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Virtual Environments Can Mediate Continuous Learning

Virtual Environments Can Mediate Continuous Learning

Kiran Pala, Suryakanth V. Gangashetty
Copyright: © 2013 |Pages: 32
ISBN13: 9781466625303|ISBN10: 1466625309|EISBN13: 9781466625310
DOI: 10.4018/978-1-4666-2530-3.ch005
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MLA

Pala, Kiran, and Suryakanth V. Gangashetty. "Virtual Environments Can Mediate Continuous Learning." Technologies for Inclusive Education: Beyond Traditional Integration Approaches, edited by David Griol Barres, et al., IGI Global, 2013, pp. 90-121. https://doi.org/10.4018/978-1-4666-2530-3.ch005

APA

Pala, K. & Gangashetty, S. V. (2013). Virtual Environments Can Mediate Continuous Learning. In D. Griol Barres, Z. Callejas Carrión, & R. Delgado (Eds.), Technologies for Inclusive Education: Beyond Traditional Integration Approaches (pp. 90-121). IGI Global. https://doi.org/10.4018/978-1-4666-2530-3.ch005

Chicago

Pala, Kiran, and Suryakanth V. Gangashetty. "Virtual Environments Can Mediate Continuous Learning." In Technologies for Inclusive Education: Beyond Traditional Integration Approaches, edited by David Griol Barres, Zoraida Callejas Carrión, and Ramón López-Cózar Delgado, 90-121. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2530-3.ch005

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Abstract

In human beings, learning is a life-long and continuous process; it can encompass both active and passive activities in accordance with social changes and the development of society. In this era, the development and use of technologies have changed the face of information accessibility. Similarly, such technologies facilitate learners with new and different options to engage in learning through interactive tasks and content delivered through CD-ROMs, websites, communication software on the internet, and virtual games, which have had a significant impact on human learning and education. The significant question arises on which type of content and what way of representation of the content are required in this connection. Researchers need to reconsider any approach to teaching or providing platform to learners which is concerned with an explanation of how learning ability and development are prompted by an exposure to the target in view of the dramatic differences in experiences of learners. This chapter defines the concept of Virtual Environment (VE) based learning discussing how a VE differs from the traditional classrooms approaches. Thus, this chapter presents a unique framework and a formalism for interactive linearity or non-linearity in controlling the structure of learning activity or interaction. These activities aim at addressing the relationship between the main constructs targeted toward developing a VE. This chapter takes stock of various distributed models and projects a framework on how the learners can be engaged continuously in learning activities according to their previous linguistic and educational experiences. It also focuses on how a learner can be reported to the admin or tutor and self assessments.

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