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Journal articles on the topic 'Virtual university'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 June 2025

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1

Hunter, Philip. "The virtual university." EMBO reports 16, no. 2 (2015): 146–48. http://dx.doi.org/10.15252/embr.201440016.

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Davison, Dave, and David Rhodes. "The virtual university." Nursing Standard 10, no. 27 (1996): 21–22. http://dx.doi.org/10.7748/ns.10.27.21.s35.

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Carswell, Linda. "The “Virtual University”." ACM SIGCSE Bulletin 30, no. 3 (1998): 46–50. http://dx.doi.org/10.1145/290320.283017.

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4

Kaltheuner, Nadine-Estelle. "The Virtual University." European Heart Journal 39, no. 8 (2018): 645–48. http://dx.doi.org/10.1093/eurheartj/ehy041.

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Maisonneuve, H., E. Dutson, and J. Marescaux. "The virtual university." Minimally Invasive Therapy & Allied Technologies 11, no. 2 (2002): 61–66. http://dx.doi.org/10.1080/136457002753632475.

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Zhanbusinova, B. H., G. Sh Iskakova, K. S. Shaukenova, B. K. Shayakhmetova, and A. K. Mukasheva. "Virtual University modules." BULLETIN OF THE KARAGANDA UNIVERSITY-MATHEMATICS 85, no. 1 (2017): 46–51. http://dx.doi.org/10.31489/2017m1/46-51.

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7

Schank, Roger C. "The Virtual University." CyberPsychology & Behavior 3, no. 1 (2000): 9–16. http://dx.doi.org/10.1089/109493100316184.

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8

Davies, David. "The virtual university: a learning university." Journal of Workplace Learning 10, no. 4 (1998): 175–213. http://dx.doi.org/10.1108/13665629810213935.

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Rios-Campos, Carlos, Rosa Felicita Gonzáles Llontop, Liliana Isabel Flores Anchundia, et al. "Virtual universities." South Florida Journal of Development 6, no. 6 (2025): e5412. https://doi.org/10.46932/sfjdv6n6-010.

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The general objective of the research was to determine the advances related to the virtual universities. The specific objectives of the research were to identify the organization of virtual universities and the best global virtual universities. Methodology, in this research, 69 documents have been selected, carried out in the period 2018 - 2025; including: scientific articles, review articles and information from websites of recognized organizations. Results, virtual universities face new academic and technological challenges every year. Conclusions, virtual universities face new academic and technological challenges every year. About the first specific objective of the research, to identify the organization of virtual universities. Virtual universities require the fundamental support of ICTs (Information and Communication Technologies). About the second specific objectives of the research, to identify the best global virtual universities. North America (Western Governors University (WGU), Southern New Hampshire University (SNHU). Latin America (Universidad del CEMA, Universidad Austral, Universidad del Este, Universidad Nacional de Quilmes Virtual, Universidad Siglo 21, Universidade de São Paulo, FGV EBAPE - Brazilian School of Public and Business Administration, ESPM – Brasil, Centro Universitário Una, Universidade Virtual do Estado de São Paulo, Universidade Cruzeiro do Sul Virtual, Universidad de los Andes, Universidad EAN, Universidad Nacional Abierta y a Distancia, Universidad Peruana de Ciencias Aplicadas, Universidad Continental Virtual, Universidad de Chile, Pontificia Universidad Católica de Chile). Europe (Open University, Universitat Oberta de Catalunya, FernUniversität in Hagen – Germany). Asia (Asia e University, Indira Gandhi National Open University, Embry-Riddle Aeronautical University – Asia). Africa (African Virtual University, The International Open University). Australia (University of New England, Deakin University, Charles Sturt University).

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Teare, Richard. "Modelling the virtual university." Journal of Workplace Learning 12, no. 3 (2000): 111–23. http://dx.doi.org/10.1108/13665620010317667.

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Smyth, Robyn. "The global virtual university." British Journal of Educational Technology 35, no. 2 (2004): 255. http://dx.doi.org/10.1111/j.0007-1013.2004.386_11.x.

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12

Kullenberg, G. "The Virtual University approach." Ocean & Coastal Management 45, no. 9-10 (2002): 709–18. http://dx.doi.org/10.1016/s0964-5691(02)00095-9.

