From Virtual Mobility to Virtual Erasmus: Offering Students Courses and Services without Boundaries

From Virtual Mobility to Virtual Erasmus: Offering Students Courses and Services without Boundaries

George Ubachs (European Association of Distance Teaching Universities, The Netherlands) and Christina Brey (European Association of Distance Teaching Universities, The Netherlands)
DOI: 10.4018/978-1-60566-358-6.ch013
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Abstract

In higher education, international student mobility has become increasingly important for learners as well as for institutions. But today’s mobility schemes are first and foremost aimed at physical mobility. This approach covers the majority of students, but does, however, not take into account the needs of the lifelong learners who are not mobile due to family or work commitments, or who are constrained by disability, or do not have the financial means for traveling abroad during their academic education. The need to offer all students in higher education the possibility of an international experience and the European strategy of boosting student mobility requires new and alternative mobility concepts in addition to physical mobility. The European Association of Distance Teaching Universities (EADTU) initiated an operational analysis of virtual mobility under the e-move project. Different models of virtual mobility have been developed, analysed and put into practice. This chapter will explore how a particular virtual mobility scheme can be put into practice and what is required from an organisation to implement this model and incorporate it into its own curriculum.
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International Student Mobility In Europe: A Summary

The growing importance of international student mobility is embedded in the context of the changing landscape of higher education worldwide and can eventually be conceived as a result of three developments on a broader societal level. In a globalised world, people’s lives are less-and-less constrained by geographic proximity (Baumann, 2000; Stichweh, 2003). The world has become smaller and travelling as well as meeting people from foreign countries has become a regular routine for many of us. In the process of individualisation, traditions and institutional regulations have eroded and in a “multiple-options society” (Gross, 1994) people can and have to make choices in all spheres of life, including their education, career and professional development (Beck, 2004).

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Table of Contents
Foreword
Markku Markkula
Preface
Mark Stansfield, Thomas Connolly
Acknowledgment
Chapter 1
Lalita Rajasingham
This chapter contributes to the ongoing discussion on current best practice and trends in e-learning and virtual classes in higher education. With... Sample PDF
The E-Learning Phenomenon: A New University Paradigm?
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Chapter 2
Yukiko Inoue
An important task of higher education is to assist students in participating in an increasingly global economy. This global economy is transforming... Sample PDF
Linking Self-Directed Lifelong Learning and E-Learning: Priorities for Institutions of Higher Education
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Chapter 3
Lars-Erik Jonsson, Roger Säljö
The academic seminar can be seen as the core of university culture. In a seminar, claims to knowledge – presented in an essay and/or orally – are... Sample PDF
The Online Seminar as Enacted Practice
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Chapter 4
Stefan Hrastinski, Christina Keller, Jörgen Lindh
The transition from learning on campus to e-learning presents many challenges. One of the key challenges is the organisational culture, which may... Sample PDF
Is E-Learning Used for Enhancing Administration or Learning? On the Implications of Organisational Culture
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Chapter 5
Dawn Birch, Bruce Burnett
Tertiary education is increasingly a contested space where advances in Information Communications Technologies and their application to... Sample PDF
Advancing E-Learning Policy and Practice: Influences on Academics' Adoption, Integration and Development of Multimodal E-Learning Courses
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Chapter 6
Gill Kirkup
This chapter argues that e-learning innovation is best done in an environment that allows for small scale experimentation and development and that... Sample PDF
Flying under the Radar: The Importance of Small Scale E-Learning Innovation within Large-Scale Institutional E-Learning Implementation
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Chapter 7
Albert Sangrà, Lourdes Guàrdia, Pedro Fernández-Michels
This chapter presents the findings of an in-depth analysis through several qualitative research studies, pointing out the key issues in relation to... Sample PDF
Matching Technology, Organisation and Pedagogy in E-Learning: Looking for the Appropriate Balance Leading to Sustainability and Effectiveness
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Chapter 8
Irene le Roux, Karen Lazenby, Dolf Jordaan
The University of Pretoria (UP) implemented a virtual campus in 1999. The measure in which and rate at which the virtual campus environment was... Sample PDF
E-Learning and Virtual Campus Development: From Innovation to Sustainability
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Chapter 9
Morten Flate Paulsen
This chapter presents an analysis of 26 European megaproviders of e-learning which had more than 100 courses or 5000 course enrolments in 2005. The... Sample PDF
An Analysis of European Megaproviders of E-Learning: Recommendations for Robustness and Sustainability
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Chapter 10
Mark Stansfield, Thomas Connolly
This chapter will outline a set of guiding principles underpinning key issues in the promotion of best practice in virtual campuses. The work was... Sample PDF
Guiding Principles for Identifying and Promoting Best Practice in Virtual Campuses
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Chapter 11
Helena Bijnens, Ilse Op de Beeck, Johannes De Gruyter, Wim Van Petegem, Sally Reynolds, Paul Bacsich, Theo Bastiaens
The chapter first describes the concepts of virtual campus and virtual mobility and refers to several past and present projects and initiatives in... Sample PDF
Reviewing Traces of Virtual Campuses: From a Fully Online Virtual Campus to a Blended Model
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Chapter 12
Ron Cörvers, Joop de Kraker
The main objective of this chapter is to highlight the importance of subsidiarity in the development of a virtual campus. Subsidiarity is the... Sample PDF
Virtual Campus Development on the Basis of Subsidiarity: The EVS Approach
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Chapter 13
George Ubachs, Christina Brey
In higher education, international student mobility has become increasingly important for learners as well as for institutions. But today’s mobility... Sample PDF
From Virtual Mobility to Virtual Erasmus: Offering Students Courses and Services without Boundaries
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Chapter 14
Yuri Kazepov, Giovanni Torris
Starting from the increasingly widespread need to develop effective teaching in complex transnational settings, this chapter presents an innovative... Sample PDF
Blending Virtual Campuses Managing Differences through Web 2.0 Experiences in Transnational Cooperation Projects
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Chapter 15
François Fulconis, Thierry Garrot
In the restructuring and reforming of European education, e-learning has become one of the priorities of the Ministry of Education, Higher Education... Sample PDF
Network Organisation to Improve Virtual Campus Management: Key Factors from a French Experience
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Chapter 16
Luca Botturi, Lorenzo Cantoni, Benedetto Lepori, Stefano Tardini
This chapter presents a successful Swiss experience in developing and effectively managing virtual campus projects: eLab, the eLearning Laboratory... Sample PDF
Developing and Managing an Effective Virtual Campus: The eLab Experience in the Swiss Higher Education Context
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Chapter 17
Christoph Brox
In three projects funded by the European Commission (EC), European and Latin-American project partners have developed, improved, and successfully... Sample PDF
A Business Model for the Exchange of E-Learning Courses in an International Network
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About the Contributors