Abstract
As the world becomes increasingly more turbulent, complex and competitive, there has been an increased interest in creativity as the major force to prepare students for these demands. At the same time, digital native students today are used to working in an environment rich with instantly accessible information and knowledge, yet paradoxically students are less satisfied with their courses in the online environment. Educators are thus challenged to use innovative methods to nurture creativity online as they would do in the face-to-face classroom.
 In 2010, six European universities created an international project, named Cross Border Brand Communication (CBBC) that has taken place every year since but in 2020 took place online due to the Covid-19 pandemic. This article describes and analyzes the best practices resulting from this case and addresses the research questions as to whether the creative learning outcomes and teaching practices online are the same as face-to-face and to what extent are students satisfied with this learning environment. Reflection on the project and case indicates that although learning outcomes online are “virtually” the same, the student experience is inferior to such face-to-face projects.
Highlights
Virtual learning has been a contentious topic in education for at least 20 years, with educators often having a carte blanche to include it in the curriculum or not
The 2020 Covid-19 pandemic saw that this choice was taken, at least for the duration of the lock-down, which at its peak in March 2020 saw 167 countries implementing country-wide closures of education institutions, impacting over 82% of global learners (UNESCO, 2020)
The following learning outcomes apply to the Cross Border Brand Communication (CBBC) project:
Summary
Virtual learning has been a contentious topic in education for at least 20 years, with educators often having a carte blanche to include it in the curriculum or not. The longevity of the pandemic has meant that educators have become accustomed to this form of instruction and there is indication online learning will become more prevalent, so the questions around learning outcomes in the virtual environment have become even more pressing. This article reviews the existing literature on virtual learning compared to face-to-face learning and the importance of creativity in the learning process. It describes an international project, which was established in 2010 by six European Universities and has taken place every year since. It reflects on the impact on learning outcomes by carrying out the project online in 2020 due to the Covid-19 pandemic. The purpose of this paper is to contribute to the ever-expanding knowledge of learning and teaching creativity online
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