Projects per year
This pedagogical method, due to its high versatility, can be adapted to address various educational contexts, hence its growing popularity. While various aspects of students’ participation in VE projects have attracted numerous research studies, little is known about how VE design and delivery stimulate, if at all, teachers’ professional growth.
The study is part of a large-scale research conducted within the EU-funded Erasmus+ KA3 project EVOLVE (Evidence Validated Online Learning through Virtual Exchange, see section 1.3) into the impact of Virtual Exchange as an educational method in Higher Education contexts. The current report concentrates on how the process of designing, implementing and carrying out VE affects the teachers involved. In particular, it investigates how they view the evolution of their general teaching competence, their VE-related competences as well as their approach to nurturing student-centeredness and other active pedagogical approaches in the academic courses they teach. The study also casts light onto the motives behind VE implementation, the targeted learning objectives and teachers’ perceptions of VE-related challenges.
|Number of pages||61|
|Publication status||Published - Dec-2020|
- virtual exchange
- teacher pedagogical competences
- 1 Finished
Jager, S., O'Dowd, R., Nissen, E., Hauck, M., Kurek, G., Helm, F., MacKinnon, T., Sauro, S., van der Heijden, C., Tyszblat, R., Moleiro, C., Sousa, M., Millner, S., Elbeblawi, S., Alba Duran, J., Oggel, G., Felce, C., Gutiérrez, B. F., Muller, C. & Plowright-Pepper, L.
01/01/2018 → 31/12/2020