Teaching and Learning in the Virtual Campus: The Case of the University of Barcelona

Autor/inn/en	Gil, Juana M. Sancho; Sanchez, Joan-Anton
Titel	Teaching and Learning in the Virtual Campus: The Case of the University of Barcelona
Quelle	In: Educational Research and Reviews, 7 (2012) 18, S.384-392 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
DOI	10.5897/ERR11.288
Schlagwörter	Electronic Learning; Distance Education; Instructional Innovation; Constructivism (Learning); Focus Groups; Teaching Models; Virtual Classrooms; Research Projects; Interviews; Program Implementation; Questionnaires; Educational Strategies; Achievement Gains; Case Studies; Cooperative Learning; Learning Strategies; Participant Satisfaction; Student Attitudes; Foreign Countries; Educational Research; Educational Practices; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Educational Innovation; Bildungsinnovation; Lehrmodell; Forschungsvorhaben; Interviewing; Interviewtechnik; Fragebogen; Lehrstrategie; Achievement gain; Leistungssteigerung; Case study; Fallstudie; Case Study; Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Ausland; Bildungsforschung; Pädagogische Forschung; Bildungspraxis
Abstract	This article is based on a research project aimed at analysing the teaching and learning models explicit and implicit in the different uses of e-learning platforms. From qualitative analysis of the interview with the coordinator of the Virtual Campus of the University of Barcelona (VC-UB) and the focus group with the 8 lecturers, emerged both the explicit and implicit teaching models of the e-learning platform and the possibilities and limitations of its implementation. The descriptive analysis of quantitative data collected through an online questionnaire has enabled us to explore how teachers use the e-learning platform; the strategies implemented and the pedagogical added value. This research revealed that despite the UB's careful selection of the e-learning platform, in which there is an underlying socio-constructivist perspective of learning, the evolution towards this conception of teaching and learning, which is neither uniform nor widely extended, is not due exclusively to the use of technology. In the teachers ability to make the most of technology in their teaching, membership or otherwise of teaching innovation groups has an important bearing; or their membership or otherwise of departments in which innovation is encouraged and valued and the creation of teaching teams promoted. (Contains 3 figures.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10