Abstract
This article describes the process of, and considerations taken when Virtual Learning Materials were developed for an international study in Comparative Social Work arranged by the VIRCLASS project. The steps taken and the elements included in the Virtual Book – A Guide to Social Work in Europe are presented in details to inform others who are planning to make virtual learning materials. Students from 11 countries in Europe participated, and their reception of this material and learning outcomes from using it are analysed and presented. Furthermore; the article discuss how the learning material contributes to students’ learning, how a common understanding of practice enhances knowledge-building and in what way audio-visual learning material can contribute to good learning in e-learning courses. The results are discussed in relation to theories about composite texts and community of inquiry, and outlines some challenges for e-teachers’ competences.
Highlights
This article will present some experiences drawn when developing and using a Virtual Book and discuss what consequences virtual elements like this may have for e-learning and for students in social work
The idea of developing a Virtual Book with learning materials came as a result of running an international e-learning course with students and teachers from all over Europe
E-learning - a challenge for developing new learning material The Virtual book consists of composite texts (Liestøl, 2006) formed by written text, and multimedia elements
Summary
This article will present some experiences drawn when developing and using a Virtual Book and discuss what consequences virtual elements like this may have for e-learning and for students in social work. About the content Students found the content, including the different parts of the book: the screen lectures, the triggers, the case and the .pdf files, important for their learning. Students did not have many negative comments to the Virtual Book, but some had technical troubles that caused problems using the audio-visual material, either due to slow Internet connection or because of other computer problems These students found the material useful by looking at the pictures and reading the text files, but they could not see or hear the video properly. Use of the Virtual Book changed the job as e-teacher; having all the learning material already available reduced stress, and they could spend more time supervising students’ work and communicating with them in chats or theme discussions. We really had good understanding and contact” (group interview with teachers 2007)
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