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 Social presence Communication behaviours that enhance closeness to and nonverbal interaction with another” ‘The sense of being there' Video Conferencing

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 Thank you C. Butale & J. Nyoni