pedagogical challenges

A coherent e-learning pedagogy does not yet exist. The structure of the course, the content and the assignments given in traditional courses and programmes need to be adjusted in order to ensure they are suitable for Virtual Mobility course activities.

7.2.1 didactical models

Network-based education, as opposed to ex-cathedra face-to-face lessons, and virtual learning spaces, as opposed to the blackboard

40 Virtual Mobility Manual “How to teach internationally from your own desk?” avail- able at on http://reve.europace.be/drupal

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require changes in pedagogy and didactical models. Models such as guided independent self-study, problem-based learning and project- based learning, become increasingly important. Only in this way it can be avoided that learning through technologies becomes an impoverished replacement for face-to-face learning.

Some of the virtual learning activities described in this publication (for example the Cinema and Literature course or the Kremlin virtual internships), are based on these new models. In these examples, students have a lot of responsibility with respect to the learning path and the role of the teacher is that of a “guide on the side”.

studEnt motivation

Motivation is a very important factor for the success of Virtual Mobility schemes. Distance learning courses and virtual internships formerly had a high number of dropouts because of a lack of motivation on the part of students.

Motivation can, however, be increased. First of all, this can be done by avoiding isolation. In general, students in Virtual Mobility schemes need more guidance, a stronger agenda and better and more continuous communication. The Virtual Mobility activities in this handbook use, amongst other means, e-mail, forums, chat and conferencing systems that allow students to regularly contact each other. It also allows for a quick response and feedback from teachers, which helps them to improve their work and adjust their study habits on time. As with regular teaching, social integration thus plays an important role in distance learning.

Motivation can also be increased by giving the students more responsibility in planning and scheduling the learning. Following the principles of the “Guided Independent Learning” concept, they are stimulated by an active learning environment in which they can act as researchers responsible for their own learning and in which the teacher becomes responsible for the provision of adequate support

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7.2.2 Working methods

In Virtual Mobility activities, it is important to integrate a good mix of working methods. Because face-to-face meetings can never be totally replaced, virtual teaching methods should exist next to and in combination with traditional teaching methods. This is also called “Blended Learning”. “Virtual moments combined with contact moments work the best”. This is a conclusion reached by the teachers in the Cinema and Literature example given earlier. In fact, most of the examples we elaborated in this publication used a model of blended learning, where group assignments were made through ICT but where a minimum of face-to-face contact between teachers and students was made possible. When designing the learning activities and assignments, it is also important to take into account differences in communication styles between students: Some participate actively in a forum and chat sessions, while others are more observers. Some students never enter a forum at all. And this has not only to do with personal characteristics, but also with cultural differences and social backgrounds. Having a variety of working methods also increases students’ and teachers’ motivation.

7.2.3 assessment

A virtual activity should result in a real assessment, that is, the activity should be awarded (ECTS) credits. If not, it is difficult to motivate students to participate, especially since they want to be rewarded for the time and effort they have put in.

The assessment procedures are not easy to design. Assessments for Virtual Mobility initiatives need to be designed according to the pedagogical principles and the goals of the activities. If the learning activities focus on collaborative work, it may be important to build

41 Elen, J. (2003) The Reality of Excellence in Higher Education: The Case of Guided Independent Learning at the K.U.Leuven. In: Decorte E. (Ed.) (2003) Excellence in higher education. London, Portland Press.

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the assessment not only on study results and products but even more on the study process. Therefore, assessment and feedback from the teacher throughout the learning activities is very important, and not only at the end. This will also increase student motivation.

For example, assessment in a virtual collaboration environment could be based upon participation in the discussion forums and chat sessions, the writing of papers, the engagement in online group work and online tests (such as supported by QuestionMark Perception).

However, assessment in a virtual environment is not without difficulties. In a lot of cases, there are problems with authentication. Can forum attendance properly be controlled for online learners? Has the student really written his/her paper?

Problems with assessment can also arise because of institutional regulations. A possible tool for assessment could be to track user participation through the analysis of user log files (logging features). Some universities, however, do not allow online assessment. In other universities it may be forbidden to use logging features for assessment (e.g. due to privacy reasons).