Zum Potenzial virtueller Lernumgebungen. Neue Möglichkeiten und Grenzen

Virtuality is not the essence of computer-based learning environments: any learning environment contains elements of virtuality in so far as it concerns itself with representations of reality. Even though the difference between computer-based and traditional settings in this respect is one of degree rather than of substance, conditions at the extreme end of the virtuality scale call for a change in learning arrangements. The authors explore the consequences for learners – self-direction, critical assessment of sources, filtering of relevant information – as well as for developers of learning/teaching environments whose tasks will include thinking about course structure and defining standards of participation for their students.