Abstract:

Motivation:
In the rapidly evolving digital age, acquiring digital skills is crucial for success in numerous professional fields. Higher education institutions are increasingly adopting innovative pedagogical approaches to meet this demand. Virtual Collaborative Learning (VCL) is one such approach that has gained prominence, leveraging online platforms and collaborative tools to offer immersive learning experiences. This paper focuses on the design of case studies within VCL environments to enhance digital skill acquisition among students. It addresses the crucial research question: "How should case studies be designed to promote digital skill acquisition in VCL?" The motivation stems from the need to bridge theoretical knowledge with practical applications, thereby fostering digital competencies in higher education settings.

Methodology:
The research methodology involved a comprehensive analysis of existing literature on didactical scenarios and digital competence acquisition. A pattern mining approach was employed, engaging a student focus group to contribute to the creation, implementation, and evaluation of a VCL aimed at enhancing digital competencies. This group played a key role in identifying successful and unsuccessful practices in VCL design, particularly in case study development. The process involved adjusting a pre-selected template of patterns to fit digital competency requirements, followed by a detailed pattern-writing process to document these adaptations.

Results:
This study presents novel didactic design patterns specifically tailored for Case Study approaches in VCL settings. These patterns serve as a guide for educators in higher education, aiding in the development of instructional scenarios, especially in problem-based learning contexts. The patterns address the gap between traditional teaching methods and the technological demands of contemporary education. However, the research is grounded in the experiences of a select group from a single institution, indicating the need for broader validation of these patterns. The findings highlight the importance of periodic updates to these patterns to align with the latest educational technologies and practices.

Impact:
The implications of this research are significant for the realm of instructional design in higher education. By providing practical, adaptable patterns for case study design in VCL environments, the study contributes to enhancing digital competency among students. The patterns offer a benchmark for educational institutions venturing into VCL and Case Study approaches. The potential for these patterns to be adapted across various academic disciplines within higher education underscores their versatility and relevance in the context of evolving digital demands. The study advocates for ongoing research to expand and refine these patterns, incorporating diverse educator experiences and quantitative metrics to ensure their effectiveness and applicability in various educational settings. The accompanying poster will be released as an Open Educational Resource, emphasizing the study's commitment to accessible and collaborative educational advancements.

Keywords:

Didactical patterns, case-based learning, virtual collaborative learning, higher education.