Globalization through the mediation of information and communication technologies influences greatly higher education (appearing transnational education, great amount of alternative providers of higher education and runaway staff mobility in virtual space). Virtual mobility attracts attention of politicians and experts in the field of education (“The Bologna Process and the European Higher Education Area” – Salamanca Convention, 2001, includes an idea of joint European approach to virtual mobility and transnational education; “Mobility for Better Learning” – Mobility strategy 2020 for the European Higher Education Area, 2011) and scientists (National Academy of Sciences of Ukraine project “International Education on the Basis of Flexible Centers of Distance Technologies and Computer-Tele-Communicational Networks”). Problem of mobility is one of the most disputable among higher education researchers in Europe. Development of virtual academic mobility transforms modern education into a social institution which could provide different educational services to humans for their lifelong learning. Modern situation demands attention to distance education development through creation of specialized informationaleducational courses and areas of e-learning, development of e-libraries and databases, support of “network lecturers” and e-courses developers. It should stimulate university staff media-educational training they could project educational environment using modern information technologies. Our task was to investigate Ukrainian academicians’ experience and e-competences necessary for participation in virtual mobility processes (sample – 710). The instruments of measurement and diagnostics were a specially constructed questionnaire and a method of self-evaluation of ecompetences necessary for effective participation in virtual academic mobility.

1. Virtual Mobility of University
Teaching Staff
Prof., Dr. Sc. Ivan Danyliuk
Post-Doc Svitlana Paschenko
TARAS SHEVCHENKO NATIONAL UNIVERSITY OF KYIV (UKRAINE)
Department of Psychology: www.psy.univ.kiev.ua

2. AGENDA
• Introduction
• Theoretical framework: concept of
virtual academic mobility
• Pros & Contras
• National context: research and
discussion
• Challenges and needs
• Conclusion and perspectives

3. E-Bologna (EADTU)
as an electronic perspective of the Bologna
process has such aims as:
• generating European electronic environment
for the BP implementation
• virtual mobility development
• making digital network for integration of
national & regional universities in synergetic
network of e-learning

4. VIRTUAL ACADEMIC MOBILITY
• Wide choice of programs, forms and
methods of learning and teaching (for
students & lecturers)
• System of inter-universities network
connection for effective information
exchange
• Informational, consulting and resource
assistance to the universities for their
participation in integrative processes in open
education area

5. European approach toward dissemination
of virtual mobility – European Union
Resolution (2012)
1. For Students: using Internet, multimedia and virtual
resources for more successful and dynamic realization of
lifelong learning
2. For Lecturers: basic training of university lecturers and ICT
instructors in order to develop their digital culture as one
of the main elements of their teaching competence and to
motivate them for more active ICT using in teaching
process
3. For Universities: communicative possibilities of ICT for
increasing level of knowledge, exchange and cooperation,
introduction of European experience into education
programs and implementation of virtual mobility which
develops habits and skills necessary for life and work in
multicultural and multilingual society

6. Main Aims of Staff Mobility
• Euro-centered open labor market for
academicians
• Experience and knowledge exchange
• Professional development
• Additional possibilities which are “closed” at
the native university
• Breakthrough of national reticence and
acquisition of global perspective
• Providing joint education programs

7. e-MOVE
http://www.eadtu.nl/e-move
http://www.morevm.org
http://morevm.org/virtualmobility101
http://www.movinter.eu

8. Information & Digital Literacy

9. Information literacy
• UNESCO 2003:
– “information literacy should be introduced
wherever possible within national curricula as well
as tertiary, non-formal and lifelong learning
programmes”
• Information literacy is the ability to identify
need, locate, retrieve, evaluate and use
relevant information effectively (ALA & CILIP)
• The challenge of trust on the Web
Pickard, A. J., Shenton, A. K. & & Johnson, A. (2013) Young people and the evaluation
of information on the web: principles, practice and beliefs. JOLIS

10. Digital Literacy
Digital Britain Media Literacy Working Group. (March 2009), DigEuLit – a European Framework for
Digital Literacy (2005), and Jenkins et al., (2006)
Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.

