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Estela Dauksiene research on Virtual Mobility in Higher Education

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Presentation of doctoral dissertation "Virtual Mobility in Higher Education"

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Estela Dauksiene research on Virtual Mobility in Higher Education

  1. 1. Vytautas Magnus University, Faculty of Social Sciences, Department of Education Science VIRTUAL MOBILITY IN HIGHER EDUCATION Doctoral Dissertation - Social Sciences, Education Science (07 S) Estela Daukšienė Scientific Supervisor - Prof. habil. dr. Margarita Teresevičienė Consultant – Assoc.prof. Airina Volungevičienė 2013 - 12 - 16
  2. 2. Virtual Mobility in Higher Education Estela Daukšienė Virtual mobility (different authors): “the set of ICT-supported activities that realize crossborder, collaborative experiences in a context of teaching and/or learning” Vriens, M., Van Petegem, W., Op de Beeck, I., & Achten, M. (2010) “it is the way of collaboration among people from different backgrounds and cultures, working and studying together where crossing borders in not a necessity any more” Poulova, P., Černa, M., & Svobodova, L. (2009b).
  3. 3. Virtual Mobility in Higher Education Estela Daukšienė Virtual mobility in higher education: is an activity or a form of learning, research and communication and collaboration, based on the following characteristics: • cooperation of at least 2 higher education institutions; • virtual learning environment; • collaboration of people from different background and cultures working and studying together, creating a virtual community; • having a clear goal and clearly defined learning outcomes; • having, as its main purpose, the exchange of knowledge and improvement of intercultural competences; • as a result of which the participants may obtain ECTS credits and/or its academic recognition will be assumed by the home university... Eds. Teresevičienė et al. (2011).
  4. 4. Virtual Mobility in Higher Education Estela Daukšienė Research influencing factors • The changing concept of virtual mobility (VM) • The lack of scientific proofs for virtual mobility benefits and limited phenomenon awareness at higher education institutions (HEI) • HEI, students and teachers are not sure how to prepare and implement VM
  5. 5. Virtual Mobility in Higher Education Estela Daukšienė The main research questions • How is virtual mobility in higher education defined? • How can teachers and institutions prepare for VM? • How to implement VM in HE?
  6. 6. Virtual Mobility in Higher Education Estela Daukšienė The aim of the research was to conceptualize virtual mobility phenomenon in higher education, analysing its main components and revealing their relationships.
  7. 7. Virtual Mobility in Higher Education Estela Daukšienė AIM – to conceptualize virtual mobility phenomenon in higher education, analysing its main components and revealing their relationships. The objectives of the research: 1. To define virtual mobility concept in higher education, revealing its dynamic change. 2. To justify the importance of virtual mobility for higher education institutions. 3. To analyze the main components of virtual mobility in higher education and reveal their inter-relationships. 4. To distinguish possible VM dimensions, permeating VM process implementation. 5. To identify and discuss the needs, obstacles for and success factors of VM implementation.
  8. 8. Virtual Mobility in Higher Education Estela Daukšienė Research methodology The research was based on the following philosophical reasoning of:  connectivism theory: • phenomenon complexity, links between the main VM components, multicultural study curriculum design  constructivism theory: • multicultural study curriculum design and implementation, application of technologies
  9. 9. Virtual Mobility in Higher Education Estela Daukšienė Research methodology: research methods Theoretical  Scientific literature review and meta-analysis of documents, created by VM expert groups Empirical  Case study – Situation analysis (desk research (5 countries) and survey of representatives of VM implementing institutions (53 resp.)) – Observation (VM module preparation and implementation) – 3 surveys of participants (29sts.; 23sts.; 13 tchs.) – Teacher interview (5 teachers)  VM expert interview (12 experts)
  10. 10. Virtual Mobility in Higher Education Estela Daukšienė 1. To define virtual mobility concept in higher education, revealing its dynamic change Virtual mobility in higher education is a way of learning, teaching, research, communication, or collaboration, based on the following characteristics: • Development of intercultural competence; • Cooperation of higher education institutions; • Application of appropriate technological solutions for teaching and learning, communication and collaboration; • Aimed at achieving academic goals and recognition of the achieved learning outcomes
  11. 11. Virtual Mobility in Higher Education Estela Daukšienė 1. To define virtual mobility concept in higher education, revealing its dynamic change • The change of VM concept and its understanding: – joint seminars or delivery of lectures in order to create possible collaborative models of universities; – broadened concept and all virtual collaborative activities embraced under the umbrella term of “virtual campus” in the current meaning of “virtual mobility”; – concept specification by 10 elements. • It is still not widely known and sometimes confused with virtual learning, even by teachers and students implementing it. • VM concept and its current understanding will presumably be refined and purified in the near future.
  12. 12. Virtual Mobility in Higher Education Estela Daukšienė 2. To justify the importance of virtual mobility for higher education institutions Virtual mobility • Fosters the quality assurance of curriculum and programmes. • Contributes to the internationalization and modernization of higher education. • Facilitates the competition of HEI and contributes to the institutional competitiveness • Increase the use of technology enhanced learning and development of virtual educational institutions in Europe and the world