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Kess, Pekka. "The Finnish Virtual University." IFAC Proceedings Volumes 36, no. 10 (2003): 23–28. http://dx.doi.org/10.1016/s1474-6670(17)33648-0.

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14

Swigger, Kathleen M., Robert Brazile, Victor Lopez, and Alan Livingston. "The virtual collaborative university." Computers & Education 29, no. 2-3 (1997): 55–61. http://dx.doi.org/10.1016/s0360-1315(97)00029-8.

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15

Datta, Amitava, and Thomas Ottmann. "Towards a Virtual University." JUCS - Journal of Universal Computer Science 7, no. (10) (2001): 870–85. https://doi.org/10.3217/jucs-007-10-0870.

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We discuss a possible framework for virtualizing the delivery of university courses. With the advent of new technological innovations like high speed computer networks and multimedia computers, there is an increasing awareness that direct face to face teaching is not the only possible mode of teaching in a university system. There is a demand for preparing high quality multimedia course materials across all disciplines which can be used by learners who either cannot attend live lectures or prefer to study in an off-line mode. Our group at the University of Freiburg has developed a robust tool called Authoring on the Fly (AOF) for recording live classroom sessions as multimedia documents and the synchronous playback of the diffeerent media streams in such a document in an off-line setting. In this paper we discuss the facilities this tool provides for virtualizing university courses as well as improving the offering of courses in a traditional university setting. We discuss the progress we have made in high quality delivery of lectures through multimedia documents and its implications for both off-line and classroom teaching. Further, we discuss our current attempts in virtualizing the assignment submission and correction process as a follow up of the virtual delivery of courses. We also discuss the possible implications of virtual delivery of courses and creation of a virtual university from the point of view of university students, professors and administrators.

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Sourin, A. "Nanyang Technological University virtual campus [virtual reality project]." IEEE Computer Graphics and Applications 24, no. 6 (2004): 6–8. http://dx.doi.org/10.1109/mcg.2004.57.

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Baralt, Melissa, Stephanie Doscher, Lakhdar Boukerrou, et al. "Virtual Tabadul: Creating Language-Learning Community Through Virtual Reality." Journal of International Students 12, S3 (2022): 168–88. http://dx.doi.org/10.32674/jis.v12is3.4638.

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This article presents on a multi-institution project that explains the development of Virtual Tabadul, which is an exchange program in virtual reality for English and Arabic foreign language and culture learning and community building amongst 1,200 US and the Middle East, and North Africa (MENA) college-aged youth. The program involves faculty, staff, and students at four institutions: Florida International University (U.S.), University of Michigan-Dearborn (U.S.), Oum El-Bouaghi University (Algeria), and Ibn Tofail University (Morocco). The project has been developed with generous funding from the Stevens Initiative and is the very first virtual exchange program for Arabic and English foreign language learning in virtual reality.

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18

Pease, Pamela S. "THE VIRTUAL UNIVERSITY: JONES INTERNATIONAL UNIVERSITY™, LTD." Information, Communication & Society 3, no. 4 (2000): 627–28. http://dx.doi.org/10.1080/13691180010002143.

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Cornford, James. "THE VIRTUAL UNIVERSITY IS . . . THE UNIVERSITY MADE CONCRETE?" Information, Communication & Society 3, no. 4 (2000): 508–25. http://dx.doi.org/10.1080/13691180010002314.

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Meyer, Katrina A. "Western Governors University: Creating the first virtual university." New Directions for Higher Education 2009, no. 146 (2009): 35–43. http://dx.doi.org/10.1002/he.344.

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21

Baleskin, V. A., M. A. Bubnova, A. N. Kosinov, D. A. Abrameshin, L. A. Romanov, and B. S. Nikitin. "Virtual space virtual satellite." Journal of Physics: Conference Series 2134, no. 1 (2021): 012014. http://dx.doi.org/10.1088/1742-6596/2134/1/012014.

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Abstract “Virtual space virtual satellite” (VSVS) software solution has been developed for computing the geomagnetic field and studying the results of modelling small spacecraft flight at low orbit with different parameters. The application will allow to replace a number of experiments. In addition, SGP4 and IGRF models are studied due to their role in development of the solution, as are the possible applications in developing solutions for educating high school and university students as well as introducing them to space-themed projects.

