The UAB Virtual Campus: An Essential Platform for a European Higher Education Environment

The UAB Virtual Campus: An Essential Platform for a European Higher Education Environment

José Manuel Yábar (Universidad Autónoma de Barcelona, Spain), Jesús Hernández (Universidad Autónoma de Barcelona, Spain), Pedro López Roldán (Universidad Autónoma de Barcelona, Spain) and Joaquim Castellà (Universidad Autónoma de Barcelona, Spain)
DOI: 10.4018/978-1-4666-1655-4.ch022
OnDemand PDF Download:
$30.00
List Price: $37.50

Abstract

The university is currently involved--within Europe--in a process of coordinating higher education for adaptation to the new ECTS European credits, which implies changing from a teacher-centred model (teacher conveys knowledge) to a learner-centred model, a real challenge. Since 1996, the Universitat Autònoma de Barcelona (UAB) has been carrying out the “Campus Virtual de la UAB” project. This platform fulfils several roles that aim at providing an answer to this challenge: it provides support to face-to-face teaching; it encourages teaching innovation; it promotes the creation of learning materials; it fosters communication; it favours monitoring of the learning process; it favours self-learning and self-assessment; and it enables blended teaching experiences. This chapter will focus on how to use the communication and discussion functionalities between teachers and students, between students themselves, and on monitoring of the students’ learning process.
Chapter Preview
Top

Introduction

Teaching research, innovation, and technological advances bring about changes and constant needs in the learning process. Society itself raises new training needs that imply new teaching-learning models. These models need to be adapted to the binomial time (synchronous/asynchronous) space (face-to-face/virtual).

The university is currently involved, within Europe, in a process of coordinating higher education (i.e., years of study, kinds of degrees, quality systems, more widely consensuated assessment criteria, and so on) alongside the adaptation to the new ECTS European credits, which implies changing from a teacher-centred model (teacher conveys knowledge) to a learner-centred model. In this model, the teacher’s tutorials, interrelation and communication between teacher and student, and between students themselves, have a fundamental role. The university should provide an answer to this challenge.

In this article we will present the UAB virtual campus as a platform that may contribute instruments to provide an answer to this challenge. We will focus especially on how teachers use environments that promote tutorials, communication, and interaction between the teacher and students, and between students themselves, and monitoring of the students’ learning process.

Complete Chapter List

Search this Book:
Reset