Open Access‘Virtually’ the same learning outcomes. A case study of a virtual client briefed communication project across borders
Author(s) -
Alexandre Duarte,
Kirstie Riedl
Publication year - 2021
Publication title -
la revista icono 14
Language(s) - English
Resource type - Journals
ISSN - 1697-8293
DOI - 10.7195/ri14.v19i2.1724
Subject(s) - creativity , nature versus nurture , face to face , online learning , face (sociological concept) , psychology , learning environment , face to face interaction , pedagogy , mathematics education , public relations , computer science , sociology , multimedia , political science , social psychology , social science , philosophy , epistemology , anthropology , communication
As the world becomes increasingly more turbulent, complex and competitive, there has been an increased interest in creativity as the major force to prepare students for these demands. At the same time, digital native students today are used to working in an environment rich with instantly accessible information and knowledge, yet paradoxically students are less satisfied with their courses in the online environment. Educators are thus challenged to use innovative methods to nurture creativity online as they would do in the face-to-face classroom.
In 2010, six European universities created an international project, named Cross Border Brand Communication (CBBC) that has taken place every year since but in 2020 took place online due to the Covid-19 pandemic. This article describes and analyzes the best practices resulting from this case and addresses the research questions as to whether the creative learning outcomes and teaching practices online are the same as face-to-face and to what extent are students satisfied with this learning environment. Reflection on the project and case indicates that although learning outcomes online are “virtually” the same, the student experience is inferior to such face-to-face projects.