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Open Distance Learning and Immersive Technologies: A Literature Analysis

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Balancing the Tension between Digital Technologies and Learning Sciences

Part of the book series: Cognition and Exploratory Learning in the Digital Age ((CELDA))

Abstract

Open and distance learning (ODL) education provides an opportunity for prospective students who require flexibility in education, enabling learning without traditional face-to-face lecture sessions. This chapter aimed to explore how new immersive technology can be used to enhance the experience of distance learning. Immersive technologies refer to Augmented and Virtual reality technologies. Augmented reality allows users to overlay their reality using a device such as a mobile phone to view 3D objects on their reality. Virtual reality allows users to be immersed into a simulated world of 3D views through head mounted gear. Employing a systematic literature review, findings were presented in the form of a thematic discussion looking at journal articles between the year 2000 to October 2018. Following a review of 40 articles which were included in the qualitative synthesis, this study investigated the challenges experienced in open distance learning experience, in an attempt to form the basis of interlinking the use of virtual and augmented reality technologies to enhance the distance learning experience. Findings revealed ODL presently employs various Information and Communication Technology (ICT) tools which are comprised of technological resources that assist the facilitation of lecturer and student interaction. However, these ICTs do not fully assist in enhancing the DL experience. Results from the review found that the adoption of AR and VR in higher education contributed to learner engagement and enhanced learning outcomes and thus could benefit ODL. Moreover, literature revealed that immersive learning is best utilized as a complement to traditional learning as opposed to a replacement.

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Authors and Affiliations

  1. University of the Western Cape, Cape Town, South Africa

    Afika Ntaba & Mmaki Jantjies

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  1. Afika Ntaba
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  2. Mmaki Jantjies
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Correspondence to Afika Ntaba .

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Editors and Affiliations

  1. Learning, Design and Technology, University of Mannheim, UNESCO Deputy Chair of Data Analytics in Higher Education Learning and Teaching Curtin University, Perth, Western Australia, Australia, Mannheim, Baden-Württemberg, Germany

    Dirk Ifenthaler

  2. Department of Digital Systems, University of Piraeus, Piraeus, Greece

    Demetrios G. Sampson

  3. School of Information Systems & Technology Management, UNSW Sydney, Sydney, NSW, Australia

    Pedro Isaías

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Ntaba, A., Jantjies, M. (2021). Open Distance Learning and Immersive Technologies: A Literature Analysis. In: Ifenthaler, D., Sampson, D.G., Isaías, P. (eds) Balancing the Tension between Digital Technologies and Learning Sciences. Cognition and Exploratory Learning in the Digital Age. Springer, Cham. https://doi.org/10.1007/978-3-030-65657-7_11

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  • DOI: https://doi.org/10.1007/978-3-030-65657-7_11

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  • Online ISBN: 978-3-030-65657-7

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