Abstract:

Bologna process considers not only the harmonisation of the European Higher Education Area (EHEA) to enhance quality assurance and mobility, but also considers a pedagogical shift towards a student centred educational model, where the curricula design is based on learning outcomes and integrates learner centred pedagogical methodologies.
For allowing the implementation of this new educational paradigm, the university programs are structured in a three cycle system (bachelor/master/doctorate) and the courses are calculated as European Credit Transfer System (ECTS) units. The system is used across Europe for student mobility and credit accumulation towards a degree, enhancing the role of the curricula design. ECTS calculation is based in the learners’ time, which not only includes the traditional teaching time, but includes a greater diversity of learning activities, both inside and outside the classroom.
In this new educational paradigm, the use of Information and Communication Technologies (ICT) is not only a way to develop the students eCompetence (Schneckenberg, 2006), but also an opportunity to implement the educational guidelines of the Bologna process in an easier way. ICTs, in general, and Elearning solutions, specifically, allow the student to take a central and active role in their learning process (Bilbao et al, 2006). Elearning technologies as a complement of the face to face teaching situation, enhance collaborative works and encourage self regulated learning and continuous assessment. These technologies include Computer Mediated Communication (CMC) solutions that allow combining teaching and learning in face to face situations with out of the classroom activities, through synchronous and asynchronous communication tools.
The use of web-based debates and forums requires the development of learners and teachers eCompetences, to make them capable to organize and facilitates online learning debates, and for learners, to contribute to this debates and forums. When the learning activity is computer supported through Internet, the interactions between the three elements that constitute the educational triangle model (learners, teachers and content), are modifying their traditional educational roles (pedagogical, social, technical, organizational and curricula management, coding) and their interdependence relationships.
Our paper aims to highlight the opportunities that ICTs and Elearning, in general, and web-based debates and forums, specifically, brings to develop learner centred courses not only integrating the educational guideline of the EHEA, but improving the learning process of the students and the teaching times for the professors.

Keywords:

european higher education area (ehea), bologna process, information and.