings
between two users) or multi-point
(meetings between several users
at separate locations).
Recommendations
• 1) Enhance and expand administration services
and professional development activities for staff;
• 2) Enhance student learning in regular VR
classrooms through the use of collaborations
with other remotely distributed students,
community experts, and distributed learning
resources; and,
• 3) Deliver courses by distance education to
small and remote schools where full
programming options are often reduced because
of small class sizes and/or shortage of specialty
teachers.
Conclusion
• Video conferencing facilities can enhance spatial
and social presences in teaching and learning in
ODL.
• While video-conferencing technology can play
an important role in adding immediacy to
distance education delivery, when used alone it
does not appear to provide as rich an
environment as one in which various tools and
techniques are blended to create more engaging
and effective learning experiences.
End
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Thank you
C. Butale &
J. Nyoni