QUALITATIVE STUDY REGARDING THE PERCEPTION OF DIRECT PARTICIPANTS IN LEARNING ACTIVITIES CARRIED OUT IN THE CONTEXT OF STRATEGIC PARTNERSHIPS ERASMUS
Keywords:ERASMUS , project-based learning, non-formal education
The effort to update educational standards and learning outcomes
is in the heart of EUâ€™s policies for smart, sustainable and inclusive
growth. Erasmus + programme for education is an effective
instrument for promoting the celebrated principle of lifelong learning
through non-formal experiential activities that fall under the pattern
of project-based learning and enhance the skills and competences of
young people through synergies and cooperation in a multicultural
setting.The present study is based on focus-group interviews, as a
means of qualitative data collection, and explores the first hand
experience of teachers and students from seven different countries
who have participated in an Erasmus+ strategic partnership. The
study navigates through the personal experiences of the participants
and offers full view of their perception of their involvement in the
Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful
learning: A review of research on inquiry-based and cooperative learning
Bell, S. (2010). Project-based learning for the 21st century: Skills for the
future. The Clearing House, 83(2)
CEDEFOP (2016). Skills: the new language of education and
COM (2008). Education and training 2010 work programme .Cluster Key
Competences â€“ Curriculum Reform Synthesis Report on Peer Learning
Activities in 2007, Brussels, 14.03.2008
COM (2010). Communication from the Commission. Europe 2020. A
strategy for smart, sustainable and inclusive growth. Brussels, 3.3.2010.
COM (2012). Communication from the Commission to the European
Parliament, the Council. The European economic and social committee and
the committee of the regions. Rethinking education: Investing in skills for
better socio-economic outcomes. COM (2012) 669 final. 20.11.2012.
Fullan, M. &Langworthy, M. (2014) A Rich Seam: How New Pedagogies
Find Deep Learning, London: Pearson.
Loyens S. M. M., &Rikers, R. M. J. P. (2011). Instruction based on inquiry.
In R. E. Mayer & P. A. Alexander (Eds.), Handbook of Research on
Learning and Instruction (pp. 361â€“381). New York: Routledge
Marilyn Binkley and all (2010). Defining Twenty-First Century Skills.
Assessment and Teaching of 21st Century Skills. Springer.
Patrick Griffin, Esther Care, and Barry McGaw (2010), The Changing Role
of Education and Schools. Assessment and Teaching of 21st Century
Scott C.L (2015). The Futures of Learning 3. What kind of pedagogies for
the 21st century? Education research and foresight. Working papers.
Strobel, J.,& van Barneveld, A. (2009). When is PBL More Effective? A
Meta-synthesis of Meta-analyses Comparing PBL to Conventional
Classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1).
Thomas, J. W. (2000). A review of research on project-based learning (PDF)
Walker, A.,& Leary, H. (2009). A Problem Based Learning Meta Analysis:
Differences across Problem Types, Implementation Types, Disciplines, and
Assessment Levels. Interdisciplinary Journal of Problem-Based Learning,
Zimmerman, B. (2002). Becoming a self-regulated learner: An overview
(PDF). Theory into Practice 41(2), 64-70.