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Journal Issue
Volume 12 Issue 2, ECEL / May 2014  pp126‑226

Editor: Mélanie Ciussi

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Editorial for the Special ECEL Issue of EJEL  pp126‑127

Mélanie Ciussi

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Empowering Knowledge‑Building Pedagogy in Online Environments: Creating Digital Moments to Transform Practice:  pp128‑137

Wendy Barber, Stacey Taylor, Sylvia Buchanan

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Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing  pp138‑148

Diana Blom, Jennifer Rowley, Dawn Bennett et al

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Wiki Based Collaborative Learning in Interuniversity Scenarios  pp149‑160

Elisabeth Katzlinger, Michael A. Herzog

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Designing for Quality: The Understanding Dementia MOOC  pp161‑171

Carolyn King, Jo-Anne Kelder, Kathleen Doherty et al

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Use of Adaptive Study Material in Education in E‑learning Environment  pp172‑182

Kateřina Kostolányová, Jana Šarmanová

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Blending the Community of Inquiry Framework with Learning by Design: Towards a Synthesis for Blended Learning in Teacher Training  pp183‑194

Katerina Makri, Kyparisia Papanikolaou, Athanasia Tsakiri et al

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A Cross‑Modal Analysis of Learning Experience from a Learners Perspective  pp195‑205

Bernard Nkuyubwatsi

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E‑Learning in Poly‑Topic Settings  pp206‑214

Anne-Mette Nortvig

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The Global Classroom Model Simultaneous campus‑ and home‑based education using videoconferencing  pp215‑226

Charlotte Lærke Weitze, Rikke Ørngreen

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Abstract

Abstract: This paper presents and discusses findings about how students, teachers, and the organization experience a start‑up‑project applying videoconferences between campus and home. This is new territory for adult learning centers. The research is base d on the Global Classroom Model as it is implemented and used at an adult learning center in Denmark, named VUC Storstrøm. . After a couple of years of campus‑to‑campus video streaming, VUC Storstrøm started a fulltime day program in 2011 with the support of a hybrid campus and videoconference model. In this model the teachers and some of the students are present on campus in the classroom, while other students are participating simultaneously from their home using laptops. In this paper, the case and con text of VUC Storstrøm, the research design chosen, and the literature that already exists in this area constitutes the backdrop for the analysis and discussion of the first activities in this long‑term project. The research is based on interviews, on utte rances in feedback sessions, and on the observed interaction taking place in the first sixths month of 2013 (i.e. 1½ year after the first program commenced). Evaluations show that the students are happy with the flexibility this model provides in their everyday life. However, findings also show several obstacles: Technical issues are at play, but also the learning design of the lessons, as well as general organizational and cultural issues. In this paper we focus on the students and teachers experiences and on the organizational issues related to the transition to the Global Classroom Model as well as provide outlines to the consequences these findings may have, for example in relation to the continued development of the teachers educational designs. 

 

Keywords: Keywords: Global Classroom, videoconferences, hybrid campus- and home-based education, adult education, competence development, teacher education

 

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