Using Virtual Reality for Distance Teaching a Graduate Information Systems Course

The evaluation of distance learning models has become commonplace in many academic institutions. Two models tend to dominate current ofscerings an expensive audio/video real-time interaction placedependent model and an inexpensive Internet-based delayed interaction place-independent model. By combining the most favorable elements of these models with technology prevalent in the MOOMUD culture, a new MDU model was developed and field tested. This was a text-based, inexpensive distance learning model that offered real-time interaction and place-independent accessibility, The key element of this new MDU or virtual learning environment (i?LE) model was Diversity University an experimental object-oriented virtual reality college that enables same-time different-place text-based interaction over the Internet. During the Spring 1995 semester, it served as a platform for conducting an entire Information Systems (IS) seminar-style graduate capping course field study. The willing participants were remote students who had been relocated by their employers before completing their degrees, Since two other sections of the same course were to be taught concurrently in the physical learning environment (PLE), conditions were right for comparative analysis between the KLE course and the PLE courses. The replicatable strategy and results of this successful field study are presented. It was found that the MDU model developed and implemented here was able to satisfactorily replicate the real learning environment for the chosen course. Further, it did so conveniently, inexpensively, and without compromising the target course learning objectives. A summary of &dings and recommendations is oflered for those wishing to adopt the MDU model as a readily available and inexpensive distance learning option in the future. Introduction John F. McMullen Adjunct Professor of Computer Science Marist College 290 North Ralad LT 100 Poughkeepsie, New York 12601 More and more academic institutions are experimenting with distance learning technology in one form or another to gain or sustain a competitive edge. The prevalent current models focus either on an elaborate, expensive real-time placedependent videobased technology model or an inexpensive delayed interaction place-independent model using conventional technology such as E-Mail and the Internet. By combining the most favorable elements of these models with technology prevalent in the MOO/MUD culture, a new model was developed and field tested. This new text-based virtual learning environment (VLE) model provided real-time place-independent interaction inexpensively. The essential element in this virtual learning environment (VLE) model is Diversity University (DU) -an experimental object-based virtual reality college that enables same-time dif%:rent-place interaction in text form over the Internet. Spring 1995 heralded the initiation of this VLE model at Mar& College. It served as a platform for conducting an entire Information Systems (HS) seminar-style graduate capping course for remote students. Because two sections of the same course would be taught concurrently in the physical learning environment (PLE), conditions were right for comparative analysis between the VLE course and the PLE courses. Further background on the target students, the target course and Diversity University follows. Target Students Overview The adverse economic climate of the early 1990s caused numerous organizations to downsize and either dismiss or relocate valuable personnel to other geographical areas. This was the case in the MidHudson River Valley of New York -the home of Marist College where IBM is the Ilargest employer. More than thirty IBMers enrolled in Marist’s IS graduate program were compelled to relocate before completing their 1263 1060-3425/96 $5.00