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22

Bothun, Gregory, Sean Russell, and Amy Hulse. "Virtual Laboratory (University of Oregon)." Computers in Physics 12, no. 1 (1998): 20. http://dx.doi.org/10.1063/1.168650.

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KAVANAGH, BOB. "AFRICAN VIRTUAL UNIVERSITY - IRELAND'S INVOLVEMENT." International Journal of Modern Physics C 12, no. 04 (2001): 601–6. http://dx.doi.org/10.1142/s0129183101002619.

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24

Secker, Jane, and Gwyneth Price. "Virtual Libraries as Virtual Learning Spaces." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 342–49. http://dx.doi.org/10.54337/nlc.v6.9332.

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This paper reports on outcomes from the LASSIE (Libraries and Social Software in Education) project, which was funded by the University of London Centre for Distance Education (CDE) for nine months from March to November 2007. The project aimed to explore how ‘social software’ or ‘Web 2.0’ might enhance the use of library services by distance learners and was led by a team from London School of Economics and Political Science (LSE) and the Institute of Education University of London (IoE); project partners also included London School of Hygiene and Tropical Medicine, the University of London Research Library Services and the Open University Library. The project addressed two concerns: firstly that University of London External Programme students, who study entirely at a distance, seldom make full use of the electronic library resources available to them. Secondly, LASSIE provided an opportunity to explore how social software is affecting libraries and their services. The project gathered evidence about which technologies enhance the experience of students, specifically distance learners, and those which seem less valuable. The project also provided advice for the wider library community. The paper describes the two main strands of the project: a literature review and a number of practical case studies. The extensive literature review has already been made widely available and this paper reports in more detail on the five case studies which have begun to explore practical uses for social software; the paper also explores and discusses future possibilities for its use in supporting distance learners as well as other students. The literature review demonstrated that recent reports on Web 2.0 and teaching and learning barely mention the role of the library, seeing the keys roles as preservation and advice about. This does not reflect the increasingly central role libraries play as learning spaces and the role of librarians in creating resources to support the development of information literacy and deterring plagiarism. The idea of Library 2.0 and Librarian 2.0, as described by a number of librarians has had a mixed response, but in many ways reflects developments in academic libraries over the last ten to fifteen years. The case studies provided an opportunity to explore the role of the library within two institutions within the University of London, the LSE and the IoE, and the need for libraries to be embedded in the institution’s policy and practice. One group of case studies focuses on the use of a variety of Web 2.0 technologies to construct and cooperatively develop reading lists. The other case studies explored the use of blogging, the development of podcasts to support information literacy development and possible uses for Facebook. As well as exploring specific case studies, the paper discusses some of the lessons learned from researching the topic itself; conducting a literature review in a Web 2.0 environment provides challenges of its own. The LASSIE team used various tools to share resources and information, including a blog, which was established in March 2007, and social bookmarking to share resources. Social networking sites provided useful contacts for LASSIE and a news reader to monitor blogs and news sources by subscribing to RSS feeds was invaluable. The paper concludes by looking at the role of 'Librarian 2.0' in the future of Higher Education and the continuing importance of communication and cooperation between academics and librarians in supporting the development of information literacy skills. Social software can already offer some new strategies in developing this role.

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ABOKE, SIMISOLA JANET, and Damilola John Micah. "VIRTUAL LEARNING PLATFORM AND TRANSITION AMONG ACADEMICS IN NIGERIAN UNIVERSITIES." IJEEI-International Journal of Educational Excellence and Innovation 01, no. 01 (2024): 01–14. https://doi.org/10.5281/zenodo.13960338.

