Abstract
Paper reviews differences between virtual mobility and distance learning, providing insight into current state of art for online learning in higher education. Authors analyze main barriers and obstacles for live virtual mobility to become a mainstream practice as well as justify the possible regions of operation. Summary is provided for the most visible pilot projects that have paved the way for the term virtual mobility to become an object of interest. Main impact factors are listed and the discussion part summarizes the future vision of live virtual student mobility in higher education.
Highlights
Terms virtual student mobility and distance learning are not new, they have been evolving in scientific literature and education jour-nalism related to higher education arguably since University of Chicago launched its first college level distance learning programme in 1892
Authors of this article want to make a clear distinction between distance learning and virtual mobility, with the first being related to Massive Open Online Courses (MOOC’s), online learning supporting platforms (MOO-DLE, WEBCT, BLACKBOARD etc.), concept of being able to learn anywhere/anytime, autonomous learning, and the second being more related to virtualization of physical learning environment, live participation in ongoing classes, fully recognizable study experience and other features that are similar to the physical mobility of univer-sity students
There are many different definitions for the term virtual mobility starting from mid 90ties, but most of them refer to technology as the mediator between faculty members and counterparts [1, 2, 3]
Summary
Terms virtual student mobility and distance learning are not new, they have been evolving in scientific literature and education jour-nalism related to higher education arguably since University of Chicago launched its first college level distance learning programme in 1892. Focus of this paper is on virtual mobility for exchange of university students. There are many different definitions for the term virtual mobility starting from mid 90ties, but most of them refer to technology as the mediator between faculty members and counterparts [1, 2, 3]. Purpose of this paper is to make awareness about importance of having live engagement into the classroom with other students that can result in positive interna-tional and academic experience
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