web 3.0

Virtual reality applications such as Second Life have been used in the online classroom for many years. And although the literature is mixed on the learning outcomes of using virtual reality applications, the popularity among students is quite high. In fact, according to a study conducted by Johnson, Corazzini, and Shaw (2011), “for distance and online education students, virtual environments help create a sense of belonging, an academic home.” Much of the literature supports the use of virtual reality applications with learning theories such as behaviorism and constructivism. However, a more appropriate correlation might be the theory of Connectivism. This theory was first introduced by George Siemens in 2004 and is defined as “the integration of principles explored by chaos, network, and complexity and self-organization theories.” The theory of Connectivism has also been applied to the emerging technologies put forth in Web 3.0. These Web 3.0 technologies are more of a back-end upgrade not completely visible to learners but contain “smart” technologies that will continue the connection in operability between front-end virtual applications such as Second Life and other web sites. With this in mind, educators and decision-makers should consider the feasibility of implementing virtual reality applications, the learning outcomes, and desirability of students. It is clear that the desire from students for more virtual reality learning options in the online classroom is there. This presentation will explore the feasibility of using virtual reality applications against the theory of Connectivism, emerging Web 3.0 technologies, and learning outcomes in the online classroom.