The challenge of virtual mobility: pedagogical models and good practices.

Autor/in	Otto, Daniel
Titel	The challenge of virtual mobility: pedagogical models and good practices.
Quelle	Aus: López Martínez, A. (Hrsg.); Candel Torres, I. (Hrsg.); Gómez Chova, L. (Hrsg.): INTED2018 Conference Proceedings. Valencia (2018) S. 3368-3376 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISSN	2340-1079
ISBN	978-84-697-9480-7
DOI	10.21125/inted.2018.0651
URN	urn:nbn:de:0168-ssoar-58538-7
Schlagwörter	Lernerfolg; Lehrmethode; Hochschulbildung; Fernstudium; E-Learning
Abstract	The notion of virtual mobility has gained prominence not only in the field of distance education. Virtual mobility is entrenched in the idea to enable students to exchange and collaborate with teachers and fellow students from other countries by the means of the latest information and communication technologies (ICT). In this paper, we argue that especially non-traditional students regularly found in distance education can benefit from virtual mobility as they are normally omitted from regular exchange programs. However, hitherto there is little empirical data about how to best implement virtual mobility in courses in distance education. We therefore present our own experiences with developing a university course which implemented virtual mobility. The course brings together students from two Master programmes in Finland and Germany. We used the ADDIE model which allowed us to tailormade the course striving to enhance the learning experience of the students. Seamless learning, problem-based learning and peer-assessment were implemented as activities to spur the students' interaction and thereby enriching their experience with virtual mobility. The results of our evaluation are twofold. First, students indicate a high level of satisfaction with the instructional course design, the different activities and the collaboration with fellow students from abroad. Second, the results suggest that students need additional assistance as well as skill improvement and training to be able to perform eLearning. In a nutshell, the ADDIE model proved to be valuable for instructional course design by allowing testing and evaluating the merits and risks of a course with virtual mobility.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2020/2