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Application of virtual platform is gaining acceptance in post covid-19 era among academics in the universities. The platform offers leverage for academic instructors to plan and execute lectures seamlessly at rapid productivity. Some platforms are executed using Google enhance applications, zoom meeting, Skype and YouTube. Despite increasing acceptance and utilization among academics in some universities, it is underutilized in others. Some universities have fully attained maturity in application of virtual learning, others have remained at bottom or takeoff stage. This study therefore aims to examine predictors of utilisationand knowledge among lecturers in the era of virtual learning in University of Benin and Igbinedion university. Rogers ‘diffusion of innovation model guided this paper. Survey design using quantitative method and cross sectional study was adopted. Two universities were selected using 310 sample size. Data were collected and analysed quantitatively using descriptive and inferential statistics. Measuring knowledge on scale attributes a label for high, moderate and low was used. Attribute above 75% is high; score above 50% is moderate; and score below 50% is low. Attribute showed that less than half of the sample scored 75% on the scale of knowledge. Majority of the lecturers either lacked awareness of virtual platform in the university or management awareness of the platform has not translated to acceptance for core users. Lecturers in the three universities had knowledge of electronic application to solve basic needs for academic materials, but this did not transcend to high knowledge of virtual platform. Predictors for knowledge consisted of access to internet wifi, stable electricity, university policy, faculty curriculum and incentives. These factors predisposed intention to switch to virtual platform. There was high application of virtual platform in the study area. The paper recommends need for interface between university management and academics drawing upon knowledge gap, especially in the case study andsimilarinstitutions.

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Kremer, H. Hugo. "Virtual Conference." Proceedings of the International Conference on Networked Learning 4 (April 5, 2004): 756–57. http://dx.doi.org/10.54337/nlc.v4.9594.

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Virtual conferences are used as a special form of complex learning environment. Students, experts and interested people coming in a virtual environment together to work in cooperative decentralized structures. This concept gives students the opportunity to look beyond ‚the walls‘ of a traditional seminar in a university. With virtual conference we have a shift from guided learning to a kind of independent and experiential learning (see Simons 2001, p. 176). This concept gives students the opportunity to look in an active way beyond the ‘walls’ of a traditional seminar in a university. In an initial experiment, we tried out a virtual conference with the topic ‘e-Learning in vocational education’.

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27

Dorroll, Courtney, Kimberly Hall, Cate Blouke, and Emily Witsell. "Virtual Exchange Pedagogy." Journal of Comparative & International Higher Education 11, Spring (2019): 3–10. http://dx.doi.org/10.32674/jcihe.v11ispring.925.

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This article explores findings from a virtual exchange conducted between Wofford College in Spartanburg, SC and Al-Azhar University in Cairo, Egypt and the American University of Beirut (AUB). Digital Humanities (DH) tools were the foundation for scaffolding assignments prior to the exchange and the article discusses how these assignments fostered authentic interpersonal engagement and heightened intercultural awareness. Student responses indicate that the assignments and exchange resulted in the desire for more interaction and increased empathy.

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Svyrydenko, Denys, and Valentyna Kyvliuk. "VIRTUAL UNIVERSITY: EDUCATION AS A LIFESTYLE." Educational Discourse: collection of scientific papers, no. 28(11) (December 30, 2020): 38–50. http://dx.doi.org/10.33930/ed.2019.5007.28(11)-3.

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The concept of the virtual university is relatively new and it is necessary to distinguish a number of contradictory points in its verification. Firstly, it is the quality of the education received. The problem of educational process content at the virtual university, organization of control and level of accomplished tasks, issues of intellectual abilities and critical thinking development, reflexivity of consciousness are the subject of heated discussions of both the supporters and opponents of the virtual university idea. Secondly, there is the question of the way of thinking. The virtual space involves a network mode of organization characterized by openness of the structure, poly variability of determination and expediency of modal logic. The phenomenon of virtual university is the result of responding to the needs of social transformation. In such model, the content of the social roles of the teacher and the student changes significantly. The competence of the modern teacher is not limited to knowledge. After all, the most experienced academician is not able to absorb all the information in a certain science, and obviously loses in the volume of assimilated information to any search engine.

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29

Cartelli, Antonio. "Virtual Campuses, Groupware and University Evolution." Issues in Informing Science and Information Technology 8 (2011): 111–23. http://dx.doi.org/10.28945/1408.

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30

Park, Sung, Neil Russell, Glenn Finger, and Jun Jo. "The Virtual University: Prospects and Problems." Information Technology, Education and Society 13, no. 1 (2012): 21–36. http://dx.doi.org/10.7459/ites/13.1.03.

