Electronic (or online) experiential learning (E2L) requires a paradigm shift. Hole and Larsen (2007, p. 4) suggest that when learning moves from ‘apprentice style learning-in-practice’ to a virtual learning environment, the learning must be ‘re-contextualized in a pedagogical frame’. They state that the challenge academics face “is to provide examples that help the learners to develop professional knowledge and different assignments can be a bridge between the 'reality in practice' and” theory. Students furthermore should work with tasks that provide useful learning situations, stimulating extended knowledge building and 'scaffolding' within the filed concerned.
A student-centred virtual learning environment is quite different from traditional cooperative work-integrated education. Both students and academia should cooperate and exchange information about their experiences in the field. The focus is on sharing knowledge and exchanging information from the different settings. The virtual learning environment is deemed a tool for innovation in higher education, stemming from the demands from a modern society. Hole and Larsen (2007, p. 2) outlines several factors that resulted in the demand for extensive use of Open and Distance Learning (ODL) in meeting the educational demands.
Hole and Larsen (2007, p. 4) remark about the delivery of learning materials through a learning management system (LMS) by making “use of ‘triggers and teasers’ to enhance the learning arena”, “how to integrate a common curriculum-plan, reading-list, assessments and workload”. They add that basically the idea is “that the students should work with tasks that provided good leaning situations, stimulated knowledge-building and scaffolding within the field” concerned. Participants dependent on each-other, guided by the course aim, helping each-other with regard to assignments. Knowledge is not readily accessible from textbooks. Learning is seen as participating, rather than acquisition, and the role of academics 'guide-on-the side', instead of 'sage-on-stage'.
Hole and Larsen (2007, p. 5) caution about the novelty concerning ICT literacy and e-learning resources. They recommend tutorials, as well as tailoring first assignments to familiarise participants with the LMS tools.
Hole, G.O. & Larsen, A.K. (2007). VIRCLASS: the Virtual Classroom for Social Work in Europe - a toolkit for innovation? European Journal of Open, Distance and E-Learning, 10(1), 19 April 2007. Electronically accessible from http://www.eurodl.org/materials/contrib/2007/Hole_Larsen.pdf
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