Track 2: Blended learning concepts and e-learning support

Track chair

Dr Suzanne Kapelari, University of Innsbruck

Dr Fco. Javier Garcia, University of Jaen

Prof. Dr Ulrich Kortenkamp, University of Potsdam


Here you can download the schedule for track 2 (final version): Conference Programme Track 2.pdf

Track description

Information technologies have rapidly transformed the landscape within which both academic and applied learning now takes place (cf. Learning and Skills Network 2007). Innovative technologies enable new approaches and powerful possibilities for collaborative, learner-centred and research-oriented learning and provide unrivalled access and flexibility to individuals.

E-learning courses, for example, provide opportunities not found in face-to-face educational situations. With e-learning, teachers can work together despite being geographically wide-spread. Further, teachers can work according to their own schedule, thus not affecting school hours. Teachers can work as a virtual community, mediated through synchronous (chats and virtual meetings) and asynchronous communication (forums, uploading documents and resources, giving feedback to the work of others). Asynchronous communication through e-forums allows more time for reflection and the ability to revise and repost on the given forum. Blended learning combines the advantages of e-learning support with face-to-face meetings, and thus ensures sustained interaction and collaboration both within and across school communities and networks.

However, the issue of to what extent e-learning is suited for complex content that also affects teachers’ focal points and attitudes (i.e. IBL, more closely connecting school to the world of work) should also be examined.

Proposals of paper, poster or multi-media presentations in this track will address some of the following questions (examples):

    • What are the features of successful, blended learning concepts?
    • How can e-learning impart complex content that affects teachers’ focal points and attitudes (i.e. IBL, more closely connecting maths and science learning to the world of work.)?
    • Which features do excellent e-learning materials have? How can existing PD materials be modified and adapted for use in an e-learning environment?
    • How can e-learning support be tailored to the needs of the target groups? What do suitable tools for self-assessment, monitoring teachers’ success or evaluation of users’ experience with the e-learning environment look like?
    • How can engagement and sustainability in virtual learning communities be ensured? Can a virtual learning community be as effective as one that meets in the same physical space?
    • What are the needs and experiences of the different target groups: teacher educators, facilitators/instructors of e-learning forums and/or virtual meetings, and teachers using e-learning support?


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The project mascil has received funding from the European Union’s Seventh Framework Programme under grant agreement n°320693