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31

Turan, Meti̇n. "Virtual Reality Implementation for University Presentation." WSEAS TRANSACTIONS ON SYSTEMS AND CONTROL 16 (December 21, 2021): 696–704. http://dx.doi.org/10.37394/23203.2021.16.63.

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The purpose of this study is to apply virtual reality technology for university presentation, so that evaluate if it is useful and usable. Due to the pandemic situation, the topic is also relevant to the current situation as many universities have shifted to online classes. With 3D modelling and coding, a university presentation application (only for computer engineering department) with virtual reality base has been developed that will allow the user to navigate around the school building and its surroundings. Because the developed application uses a new technology, it is designed to be convenient and simple considering that it can be difficult to use. Application allows movement in this virtual world according to constraints, as well as providing sound warnings when necessary. The application tested with a helmeted display, represented by Google Cardboard, with two lenses in it and a groove for the phone. The limited experiments by different users showed that the application was impressive, although it was not easy to use devices efficiently for an unexperienced user. On the other hand, with emerging technologies, it is possible develop such applications as web application using Unity WebVR Assests which will make it easy of use.

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32

Hauser, Bernhard. "Practising virtual action learning at university." Action Learning: Research and Practice 7, no. 2 (2010): 229–35. http://dx.doi.org/10.1080/14767333.2010.488346.

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33

Wisher, Doris. "Touro University Nevada Virtual Library Revisited." Journal of Electronic Resources in Medical Libraries 4, no. 3 (2007): 17–38. http://dx.doi.org/10.1300/j383v04n03_02.

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34

Mocean, Loredana, and Miranda-Petronella Vlad. "Security Ontology in a Virtual University." Land Forces Academy Review 29, no. 2 (2024): 161–70. http://dx.doi.org/10.2478/raft-2024-0017.

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Abstract In this paper we propose a cybersecurity ontology model designed for universities, aiming to facilitate the management and protection of sensitive data and information within the context of the growing cybersecurity threats. The proposed ontology includes four distinct hierarchical levels: the basic level, the conceptual level, the instance level and the relationships level. At the basic level, it defines essential terms and principles of cybersecurity, including concepts like vulnerability, threat, cyber-attack, security policies and security rules. At the conceptual level, the ontology categorizes information and cybersecurity systems, embracing domains such as data protection, authentication, authorization, and auditing. At the instance level, the ontology describes specific examples of information and cybersecurity systems used in universities, such as the library management system or the accounting management system. At the relationships level, the ontology establishes links between different categories of information and cybersecurity systems, as well as between these systems and the entities that use them, such as students, professors and administrative staff. By implementing this cybersecurity ontology, universities can improve the management and protection of their sensitive data and information, as well as respond more efficiently to cybersecurity threats.

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35

Shahtalebi, Somaye, Badri Shatalebi, and Fakhri Shatalebi. "A Strategic Model of Virtual University." Procedia - Social and Behavioral Sciences 28 (2011): 909–13. http://dx.doi.org/10.1016/j.sbspro.2011.11.167.

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36

Stallings, Dees. "Measuring success in the virtual university." Journal of Academic Librarianship 28, no. 1-2 (2002): 47–53. http://dx.doi.org/10.1016/s0099-1333(01)00300-7.

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37

Whittington, C. David, and Niall Sclater. "Building and testing a virtual university." Computers & Education 30, no. 1-2 (1998): 41–47. http://dx.doi.org/10.1016/s0360-1315(97)00077-8.

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38

Evans, Chris, and Jing Ping Fan. "Lifelong learning through the Virtual University." Campus-Wide Information Systems 19, no. 4 (2002): 127–34. http://dx.doi.org/10.1108/10650740210438810.

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39

Steele, George E., and Karen C. Thurmond. "Academic advising in a virtual university." New Directions for Higher Education 2009, no. 146 (2009): 85–95. http://dx.doi.org/10.1002/he.349.

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40

Lipeikienė, Joana, and Tomas Petkus. "Informatikos mokytojų virtualios mokomosios aplinkos kūrimas ir tyrimas." Informacijos mokslai 42, no. 43 (2008): 30–36. http://dx.doi.org/10.15388/im.2008.0.3446.

