Possibilities and limitations of learning in Zoom, on campus, and in VR – students’ experiences of hybrid learning spaces

Abstract

This article addresses the need for empirical research comparing students’ experiences of learning in different hybrid spaces in higher education that blend digital spaces, physical spaces and learning interactions. We focus on hybrid spaces formed around Zoom, non-immersive virtual reality (VR), and on-campus with a telepresence robot (TPR) tested on a course in Regional Studiemitations of hybrid spaces for collaborative learning, knowledge sharing, and group-based communication. Based on four student surveys and instructor’s diary along the course, we discuss possibilities and limitations of hybrid spaces of Home/Zoom, Actual/Virtual Reality, and Classroom/TPR. Even though students consider f2f on-campus meeting support collaborative learning best, they need place-flexible learning possibilities and are curious for new technologies and hybrid learning spaces. We advance theorization of hybrid learning space through identifying a posthuman learner, a human through, for instance, an avatar or TPR, that is required to enter, interact and learn in hybrid spaces.