  13. 13. Virtual Mobility in Higher Education Estela Daukšienė 3. To analyze the main components of virtual mobility in higher education... VM competencies VM scenarios (models, types, activities, forms) VM curriculum (design, based on acquired / developed VM competencies) (related to VM activity learning outcomes , intercultural, language, digital and other personal, social) Technologies (ICT) for virtual mobility
  14. 14. Virtual Mobility in Higher Education Estela Daukšienė 3. To analyze the main components of virtual mobility in higher education ... Virtual mobility scenario composition: Types: • Student virtual mobility SVM) • Teacher virtual mobility (TVM) Models – exchange based on: • bilateral agreements • or multilateral agreements
  15. 15. Virtual Mobility in Higher Education Estela Daukšienė VM scenario composition: Virtual mobility activities and forms VM forms Fully virtual mobility Part of blended mobility (virtual and physical exchange) VM 1. Virtual seminar 1. Virtual seminar + physical mobility 2. Virtual course + physical mobility activities 2. Virtual course 3. Virtual study 3. Study programme, combining programme physical and virtual mobility 4. Virtual 4. Virtual placement + physical placement mobility or virtual activities + international placement 5. Other virtual 5. Virtual activities, facilitating, activities, aiming to supporting or extending exchange support exchange participants
  16. 16. Virtual Mobility in Higher Education Estela Daukšienė The complex VM case, analyzed during empirical research: Multi-lateral agreement – 5 countries, 6 institutions Activity – Virtual course (module), Forms: SVM – fully virtual; TVM – blended
  17. 17. Virtual Mobility in Higher Education Estela Daukšienė 3. To analyze the main components of virtual mobility in higher education and reveal their inter-relationships Scenarios Curriculum Technologies VM competen cies The inter-relations of the main virtual mobility components
  18. 18. Virtual Mobility in Higher Education Estela Daukšienė Virtual mobility process: 4 phases Decision making Curriculum design Implementation Recognition
  19. 19. Virtual Mobility in Higher Education Estela Daukšienė 4. To distinguish possible VM dimensions, permeating VM process implementation Institutional: Scenarios Administrative procedures Mutual trust Recognition Decision making Curriculum design Implementation Recognition
  20. 20. Virtual Mobility in Higher Education Estela Daukšienė 4. To distinguish possible VM dimensions, permeating VM process implementation Institutional Educational - VM curriculum design, - learning organization, - assessment and -support for teachers and students Decision making Curriculum design Implementation Recognition
  21. 21. Virtual Mobility in Higher Education Estela Daukšienė 4. To distinguish possible VM dimensions, permeating VM process implementation Institutional Educational Technological: different technological solutions in the process phases Decision making Curriculum design Implementation Recognition
  22. 22. Virtual Mobility in Higher Education Estela Daukšienė 4. To distinguish possible VM dimensions, permeating VM process implementation Institutional Educational Multicultural: VM competencies of students and teachers Technological Decision making Curriculum design Implementation Recognition
  23. 23. Virtual Mobility in Higher Education Estela Daukšienė 5. To identify and discuss the needs, obstacles for and success factors of VM implementation Needs: • the development of teachers‟ and students„ skills • modernization of the study curriculum • quality improvement in teaching and learning • quality improvement of services provided for students • better career opportunities for participants and their enhanced employability
  24. 24. Virtual Mobility in Higher Education Estela Daukšienė 5. To identify and discuss the needs, obstacles for and success factors of VM implementation Obstacles: • Diverse understanding of virtual mobility concept in national and international levels • Unclear administrative and recognition procedures of student and/or teacher VM • Limitations, created by technological decisions • Limited number of best pactices • Much time for preparation
  25. 25. Virtual Mobility in Higher Education Estela Daukšienė 5. To identify and discuss the needs, obstacles for and success factors of VM implementation Success factors from the institutional dimension: • a commonly agreed framework, • involvement of different countries, • natural evolvement of partnership, • engagement of the institutions‟ top management, faculty and students, and • the recognition of experience
  26. 26. Virtual Mobility in Higher Education Estela Daukšienė 5. To identify and discuss the needs, obstacles for and success factors of VM implementation Success factors from the educational dimension: • the use of common framework, • dedicated time for preparation and detailed planning, • blended mobility of teachers while designing a curriculum, and • support system for students and teachers
  27. 27. Virtual Mobility in Higher Education Estela Daukšienė 5. To identify and discuss the needs, obstacles for and success factors of VM implementation Success factors from the intercultural dimension: • real cultural exchange, • participants‟ willingness to try and to learn, • benevolent attitude, enthusiasm, and • efective team work Success factors from the technological dimension: • transparent and appropriate use of technologies, combined with necessary trainings
  28. 28. Virtual Mobility in Higher Education Estela Daukšienė Recommendations for institutions in regard to virtual mobility: • To define the VM concept on national and international levels. • To increase the awareness of students, teachers and researchers by introducing the VM concept, possibilities and benefits. • To prepare VM framework and documents for VM implementation and recognition. • To foster research on virtual mobility. • To promote the collaboration of teachers to create joint courses. • To base VM curriculum design on the development of intercultural competence
  29. 29. Thank you. Let‟s travel virtually as well 

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