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Straipsnyje aprašoma Vilniaus pedagoginiame universitete sukurta visus pagrindinius informatikos studijų modulius teikianti virtuali mokymosi aplinka, jos struktūra, kūrimas ir tyrimas. Mokymosi aplinka sukurta pagal ESF įgyvendintą projektą ir jau antri metai naudojama Pedagoginio universiteto visų pakopų informatikos studijoms. Autoriai apžvelgia mokomosios aplinkos naudojimo patirtį, pateikia dėstytojų ir studentų nuomonės tyrimo rezultatus.Creation and investigation of the virtual informatics teachers’ learning environmentJoana Lipeikienė, Tomas Petkus SummaryOpen Virtual Informatics Teachers’ Learning Environment was created at the Vilnius Pedagogical University according to the project of European Structural Funds. The structure of the Environment and its’ use for teaching students – future teachers is described in the paper. The Virtual Learning Environment (VLE) consists of the main 34 courses of informatics studies at the Vilnius Pedagogical University. Teachers of the Mathematics and Informatics Department of the Vilnius Pedagogical University have used the Environment during two years. In the paper the authors present their experience and results of the investigation of students’ and teachers’ opinion about positive and negative aspects of the Environment.

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Eman A. Shudayfat, Yousef Sharrab, Monther Tarawneh, and Faisal Alzyoud. "Towards Virtual University based on Virtual Reality and Terabits Internet Speed." International Journal of Emerging Technologies in Learning (iJET) 17, no. 24 (2022): 57–68. http://dx.doi.org/10.3991/ijet.v17i24.36009.

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With the advances in data communication, high speed internet in terabits per second, and the coming next generation (6G), where the data rate will be very sufficient for virtual reality application such as telepresence and tele-operation, the old-new concept of virtual university will be revolutionized. This paper presents a review for one type of distance learning, which is online synchronous education supported by multimedia and Virtual Reality (VR) or simply a virtual university (VU) or Virtual Classroom (VC). We review the concept of the VU for the past and how it will be in the coming futures. We review, its types, component, and how it will be. Furthermore, we review and discussed next generation VU/VC obstacles in addition to their cons and pros. Moreover, we examine the motivation for establishing VU/VC and the advantages of its availability to the virtual society. Recent advances in computer and communications technology have delivered capabilities to today’s distance learning and virtual classroom. Advances in virtual reality, real-time streaming on the internet have created a revolution in curricula and classrooms. We explain how to integrate multimedia, 3D videos, Virtual Reality (VR), tele-operation, tele-presence, and Internet-based learning technologies into a common framework for the virtual classroom

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42

Lowry, Charles B., and Denise A. Troll. "Carnegie Mellon University and University Microfilms International "Virtual Library Project"." Serials Librarian 28, no. 1-2 (1996): 143–69. http://dx.doi.org/10.1300/j123v28n01_17.

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43

Khorsheed, Ranwa, Suzan Deeb, and Rasha Al Dahhan. "University Students’ Attitudes Towards Online English Postgraduate Programs." Theory and Practice in Language Studies 11, no. 6 (2021): 688–94. http://dx.doi.org/10.17507/tpls.1106.13.

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This paper aims to discuss students' attitudes towards enrolling in online English postgraduate programs at Virtual universities with a special reference to the Syrian Virtual University. It would therefore highlight the benefits that students get at these virtual universities as an alternative to traditional on campus education. Several points will be unwrapped such as virtual universities being an alternative under certain circumstances, and students' perception of the educational process in terms of fulfillment.

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44

Alfath, Nashiruddin. "Penggunaan Teknologi Virtual Reality Sebagai Media Freshman Virtual Guide Untuk Pengenalan Kampus Di Universitas Di Beberapa Negara." Jurnal Teknologi Informasi dan Terapan 11, no. 1 (2024): 25–29. http://dx.doi.org/10.25047/jtit.v11i1.358.

