Abstract:

Educational technologies have been introduced in the classroom in recent years. The use of ICT extends the learning space beyond the physical classroom space. Computer Learning Environments (CLE) permit to support teaching methods based on active role of the student. ICTs also facilitate the explanation and negotiation skills in group collaborative activities. Thus, computers can be regarded as cognitive and metacognitive tool in the teaching and learning process (Azevedo, 2005).

A key change in the Bologna process is the introduction of European Credit System Transfer (ECTS). The ECTS system aims to facilitate mobility of students and the development of international curricula. The ECTS has promoted a system for managing students’ academic times, which bases its calculations on the academic time-on-task devoted for the student to achieve learning activities in the different courses of the program. Learning activities are defined by Henry and Cormier (1994) as "planned learning situations for the teacher to achieve the learning objectives and outcomes." The focus of the activity centered learning is new to some teachers who were in one of the four other approaches considered by Pernin (2005): (1) the focus on behaviour, (2) the centered knowledge, (3) the focus on discovery learning and experiential and (4) the approach to learning activities. The latter approach extends the concept of learning environment and the potential role of interactivity and student actors in the learning process. The focus on the activity (Engeström, 1987) is highly compatible with the learner-oriented development of competencies (Hager, 1996).
We propose the articulation between ECTS and learning activities in situations of blended learning, which combines the classroom times with the out of the classroom activities. From the activity-centered approach and the possibilities raised by the CLE, we consider a three-dimensional analysis of the impact of ICT in supporting global learning space in the Bologna-adapted degrees. First, the temporal dimension, including the synchronous and asynchronous modalities, but also the regulation of the academic times at the individual, collective, course and institucional level (Romero, 2010). Second, the dimension of interaction, which incluyes the teacher-led learning (e.g. lectures), collaborative learning and individual self-paced learning. Third, consider the space in which learning is performed, considering the kind of classroom spaces on campus, home or residence for students and the situation abroad (in the company during the Practicum abroad for Exchange programs,...). The combination of these modalities can be determined by a learning space defined by the total volume generated by the different possibilities (space and time interactions). Given this model, the traditional teacher-leader in higher education organisations has been a learning situation simultaneously. From these three dimensions, we consider a Global Learning Experience model of learning activities according to the three temporalities of ECTS (self regulated learning, teachers’ lectures and tutorials). Each of these activities requires different levels of external and internal regulation from the teachers and the students (Romero & Lambropoulos, 2011).

Keywords:

Computer Learning Environment, Collaborative Learning, Bologna, Global Learning Experience, Synchronous Learning, Asynchronous Learning, Virtual Learning.