The use of virtual environments as an extended classroom – A case study with adult learners in tertiary education

This study was conducted in immersive 3D virtual environment Second Life®, with the support of web 2.0 tools as a complement to physical classroom - extended classroom. It was assumed that socialization is a key factor for collaborative learning and knowledge construction. The study aims to identify the variables that may influence knowledge sharing in learning contexts using virtual environments; with the aim of contributing to the improvement of learning situations using the online tools. This research is exploratory in nature and falls within the field of phenomenological studies. The study was implemented in a tertiary education institution involving regular and adult learners. We conclude that in virtual environments learners tend to feel more confident, open, participatory, creative, understanding and seem to participate in training sessions because they are indeed interested in learning. On the other hand, the possibility of providing online tutorial session allows reaching a larger number of learners. These online sessions can be established in a time and place (virtual) free of constraints and can be tailored, allowing a more effective participation from learners.info:eu-repo/semantics/publishedVersio

Organisational virtuality: a conceptual framework for communication in shared virtual environments

This paper shows how popular 'structure-driven' approaches fail those who use and design virtual teams, and presents 'organisational virtuality' a conceptual framework which is may be used to understand the ways in which advanced ICTs and face-to-face meetings are used to support communication between users of shared virtual environments. It is argued that if knowledge exchange requires the sharing of contexts, then virtual teams may only be innovative if the contexts (space, time, community) which are not shared between them are re-personalised, through a mediated sense of telepresence, temporal telepresence and telecommunity

Social Loafing Impact on Collaboration in 3D Virtual Worlds: An Empirical Study

Collaboration is increasingly distributed and influenced by the technologies involved in the workspace. 3D Virtual Worlds (VWs) are rich and promising collaboration tools that provide highly interactive environments. Several researchers and practitioners are particularly interested in the potential of these new media to support collaborative practices. However, the literature does not provide yet satisfactory and accurate response to companies about impacts of these technologies’ use for professional collaboration purposes. The present research attempts to address this gap and looks at this effect more closely. This research in progress presents the research model and research methodology used. The research model hypothesizes social loafing as substantial factor that determines team members’ involvement in knowledge sharing and application processes. In the future, this empirical study suggests quantitative assessment of the impact of 3D virtual world use in workspace on knowledge sharing and knowledge application

Virtual knowledge brokering : describing the roles and strategies used by knowledge brokers in a pediatric physiotherapy virtual community of practice

Introduction: Knowledge transfer in pediatric rehabilitation is challenging and requires active, multifaceted strategies. The use of knowledge brokers (KBs) is one such strategy noted to promote clinician behavior change. The success of using KBs to transfer knowledge relies on their ability to adapt to ever-changing clinical contexts. In addition, with the rapid growth of online platforms as knowledge transfer forums, KBs must become effective in virtual environments. Although the role of KBs has been studied in various clinical contexts, their emerging role in specific online environments designed to support evidence-based behavior change has not yet been described. Our objective is to describe the roles of, and strategies used by, four KBs involved in a virtual community of practice to guide and inform future online KB interventions. Methods: A descriptive design guided this study and a thematic content analysis process was used to analyze online KB postings. The Promoting Action on Research in Health Sciences knowledge transfer framework and online andragogical learning theories assisted in the coding. A thematic map was created illustrating the links between KBs' strategies and emerging roles in the virtual environment. Results: We analyzed 95 posts and identified three roles: 1) context architect: promoting a respectful learning environment, 2) knowledge sharing promoter: building capacity, and 3) linkage creator: connecting research-to-practice. Strategies used by KBs reflected invitational, constructivism, and connectivism approaches, with roles and strategies changing over time. Discussion: This study increases our understanding of the actions of KBs in virtual contexts to foster uptake of research evidence in pediatric physiotherapy. Our results provide valuable information about the knowledge and skills required by individuals to fulfill this role in virtual environments