11. DisCo Competence of
Lecturers
Distance Teaching and
Communication
• Digital culture development
• Cross-cultural communication
• Special teaching methods
• Mobility

12. New on-line Courses – New on-line
Platforms
• video format
• interactive training & exercises
• automated algorithms of selection and analysis of
discussions and forums results which allow
lecturer to contact with thousands of students
simultaneously answering the most significant
questions
• peer-cooperation and mutual evaluation of
assignments by students themselves
(crowdsourcing)

13. Shaping Success in Business and
Finance
Study with LSBF Online
Shaping Success in Business and Finance
StudyInteractive.org
• HD Quality Video
• Same lectures as at LSBF London
• Online Tests and Assessments
• Live classes
• Online Learning Community
• Online Library
Study anytime, anywhere

14. LSBF Online: InterActive Learning
Video
Presentation
slides
Forum, discussions

15. Research Aims
• Discover experience of academic
mobility in Ukrainian university
lecturers
• Define the level of their e-
competences development

16. 0%
10%
20%
30%
40%
50%
1
Academic Mobility Experience of Ukrainian University
Teaching Staff
Scientific Conferences
Participation
Teaching at Foreign (Host)
University
Research at Foreign (Host)
University
Teaching in Universities
Consortia
Receiving Academic Degree
at Foreign University
Teaching as a Virtual
Lecturer & Webinar Presenter
e-Program Developer

17. E-Competences
Kyvik, S. (2012) “The academic researcher role: enhancing expectations and improved performance”,
Higher Education, vol. 65, issue 4, pp 525-538.
Technological literacy
an ability to use ICT
Innovative literacy
methodologies
in virtual scenarios
Educational literacy
an ability to work in cross-cultural
environment and to use
new methods of teaching
fruitful in distance group work
Informational literacy
and use information

18. Virtual Mobility e-Competence
Technological
Literacy
Educational
Literacy
Innovative
Literacy
Informational
Literacy

19. Levels of Virtual Mobility e-Competences’
Development in Ukrainian University
Teaching Staff
• 34,3% - high level
• 40,3% - middle level
• 25,4% - low level
Self-Assessment Method
Levels of Virtual Mobilitye-Competences
34%
41%
25%

20. VIRTUAL MOBILITY
advantages VS limits
• university teaching staff training
for participation in the programs
of mobility
• reducing "brain drain"
• home and host universities’
educational programs
equivalence
• comparableness of educational
processes at home and host
universities
• reducing asymmetry of academic
mobility
• organization of academic mobility
development in universities
• designing joint education
programs
• developing e-competences
• legal basis limitations
• shortage of lecturers’ training for
their work in virtual education
area
• lack of support for lecturers –
developers of e-courses
• unavailability of universities to
participate in virtual forms of
mobility
• reduced e-competences in
academicians
• psychological barriers and lack of
readiness to participate in e-
mobility
• low motivation
• conservative views to higher
education area

22. OUTCOMES
– Accessibility of distance technologies
– System of motivation and support for the
lecturers who use DET (distance education
technologies) both in native and host
university
– Organizing and managing international
cooperation between universities
– Support lecturers’ professional development in
in the field of e-competences
– Stimulating virtual mobility of staff

23. IMPORTANT CONCLUSION
• DETs and virtual mobility can not
substitute completely physical mobility
• We insist on a “humanistic” model of
DET using where the key figure is a
HUMAN – a lecturer. A part of DET is to
assist him (her) in detecting ideas and
conducting education process on the top
level of efficiency according to modern
standards of quality

25. THANK YOU FOR YOUR
ATTENTION!
dank07@ukr.net
s_paschenko@mail.ru

26. Acknowledgment
• To the Scientific committee of the 8-th DisCo
International Conference
• To Charles University
• To Central European Initiative
• To Jan Beseda personally
• To Prague townspeople who subdued the elements
and hold out against flood 3 weeks ago
FOR PLEASANT OPPORTUNITY TO PARTICIPATE IN
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