Abstract:

Introduction:
This study focuses on the use of tools to enhance collaboration and support blended learning within European projects. Blended learning facilitates the creation of a supportive environment, where students can learn and deepen their knowledge, at their own pace. Now, more than ever, after the pandemic crisis, there is a need for alternatives, such as online learning environments, online classrooms, and digital tools to facilitate learning. This study emphasizes the methodology and resources for blended learning and it presents the tools used as part of eTwinning and Erasmus+ projects to collaborate and share.

eTwinning schools, PBL, and Blended Learning:
eTwinning schools are models for other schools, recognized by the European Commission for their valuable impact on their communities. On eTwinning, students from the countries that participate in the program have the chance to develop and implement projects, using the PBL method.

Research Methods:
We wanted to learn about how blended learning is used as part of the eTwinning and Erasmus initiatives at Colegiul Național "Petru Rareș" Beclean, a high school recognized as an eTwinning School (awarded the recognition three times), a European School (awarded in 2022), with Accreditation on School Education (2022-2027). Therefore, we conducted a qualitative study, with a focus on the blended learning tools used within eTwinning and Erasmus+ projects, with differences and synergies between them. At the school level, starting from the courses attended by the teachers as part of the first year of Accreditation (E-Digital Academy, 2022-1-RO01-KA121-SCH-000058302), "ICT Fundamentals for Education" and "ICT for outdoor teaching and learning", we organised training activities for the teachers, inspiring them to use these tools in their lessons. At the end of the school year, we analyzed the results, through a SWOT method we applied for the tools they tested during the school year.

Findings:
The study aims to present a SWOT analysis of blended learning tools and their use for strengthening collaboration. Our study also presents various tools to support learning as part of the Erasmus+ mobilities of students and teachers, with a focus on secondary school students` learning.

Conclusions:
Blended Learning tools are extremely useful for teachers and students because they empower students to plan their learning and help them achieve their goals; they promote collaboration and offer the chance to deepen knowledge, through research, through critical thinking and the chance to help students grow and learn at their own pace, allowing teachers to offer more support, on individual level, adapted to the needs of each learner.

Keywords:

Technology, education, eTwinning, Erasmus, projects, e-learning.