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Possibilities and Limitations of Learning in Zoom, on Campus, and in VR -- Students' Experiences of Hybrid Learning Spaces

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Τίτλος: Possibilities and Limitations of Learning in Zoom, on Campus, and in VR -- Students' Experiences of Hybrid Learning Spaces
Γλώσσα: English
Συγγραφείς: Marianne Mäntyoja (ORCID 0009-0004-7103-0378), Johanna Hautala (ORCID 0000-0002-4451-6290)
Πηγή: Journal of Geography in Higher Education. 2025 49(4):513-531.
Διαθεσιμότητα: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Ημερομηνία έκδοσης: 2025
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Technology Uses in Education, College Students, Blended Learning, In Person Learning, Videoconferencing, Computer Simulation, Robotics, Program Effectiveness, Student Attitudes, Cooperative Learning, Foreign Countries, Distance Education
Γεωγραφικοί όροι: Finland
DOI: 10.1080/03098265.2025.2521264
ISSN: 0309-8265
1466-1845
Περίληψη: This article addresses the need for empirical research comparing students' experiences of learning in different hybrid spaces in higher education that blend digital spaces, physical spaces and learning interactions. We focus on hybrid spaces formed around Zoom, non-immersive virtual reality (VR), and on-campus with a telepresence robot (TPR) tested on a course in Regional Studiemitations of hybrid spaces for collaborative learning, knowledge sharing, and group-based communication. Based on four student surveys and instructor's diary along the course, we discuss possibilities and limitations of hybrid spaces of Home/Zoom, Actual/Virtual Reality, and Classroom/TPR. Even though students consider f2f on-campus meeting support collaborative learning best, they need place-flexible learning possibilities and are curious for new technologies and hybrid learning spaces. We advance theorization of hybrid learning space through identifying a posthuman learner, a human through, for instance, an avatar or TPR, that is required to enter, interact and learn in hybrid spaces.
Abstractor: As Provided
Entry Date: 2025
Αριθμός Καταχώρησης: EJ1479207
Βάση Δεδομένων: ERIC
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  Data: This article addresses the need for empirical research comparing students' experiences of learning in different hybrid spaces in higher education that blend digital spaces, physical spaces and learning interactions. We focus on hybrid spaces formed around Zoom, non-immersive virtual reality (VR), and on-campus with a telepresence robot (TPR) tested on a course in Regional Studiemitations of hybrid spaces for collaborative learning, knowledge sharing, and group-based communication. Based on four student surveys and instructor's diary along the course, we discuss possibilities and limitations of hybrid spaces of Home/Zoom, Actual/Virtual Reality, and Classroom/TPR. Even though students consider f2f on-campus meeting support collaborative learning best, they need place-flexible learning possibilities and are curious for new technologies and hybrid learning spaces. We advance theorization of hybrid learning space through identifying a posthuman learner, a human through, for instance, an avatar or TPR, that is required to enter, interact and learn in hybrid spaces.
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      – SubjectFull: Blended Learning
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      – SubjectFull: Student Attitudes
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