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Do Virtual Environments Lead to Virtual Learning?

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Missing the Meaning

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Abstract

The primary motivation for using computer technologies in education is the belief that such technologies will, in some way, enhance learning (Means, Blando, Olson, Middleton, Morocco, Remz, & Zorfass, 1993). In the early 1960s, programers at Stanford and the University of Illinois began adapting lessons for presentation by computer. From these early projects, researchers concluded that students could learn basic subject matter just as well from a computer as from books, films, or teachers (Hackbarth, 1996). While the computer appears to have many advantages over other media in the educational environment (e.g., immediate feedback, presentation with animation and sound, active interaction, and individualization), it is also more likely to motivate students to learn when compared to any other medium (Bagui, 1998; Hargis, 2001). In addition, computers offer extremely powerful ways to access and process information, going far beyond other types of media (Bonime & Pohlmann, 1998).

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Authors
  1. P. Karen Murphy
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  2. Theresa A. Holleran
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Editor information

Editors and Affiliations

  1. School of Education and Lifelong Learning, University of Exeter, UK

    Alan Peacock (Reader in Science Education) (Reader in Science Education)

  2. Department of Education, Concordia University in Montreal, Canada

    Ailie Cleghorn (Associate Professor) (Associate Professor)

Copyright information

© 2004 Alan Peacock and Ailie Cleghorn

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Murphy, P.K., Holleran, T.A. (2004). Do Virtual Environments Lead to Virtual Learning?. In: Peacock, A., Cleghorn, A. (eds) Missing the Meaning. Palgrave Macmillan, New York. https://doi.org/10.1057/9781403982285_10

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