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Abstract The campus introduction program is given to first-year students to prepare for college. The introduction of campuses using Virtual Reality technology has already begun in several universities. This study aims to describe the use of Virtual Reality technology as a freshman Virtual Guide media for campus introduction in several universities. In particular, this study will describe the VR media used and the content of services available at the university for students. The research method uses a literature review with various information from journals. The results of the study concluded that several campuses in various parts of the world have implemented Virtual Reality technology as a freshman Virtual Guide media for campus introduction. Campuses include Western Sydney University, Brock University, and the University of Miami (UM). Virtual Reality technology can provide new experiences for students so that further development needs to affect the influence of immersive experiences on the student learning process in the future. Keywords: technology, virtual reality, campus life, college, freshman virtual guide Abstrak Program pengenalan kampus diberikan kepada mahasiswa tahun pertama untuk mempersiapkan diri belajar di perguruan tinggi. Pengenalan kampus menggunakan teknologi Virtual Reality sudah dimulai di beberapa universitas. Penelitian ini bertujuan untuk mendeskripsikan penggunaan teknologi Virtual Reality sebagai media freshman Virtual Guide untuk pengenalan kampus di beberapa universitas. Secara khusus penelitian ini akan mendeskripsikan media VR yang digunakan dan konten layanan yang tersedia di universitas bagi mahasiswa. Metode penelitian menggunakan kajian literatur dengan berbagai informasi dari jurnal. Hasil penelitian menyimpulkan bahwa beberapa kampus di berbagai belahan dunia telah mengimplementasikan teknologi Virtual Reality sebagai media freshman Virtual Guide untuk pengenalan kampus. Kampus yang menggunakan antara lain Western Sydney University, Universitas Brock, dan University of Miami (UM). Teknologi Virtual Reality dapat memberikan pengalaman baru bagi mahasiswa sehingga perlu pengembangan lebih lanjut bagaimana pengaruh pengalaman yang imersif terhadap proses pembelajaran mahasiswa dimasa depan. Kata Kunci: teknologi, virtual reality, kehidupan kampus, perguruan tinggi, freshman virtual guide.

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Morales-Romero, Guillermo, José Antonio Arévalo-Tuesta, Lilia Rodas-Camacho, et al. "Virtual tools in distance education: university satisfaction regarding its application as part of teaching strategies." Indonesian Journal of Electrical Engineering and Computer Science 28, no. 2 (2022): 1049–57. https://doi.org/10.11591/ijeecs.v28.i2.pp1049-1057.

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When virtual education was implemented in Peru, the limitations of teachers in technological management were evident. For this reason, the research seeks to analyze the perception of university satisfaction regarding the use of virtual teacher tools as part of teaching strategies, in order to improve virtual teaching-learning, achieving student motivation and facilitating this meaningful learning through the use of virtual tools. The method used according to the investigative approach is qualitative, according to its scope it is descriptive and correlational. During the development of the research, it was identified that the satisfaction regarding the use of virtual tools by the teacher is focused on the critical, constructive and positive attitude towards virtual tools and in the acquittal of students' questions regarding the use of virtual tools. On the other hand, the indicator that is related to low student satisfaction focuses on the low diversity of methodological strategies used for the development of virtual learning sessions. Likewise, the Chi-square test shows the significant relationship between the perception of the teacher's competences regarding the use of virtual tools and the perception of the quality of the teaching offered to students during distance education.

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Francisca Ogbomo, Dr Esoswo. "Virtual reality library services: A global vision for university libraries in Delta and Edo states, Nigeria." Regional Journal of Information and Knowledge Management 7, no. 1 (2022): 1–13. http://dx.doi.org/10.70759/cpr1kn88.

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Rationale of Study – Virtual reality is a universal technological phenomenon that has made a tremendous impact on a wide range of professions, including medicine, engineering, aviation, military, and, more lately, librarianship, among others. It is worrisome that libraries in Delta and Edo states, Nigeria are yet to deploy virtual reality services. This study investigated virtual reality services in university libraries in Delta and Edo States, Nigeria.Methodology – A descriptive survey research method was adopted for the study using a population of 116 librarians from the 15 university libraries in Delta and Edo States, Nigeria. The total enumeration sampling technique was utilised for the research because of the small population size. A structured questionnaire to collect data from the respondents face to face.Findings – The findings revealed that librarians’ willingness to implement virtual reality technologies in university libraries in Delta and Edo States, Nigeria is high. The study further revealed that the respondents agreed that information literacy service, library orientation service, and user education service, among others, can be done via virtual reality technologies in university libraries. However, the respondents were not aware of virtual reality technologies to adopt.Implications – This study recommends that library management should allocate funds for the acquisition of virtual reality technologies for university libraries. Training on virtual reality should also be organised for librarians in university libraries in Nigeria.Originality – The study was an original research conducted on the potential use of virtual reality library services in Delta and Edo States, Nigeria.

