In this article, the concept of a ‘virtual reality learning environment’ (VRLE) discussed in the context of technology enhanced learning. The aim of this work is to compare the views of British (n=8) and international virtual learning practitioners (n=21) on the future of virtual reality based learning and to test the hypothetical checklist of virtual reality learning components (VRLC). The international virtual learning practitioners were leading researchers and members of the FiSTe project consortium. The first objective was investigated in three parts using a Practitioner based method. The second goal was investigated by presenting an incomplete checklist of the VLC to international practitioners along with a narrative scenario, and asking them if something was missing. The results, in the main, showed that the British and the international FiSTe practitioners shared views on the future of virtual learning, but the international practitioners showed more scepticism in their opinions. British practitioners emphasised the relevance of personal aspects of learning, when FiSTe practitioners saw learning community issues more relevant. The theoretical framework of this study, comprising the VLC checklist was supported by the international virtual learning practitioners with an exception of “Continuity and adaptability”, and “Support for time and learning management”.
">In this article, the concept of a ‘virtual reality learning environment’ (VRLE) discussed in the context of technology enhanced learning. The aim of this work is to compare the views of British (n=8) and international virtual learning practitioners (n=21) on the future of virtual reality based learning and to test the hypothetical checklist of virtual reality learning components (VRLC). The international virtual learning practitioners were leading researchers and members of the FiSTe project consortium. The first objective was investigated in three parts using a Practitioner based method. The second goal was investigated by presenting an incomplete checklist of the VLC to international practitioners along with a narrative scenario, and asking them if something was missing. The results, in the main, showed that the British and the international FiSTe practitioners shared views on the future of virtual learning, but the international practitioners showed more scepticism in their opinions. British practitioners emphasised the relevance of personal aspects of learning, when FiSTe practitioners saw learning community issues more relevant. The theoretical framework of this study, comprising the VLC checklist was supported by the international virtual learning practitioners with an exception of “Continuity and adaptability”, and “Support for time and learning management”.