The Philosophy of Openness in Terms of Accessibility through Virtual Worlds: The Case of Distance Education
DOI:
https://doi.org/10.57125/FP.2024.12.30.04Keywords:
Openness, Accessibility, Open and Distance Education, People with Disabilities, Virtual Communities, virtual worldsAbstract
This article aims to investigate the role of virtual worlds in enhancing the philosophy of openness in terms of accessibility in distance education. A bibliographic research was conducted, based on specific sampling criteria, to search and collect contemporary and topic-related literature, emphasising the last ten years. Articles and books on openness, accessibility, distance education, and virtual worlds were collected through research sources, such as Google Scholar, HEAL-Link and ERIC, utilising relevant keywords. This information was then organised and synthesised to show the importance of using virtual worlds to enhance accessibility in Open and Distance Education. According to the literature, Second Life is the most prevalent virtual platform within the educational community, thanks to its openness and the diverse opportunities for creating interactive virtual learning environments that foster the skills necessary for contemporary education. It is also noteworthy that virtual worlds, like Second Life, increase accessibility for people with disabilities, breaking down many physical barriers and providing significant opportunities for socialisation and learning. In conclusion, in the context of Open and Distance Education, virtual worlds like Second Life offer: a) an interactive, creative and collaborative environment with numerous possibilities and diverse sensory stimuli; b) accessible environments without spatiotemporal constraints; c) inclusive environments for users with disabilities and other vulnerable social groups, d) virtual visits to historical and art projects, workshops, and more, e) the creation of personalised learning experiences of high aesthetic value, and f) the democratisation of knowledge, since virtual communities, projects and activities in the virtual environment, can be open without spatiotemporal and economic constraints most of the time. Utilising virtual worlds increases accessibility, a strong indicator of openness in any educational context.
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