https://doi.org/10.31261/CHOWANNA.2010.35.12
Technological development, which can be observed over the last years, has changed forms and methods of distance learning to a large extent. An opportunity of bidirectional communication plus contact with audience and an opportunity to verify knowledge and skills learnt have contributed substantially to a new form of education called e‑learning. The field of e‑learning has been developing dynamically as it is a very convenient form, which is attractive in use and transfer of knowledge based not only on text information but on multimedia as well. This form of learning has got many advantages, still a number of disadvantages or drawbacks can be listed. This is, among others, a lack of opportunities for complete interaction among students participating in this process of education, which is particularly visible in relations observed unconsciously during the group work in the real background of the classroom. Difficulties derived from limitations of e‑learning and its traditional techniques are mainly noticeable in art education, which depends largely on a master‑student relation. It seems that an implementation of virtual reality in didactics might be a technical solution to disadvantages mentioned earlier. This form permits to use visual and verbal techniques of communication. Virtual reality used in education enables teachers to catch and keep young people’s attention and gives an opportunity for support in active learning. Implementation of virtual environments can change more a style of learning than activities in the frame of formal structure in the classroom. The present paper describes techniques and methods of virtual reality that may be implemented in art education.
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No. 2 (35) (2010)
Published: 2025-08-28
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