While current e-learning systems have improved with time, there are still some issues and challenges to be resolved before a truly stimulating and realistic learning experience can be provided on line. Through the use of technologies such as Virtual Reality (VR) and instant communication, students can be more virtually aware of their classmates, and can communicate in real time with them. They can also receive immediate feedback from their instructors, and gain a sense of being present with their peers despite their remote physical locations. These shared virtual environments also facilitate simultaneous viewing of learning materials by the entire class. It also allows them to actively participate in group discussions. Furthermore, the benefits of 3D graphics for education have been explored in the manufacturing industries, urban planning, entertainment, and military operations (Monahan.et.al. 2008; Lin et al; 2010; Montoya et al., 2011; Ryan et.al.2004; Manseur, 2005).
The core point here is that the use of VR and 3D graphics for e-learning has now been extended by the provision of entire VR environments where learning takes place. This highlights a shift in e-learning from the conventional text-based on line learning environment to a more immersive and intuitive one. Since VR is a computer simulation of a natural environment, interaction with a 3D model is more natural than browsing through 2D webpages looking for information (Monahan et al., 2008). These VR environments can support multiple users, further promoting the notion of collaborative learning where students learn together, and often from each other.
Course management tools, such as Blackboard and Scholar, Web Course Tools have been valuable in providing instructors with considerable help in facilitating the management of their online courses. These systems provide students with access to course materials and encourage them to participate in learning activities through the use of on line forums, discussion boards, and text-based chat. While these systems tend to be costly, systems with freely available source code have also been developed (Sung et al. 2009; Monahan et al., 2008). Moodle is such a learning system which is in widespread use. It offers a range of software modules that enable tutors to create on line courses. One area that it attempts to address is the need for pedagogical support. In particular, it promotes the notion of constructionist learning – where a student learns from her/his own experiences, resulting in a student-centered learning environment.
As noted earlier, most of the technologies along with communication methods utilized in current e-learning systems are all asynchronous, and therefore, students cannot receive instant feedback to queries or converse with their peers. This can create collaboration difficulties, and can cause feelings of remoteness for some users. Alternatively, synchronous technologies - such as text and audio communication- bring a real time element into communicating on line and can, therefore, enhance a user’s online learning experience.
Specifically, they can help to increase a user’s sense of belonging to a supportive learning community (Wolf et al., 2009; McInnerney et al.; 2004). It should also be noted that the presentation of learning content to users in an integrative, interesting, and inspiring manner have great value-added benefits. Text-based learning content often leads to boredom and can prevent students from gaining a clear understanding of the subject matter (Montoya et al., 2011; Lin et al., 2010; Zhang et al., 2004). The presentation of course content through multimedia techniques can be quite engaging to students in their learning activities. Multimedia can also increase their social presence by providing interactive and visually appealing 3D environments where learning and collaboration can take place. The computer often uses this kind of multimedia to create interactive and stimulating game environments, which give users a social presence and an opportunity to collaborate and communicate with others.
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