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Abbasi, Bilal Ahmed, and Ambreen Gul. "Sustainability in virtual education: A case study of virtual university of Pakistan." Journal of Management Info 10, no. 3 (2023): 200–211. http://dx.doi.org/10.31580/jmi.v10i3.2830.

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The penetration of technology has helped in better online learning and training around the world by minimizing the time and space issues coupled with traditional education and training. Regardless of the several benefits, keeping students on online platforms is an arduous task. Taking the case study of the Virtual University of Pakistan, this paper explores the impact of personal and environmental factors on online Leaner’s intention to continue through satisfaction. Primary data was gathered from 361 students of 3 regional campuses through a self-administrated closed-ended questionnaire. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze the data in SmartPLS software. The study results indicate that only the provision of satisfying personal and environmental factors by distance learning higher education institutions can help them in attracting and retaining students. The post-COVID-19 situation has made the student intake and retention task even harder as the traditional education institution has also built the capabilities to provide online education and diminishing the niche market of virtual education institutions.

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Brockerhoff-Macdonald, Bettina, Kelly Brennan, and Megan Houle. "The Laurentian University CAE Coffeehouse." Collected Essays on Learning and Teaching 13 (October 28, 2020): 140–47. http://dx.doi.org/10.22329/celt.v13i0.5978.

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Laurentian University’s Teaching and Innovation team recently created the virtual CAE Coffeehouse, an online repository of a variety of faculty development resources. The online CAE Coffeehouse supports the physical in-person Faculty Learning Community through web-streamed workshops, drop-in hours, a teaching “book club”, individual consultation sessions, and various departmental outreach initiatives. This article presents the characteristics of a Faculty Learning Community (FLC), as defined by Cox (2004, 2013), and a Professional Learning Community (PLC), as defined by Cherrington et al., (2018), and describes how the development of the CAE Coffeehouse builds upon these principles to extend the community into a virtual space.  Récemment, l’équipe Enseignement et Innovation de l’Université Laurentienne a créé, sous une forme virtuelle, la CAE Coffeehouse, un répertoire en ligne proposant un éventail de ressources en perfectionnement des corps professoraux. Cet outil en ligne vient en appui à la communauté d’apprentissage professorale – laquelle prend quant à elle une forme physique, présentielle – en offrant des ateliers en direct sur le web, des heures de rencontre sans rendez-vous, un club de lecture sur l’enseignement, des séances de consultation individuelles et différentes activités d’information départementale. Dans notre article, nous présentons les notions de communauté d’apprentissage professoral, telle que définie par Cox (2004, 2013), et de communauté d’apprentissage professionnel, telle que définie par Cherrington et al. (2018). Ensuite, nous montrons comment l’élaboration de la CAE Coffeehouse se fonde sur de tels principes pour étendre la portée de la communauté jusque dans l’univers virtuel.

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HELMUTH, MARA. "Virtual musical performance and improvisation on Internet2." Organised Sound 10, no. 3 (2005): 201–7. http://dx.doi.org/10.1017/s1355771805000944.

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Several projects involving audio and video transmission between the University of Cincinnati and other sites over the high bandwidth Internet2 have ranged from the simple transmission of video material, to more complex interactive improvisation. A performance of Clotho, the life of Camille Claudel, a musical monodrama collaboration, was streamed in September 2000 over Internet2 to a widely distributed audience. The second project involved my real-time contribution from Cincinnati to a performance happening at Yale University of The Ankle Diver, with music by Matthew Suttor. A network improvisation project with the Soundmesh (formerly Internet Sound Exchange) software resulted in a number of improvisations involving the University of Cincinnati, Columbia University, Yale University and the Fall Internet2 Meeting at the University of Southern California. High-quality audio and flexibility of sound sources and processing is a strength of these improvisations.

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Rada, Roy. "Lessons From a Virtual University Task Force." Failure and Lessons Learned in Information Technology Management 1, no. 1 (1997): 31–37. http://dx.doi.org/10.3727/108812897792459154.

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