Information and Knowledge Management using ArcGIS ModelBuilder

Cyber University - a Future for Online Education
Yuwanuch Gulatee 1 and Barbara Combes 2
1 Nakhon Phanom University, Thailand
2 Edith Cowan University, Perth, Australia
y_gulatee@hotmail.com
b.combes@ecu.edu.au
Abstract: This paper will discuss the benefits that can be achieved by using visuals and animation in virtual
environments for online study. It reviews the potential of using virtual worlds as tools in online learning to create
social networks and communities, aspects of the learning environment that have been associated with the
motivation and retention of students in higher education. Barriers and enablers for effective online learning
environments will also be discussed. The technology used for virtual worlds and animated simulation provide
another dimension to online courses of study. This paper will propose that this extension of the online learning
environment is one way to engage students and create a sense of belonging and being an active participant in a
learning community. Using the Cyber Classroom model to create community and a sense of belonging is one
possible future for online education.
Keywords: eLearning, distance learning, online learning, cyber classroom, virtual environment, simulation,
animation, social barriers, enablers
1. Introduction
The provision of learning materials online or eLearning has become increasingly popular as an
alternative delivery mode in higher education (Allen & Seaman, 2007; Wagner, 2006; Salimi, 2007;
Kazmer & Haythornthwaite, 2005; Kim, Bonk, & Zeng, 2005). Since the mid to late 1990s, the World
Wide Web has been used as a distributed learning mechanism, enhancing the digital learning
environment to support distance and on campus students. Web technology has been adopted to
assist learners with real-time studying at a distance. Learning online is a new way of receiving the
knowledge and skills traditionally taught face-to-face. To be really effective, online learning
environments need to be more than just websites that contain educational content or linear drill and
practice with computer software (Gulatee & Combes, 2008). Good online curriculum should include
and make use of the full potential of the electronic delivery mode and the range of technologies
currently available. So watching an educational video; using a digital camera or a computer to edit
pictures, text or sounds for a presentation or project; or using an interactive online whiteboard in a
lesson; utilising chat and real time communications alongside asynchronous communication such as
email and discussion forums; can all be considered implementations of eLearning (2010b). In the
research literature eLearning has been variously described as learning using a range of different
delivery technologies and methods such as Computer Based Training (CBT), Web Based Training
(WBT), electronic performance support systems, webcasts, listservs and learning management
systems (LMS) (Brown, 2006). According to these definitions, eLearning is much more than just the
delivery of content online. It attempts to emulate the learning environment found in the traditional
classroom. While online education has been available for some time at most universities, research is
only now producing evidence that this is a new and totally different teaching and learning paradigm
that has experienced mixed success (Werry, 2002; Zemsky & Massey, 2004, Gulatee, 2010). While
some researchers believe advances in technology can overcome the separation between students
and staff (Wagner & Rachael K. F., 2009), other research indicates that this physical separation leads
to a disconnect between learners, their peers and the instructor (Mark, Sibley, & Arbaugh, 2005;
Peltier, Schibrowsky, & Drago, 2007; Deek & Espinosa, 2005; Alexander, 2001).
Research by Gulatee (Gulatee, Brown & Combes, 2009) makes it clear that the online delivery mode
is challenging for both staff and students. There are considerable barriers posed by the technical
environment and the physical separation of staff from their students. How staff and students perceive
the online teaching and learning environment, and the perceived differences between the on campus
and online learning experience also creates a barrier to effective learning. Indeed, these social
barriers to learning can have a significant impact on the online learner who is studying in isolation,
removed from their peers and have no sense of belonging to a learning community. Online students
experience feelings of anxiety, frustration and often lack motivation as a result (Combes & Anderson,
2006). Even when universities put into place a range of measures to facilitate the development of
good online courses, attrition rates amongst online students is still twice as high as on campus
students (Gulatee, Brown, & Combes, 2008).These barriers to learning in the online environment are
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