Designing Virtual Mobility as a transformative learning experience

Authors

DOI:

https://doi.org/10.21556/edutec.2021.75.1953

Keywords:

Virtual Mobility, Virtual Exchange, Critical Reflection, Transformative Learning, Activity-Centred Analysis and Design (ACAD) Framework

Abstract

Virtual student mobility and blended student mobility are becoming a key strategic policy area in European educational policy, with the aim of providing all students in Europe with the experience of mobility during their studies. This article looks at the extent to which these forms of mobility are designed to support transformative learning experiences, through the analysis of three virtual mobility cases in secondary education and three cases in higher education, using the Activity-Centred Analysis and Design (ACAD) Framework. The findings show that virtual mobility offers suitable learning environments where transformative learning can occur. However, structured reflection needs to be more elaborately designed for and supported to achieve its full potential. The article suggests that structured reflection is currently primarily focused on the development of intercultural skills and attitudes, but offers opportunities for other learner skills in virtual mobility (such as collaborative learning and networked learning). The article suggests some methods to do this.

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Published

26-03-2021

How to Cite

Rajagopal, K., & Mateusen, L. (2021). Designing Virtual Mobility as a transformative learning experience. Edutec, Revista Electrónica De Tecnología Educativa, (75), 9–30. https://doi.org/10.21556/edutec.2021.75.1953

Issue

No. 75 (2021): SPECIAL ISSUE:Virtual mobility: opening up educational mobilities

Section

Special Issue: Virtual movility

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