A recent article in the New York Times (see Web Playgrounds of the Very Young) led me to think about whether educators are simply ahead of the curve in the use of virtual environments for educational purposes. While Second Life and other virtual environments for adults have fallen short of anticipated use expectations, those for children have enjoyed unprecedented growth. The success of sites like Club Penguin and Webkinz begs the question that perhaps the generation of students now in elementary and middle school will be open to and expect their educational experiences to exist in virtual worlds. Then again, these students are currently not using virtual worlds for collaborative learning experiences. Instead, these sites exist as a social outlet for children who are often unable to freely travel to visit their friends in person. Will the fascination with virtual environments wane as these same students grow into their late teen years and are able to more freely socialize with their peers? I think this question has yet to be answered.

If our experiments with virtual worlds are teaching us anything, it is perhaps that our course management systems will need to change from the largely asynchronous environments that currently exist to “virtual classrooms” that more closely mirror the face-to-face environment. Such environments would allow for more natural social engagement, easier collaborative learning opportunities, and a better sense of community. In order to make these “virtual classrooms” a reality, educators should begin planning now in order to meet the needs of the generation of students who will be attending college in five to seven years.