Virtual knowledge spaces: A call for research

Davis (1989) authored the widely acclaimed book titled “Future Perfect” prescribing that, in a “future perfect, anyone in an anytime – anyplace mode would be able to communicate to anyone else in the world.” The year 2020 provided clear affirmation that the knowledge workforce of the future is poised to not only communicate anytime – anyplace, but to create workplace environments that thrive across time zones and unlimited virtual locations. Knowledge management (KM) is “a systematic and integrative process of coordinating organization-wide activities of acquiring, creating, storing, sharing, diffusing, and deploying knowledge by individuals and groups, in pursuit of major organizational goals” (Rastogi, 2000, p. 40). Information scientists and knowledge management scholars must reexamine models of organizational learning, competency development and organizational culture to harness the collective capability of not only a virtual workforce, but a virtual organization. The researchers’ “work in progress” poster presents a preliminary systematic literature review and offers guiding questions to scholars and scholar practitioners exploring this rich area of KM research in a virtual organization. The three primary research areas are organizational learning, knowledge archiving, and knowledge system modeling. The final systematic literature review will define the topic and will utilize scholarly research methodologies (e.g., Torocco, 2016) to critically analyze and synthesize existing knowledge management literature and present virtual workforce implications that give direction for future research. In this growing research area, this poster poses the questions: (1) What are the obstacles of storing and deploying knowledge in a virtual organization? (2) How does the virtual organization impact the social nature of knowledge (namely sharing and creation)? (3) How must knowledge systems evolve to accommodate a virtual workforce? Davis, S. (1989). Future Perfect. Reading, Massachusetts: Addison-Wesley. Rastogi, P. (2000) Knowledge management and intellectual capital — the new virtuous reality of competitiveness. Human Systems Management 19(1), 39 – 49. Torocco, R. (2016). Writing Integrative Reviews of Literature: Methods and Purposes. International Journal of Adult Vocational Education and Technology, 7(1), 62 – 70. doi: 10.4018/IJAVET.201607010

Energizing the Nexus of Corporate Knowledge: A Portal Toward the Virtual Organization

In the age of virtual organizations, managers and experts cease to be lone custodians of the corporate knowl- edge base. Knowledge must be shared across cultural and time-space boundaries to create strategic frontiers in global and virtual enterprises. However, we believe that organizations have barely scratched the surface of the “knowledge sharing game” played across virtual environments. In technology-based organizations, for example, technical knowledge must be meticulously captured and conveyed in a highly cognitive manner to have substantive benefits in raising the competence and productivity of globally-dispersed workers. In this light, we contend that richer forms of knowledge/media representations, such as virtual reality (VR) and 3D imagery, could be creatively utilized to enable improvements in knowledge management, especially within virtual workspace. We further argue that organizational learning evolves to a higher level only when knowl- edge management is radically improved and effectively exploits “organizational memory” with the aid of IT (Stein and Zwass 1995). This paper explores how a technology-based firm, APV Anhydro, has extracted technical knowledge from its experts and creatively presented such knowledge in rich media representations using VR/3D technologies. This enabled APV to share rich technical knowledge across its global marketing operations, and as a consequence, accelerated its organizational learning process

How Organizational Leaders are Challenged as Their Organizations Move to More Virtual or Digital Work Environments

Organizations are moving toward more virtual and remote work environments. The Covid-19 pandemic has exacerbated the need for organizations to be able to operate and grow while some or all their employees work remotely. While this change to work environments has provided some opportunities, it has also presented several challenges to organizational leaders. Research has demonstrated that leaders and managers are challenged with communication issues, including miscommunication, issues with clarity, and issues with information and knowledge sharing; a reduction or loss of employee satisfaction and motivation; lack of employee engagement; issues with onboarding and training; and a reduction in performance or production. The movement of organizations toward virtual and remote work environments has had a direct impact on leaders, managers, employees, and the organization itself. Leaders and managers in the insurance industry were included within this research study. The study results show that while there are many opportunities presented by virtual work environments, insurance leaders and managers have been challenged with issues involving communication, engagement, relationships, and training. This study provides an overview of those challenges as well as recommendations for future areas of research

Incorporating Virtually Immersive Environments as a Collaborative Medium for Virtual Teaming

Virtually immersive environments incorporate the use of various computer modelling and simulation techniques enabling geographically dispersed virtual project teams to interact within an artificially projected three-dimensional space online. This study focused on adoption of virtually immersive technologies as a collaborative media to support virtual teaming of both graduate and undergraduate-level project management students. The data and information from this study has implications for educators using virtually immersive environments in the classroom. In this study, we specifically evaluated two key components in this paper: 1) students' level of trust and; 2) students' willingness to use the technology, along with their belief about the virtual environment's ability to extend and improve knowledge sharing in their team work environment. We learned that while students did find the environment a positive add on for working collaboratively, there were students who were neither more nor less likely to use the technology for future collaborative ventures. Most of the students who were not very positive about the environment were “fence sitters” likely indicating needs related to additional training to improve communication skills. Finally, based on the full study results we have provided basic recommendations designed to support team trust building in the system along with interpersonal trust building to facilitate knowledge transfer and better strategic us of the technology