Virtual exchange. Offering 21st century skills training through interactive online collaboration in Higher Education
Chapter
Publication Date:
2022
Short description:
Virtual exchange. Offering 21st century skills training through interactive online collaboration in Higher Education / Brautlacht, R.C., Martins, L.M., Poppi, F. - In: Foreign Language Learning in the Digital Age: Theory and Pedagogy for Developing Literacies. / [a cura di] Christiane Lutge. - London : Taylor and Francis, 2022. - ISBN 9780367469412. - pp. 141-155 [10.4324/9781003032083-12]
abstract:
In the European Higher Education Area (EAEA), physical mobility has been
the main driving force in internationalization for the last 30 years. The aim is
to open Europe to students, sta! and higher education institutions by o!ering a variety of mobility schemes. These mobility programs have created a
platform to develop a European identity within the higher educational community and share di!erent learning methodologies to enhance intercultural
skills, develop competencies and provide international exposure and support collaboration. The impact on internationalization in Europe has been
enormous through the di!erent funding schemes of Erasmus+. From 2014
to 2018, two million students and sta! took part in di!erent programs. The
impact study from the European Commission describes the many bene"ts
involved and also highlights several challenges that students must overcome.
The students that participated in Erasmus+ indicated that nearly all were
given European Credit Transfer and Accumulation System (ECTS) credits
(90%). Furthermore, the majority of study abroad programs were tailored
to the students’ degree programs (76%). In addition, students that participated in Erasmus believed they gained valuable knowledge, skills, and competencies. Nearly all students felt they improved their communication and
intercultural competencies. Although these are all very important "ndings,
it still raises many questions about why students are not taking part in these
funding schemes (Erasmus+ Higher Education Impact Study 2019, European
Commission)
the main driving force in internationalization for the last 30 years. The aim is
to open Europe to students, sta! and higher education institutions by o!ering a variety of mobility schemes. These mobility programs have created a
platform to develop a European identity within the higher educational community and share di!erent learning methodologies to enhance intercultural
skills, develop competencies and provide international exposure and support collaboration. The impact on internationalization in Europe has been
enormous through the di!erent funding schemes of Erasmus+. From 2014
to 2018, two million students and sta! took part in di!erent programs. The
impact study from the European Commission describes the many bene"ts
involved and also highlights several challenges that students must overcome.
The students that participated in Erasmus+ indicated that nearly all were
given European Credit Transfer and Accumulation System (ECTS) credits
(90%). Furthermore, the majority of study abroad programs were tailored
to the students’ degree programs (76%). In addition, students that participated in Erasmus believed they gained valuable knowledge, skills, and competencies. Nearly all students felt they improved their communication and
intercultural competencies. Although these are all very important "ndings,
it still raises many questions about why students are not taking part in these
funding schemes (Erasmus+ Higher Education Impact Study 2019, European
Commission)
Iris type:
Capitolo/Saggio
Keywords:
Virtual mobility, students, training, online collaboration
List of contributors:
Brautlacht, R. C.; Martins, L. M.; Poppi, F.
Book title:
Foreign Language Learning in the Digital Age: Theory and Pedagogy for Developing Literacies.