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VIRTUAL MOBILITY FOR LIFELONG EDUCATION
E. Dauksiene
M. Tereseviciene
Virtual mobility is rather a new phenomenon, however, one of the priority areas in lifelong education, as information communication technology (ICT)- based learning plays a significant role in today’s lifelong education. The aim of this paper is to analyse a virtual mobility concept from educational point of view and to discuss the impact of virtual mobility upon lifelong education.
Virtual Mobility Concept from Different Perspectives. Virtual mobility (further VM) is a rather new phenomenon and has been influenced by the development of ICT very much. One of the first notions of virtual mobility ideas are found in the often cited S. Van de Bunt-Kokhuis’s (1996) research paper where she creates a rather interesting though specific definition of VM: "the collaborative communication between a faculty member and his/her counterpart(s) mediated by a computer. More often, these meetings will be interactive and take place across national borders and across time zones”. A more full-scale presentation of the concept is found at the Humanities project report, where virtual mobility is considered to be constituted of the following elements: (1) transnational lectures and/or learning materials; (2) cross-border recruitment of students; (3) intensity of communication flows; (4) international accreditation of achievements; (5) multilingualism, (6) complementarity between virtual mobility activities, traditional lectures, and physical mobility; (7) international recognition and accreditation of study achievements" (Spot+ project, 2001, p. 12).
A new approach appeared in 2003-2005, describing virtual mobility from the mobility perspective, as a representation of physical mobility existing in virtual space. J. Silvio (2003) describes virtual mobility as a new phenomenon and indicates that virtual mobility is a movement "from one place to another in a new space called virtual space <...> enabled by computer-mediated communication” (Silvio, 2003, p. 3). Similarly to S. Jose (2003),
B. Vilhelmson and E. Thulin (2005, p. 1) define virtual mobility as "physical transportation and face-to-face contacts, replaced, complemented or even generated by virtual ones”. The much later publication of M. Vriens, et al (2010, p.1) expresses an opposing approach - "virtual mobility is something that is in essence different from physical mobility, although it can be used perfectly as a complement to or alternative for physical mobility”. Since about 2006, education based approaches of VM have become more insep-
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arable from the mobility perspective and combination of both approaches converged: VM is "the possibility to take an abroad course without travelling” (BEST Educational Commitee, 2006), or "the use of information and communication technologies (ICT) to obtain the same benefits as one would have with physical mobility but without the need to travel” (Elearningeurope.info, 2009). Other authors extend the definition of VM concept by providing with more characteristics, such as option of duration, international dimension, allowance of different forms of activity organization (B. Schreurs, et al 2006, p. 4), intercultural experience (Scrolla, 2007), cooperation agreements of education institutions (EC Glossary on LLP 20072013, 2010), etc.
A more full-scale interpretation which includes various different aspects and could stand as a concept summary is provided by TeaCamp project partnership (2010), where VM at higher education is defined as "an activity or form of learning, research, communication and collaboration, based on the following characteristics: cooperation of at least 2 higher education institutions (HEI); virtual components through ICT supported learning environment; collaboration of people from different background and cultures working and studying together, creating a virtual community; having a clear goal and clearly defined learning outcomes; having, as its main purpose, the exchange of knowledge and improvement of intercultural competences; as a result of which the participants may obtain ECTS credits and/or its academic recognition will be assumed by the home university; providing visibility of university in higher education area, capitalization of educational process; leading to integration of ICT into their mainstream academic and business processes.”
Summarizing the above mentioned definitions that analyse virtual mobility from the educational perspective, the following characteristics are distinguished: (a) cooperation of education institutions as well as learners and teachers; (b) international study experience with the stress on cultural aspects, and different kinds of activities that lead to virtual mobility. Although most of the definitions which consider virtual mobility from the educational perspective describe it is a form of learning, research, communication or collaboration, but they also stress that it is a form of mobility, which can be a supplement or substitute of physical mobility.
Virtual Mobility Activities. On the basis of the above analysed VM definitions, different types of virtual mobility activities could be drawn and categorized. VM activities are described in this paper in order to show the links of VM with lifelong education. As there are no common agreement or set categories of virtual mobility activities, referring to H. Bijnens and I.O. de
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Beeck’s (2006) approach and Being mobile project team production (Eds. Bijnens et al, 2006), virtual mobility activities are categorized in he following way: (1) A virtual course or seminar: (a) courses or seminars at a foreign education providing institution while staying at home and vice-versa; (b) joint courses development and/or delivery by two or more education providing institutions or their group of teachers. (2) A virtual study programme: (a) a study programme provided by virtual education providing institution; (b) joint curricular development and/or delivery by two or more institutions/ inter-institutional group of teachers. (3) Virtual student place-ments/internships; (4) Virtual support activities to physical exchange. As lifelong education focuses on education from pre-school until after retirement and covers all forms of education (formal, informal or non-formal), virtual mobility activities could be applied or combined at any form of lifelong education.
Impact of Virtual Mobility upon Lifelong Education. Virtual mobility is at the core of Bologna process. It also fits well with the e-learning Action Plan, Lifelong learning programe 2007-2013 and other European innitiatives aimed at achieving Lisbon goals. The impact of virtual mobility upon lifelong education can be addressed stressing the benefits and opportunities that are faced by lifelong education participants:
(a) Teachers and learners benefit linguistically, culturally and educationally from the experience of other European countries and their (academic) fields of study (Bijnens, Op de Beeck, 2006). Joint course development and/or delivery by two or more institutions broadens the areas of expertise offered to the learners (EuroPACE, 2010). It enhances the quality of courses and curricula (EADTU network, 2007) and contributes to the quality of the academic education (C. Brey and e-move project partners, 2007).
(b) Virtual Mobility also encourages institutions to adapt and further develop their pedagogical models: change of content delivery and the change of learning tools require changes in pedagogy and didactical models (Bijnens, H.; Op de Beeck, I., 2006). Intercultural experience is offered to learners through the organisation of trans-border discussion groups, international seminars or international learning community activities where participants acquire interpersonal and intercultural skills and get a chance to broaden their cultural, social and political boundaries (EuroPACE, 2010). By providing supplementary courses Virtual Mobility enables students to further individualize and specify their portfolios (C. Brey and e-move project partners, 2007).
(c) At the institutional level, Virtual Mobility initiatives enhance sound competition between institutions and thus contribute to the competitiveness
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and attractiveness of the educational offer in general (Bijnens, H.; Op de Beeck, I., 2006).
Conclusions. Recent development of virtual mobility can be accounted for rapid development of ICT technologies. Research analysing virtual mobility from educational perspective has shown that it has become inseparable from the mobility perspective and the combination of both approaches converged. VM covers all forms of lifelong education and it exerts positive impact upon the participants of lifelong education process. VM not only contributes to the European education and training policy; it also creates more opportunities for learners and teachers to benefit linguistically, culturally and educationally.
References
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The Scottish Centre for research into On-Line Learning & Assessment (Scrolla). (2007). Student Mobility in a Digital World. Retrieved November 21, 2010, from Victorious Final Report: http://www.coimbra-
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