Inclusive authentic e-learning

Enhancing equity and accessibility through virtual site visits

Abstract

The growing shift to digital education environments has accelerated the need for inclusive, flexible, and pedagogically sound learning strategies. Authentic e-learning, when paired with virtual site visits (VSVs), offers learners opportunities to engage with complex, real-world contexts in ways that are both accessible and equitable. This paper explores how VSVs can support authentic learning goals by eliminating traditional barriers associated with physical site visits, using the example of a detailed virtual simulation of the mechanical plant room in the Alan Gilbert Building at the University of Melbourne. Drawing from constructivist, experiential, and situated learning theories, this case study illustrates how virtual environments can foster deep learning and skill development. It also outlines inclusive design practices, challenges in implementation, and strategies for promoting equity. Through a case study and practical design experience, the paper proposes that inclusive VSVs are not just a temporary substitute, but a lasting innovation for 21^st century education.