Fostering Inclusive Virtual Learning Communities in Developing European Countries

Abstract

Aim. This article investigates how Virtual Collaborative Learning environments can be integrated into university courses and what their implications are so that they promote more meaningful learning. Two pilot courses, which were part of the Erasmus+ CBHE Valeu-X project, Business Communication and Image Processing offered by "Aleksander Moisiu", University Durres, were part of this research. This study focuses on how the designs of VCL can help students improve problem-solving skills, confidence, and communication skills, encourage engagement and social interaction, and inspire creativity. Methods. Qualitative research design was used in this study with data collected and analysed manually by the researcher. The participatory observation was used in the implementation of two pilot courses – Image Processing and Business Communication using Teams as their online learning platform. The data were gathered through the close observation of the dynamics in Virtual Collaborative Learning environments focusing on the roles and interactions between the participants. Results. This research proves that assigning roles to students during online learning group activity helps them collaborate effectively. At the same time, tutors were preferred as they are referred to as helpers among students. Teams were able to study together and socialize with one another by assigning specific tasks to the team members and by using the appropriate tools. Conclusion. Virtual collaborative learning ought to be taught in university courses, particularly in Europe's emerging nations. It involves assigning tasks to group members to foster productivity and cooperation. According to the study's participants, e-tutors play a critical role in the educational process.