proceedings of Student Mobility and ICT: Can E-LEARNING

Competence Based Teaching and Evaluation
Methods/Strategines Online: Analysis of Intercultural
Communication course
Natalija Mažeikien, Vytautas Magnus University, Kaunas, Lithuania, Egl Virgailait-Mekauskait,
Stefanija Ališauskien, Šiauliai University, Šiauliai, Lithuania
n.mazeikiene@adm.vdu.lt, e.virgailaite@cr.su.lt, s.alisauskiene@cr.su.lt
Abstract: In the article the possibilities of the measuring and assessment of the
intercultural competence online and the problem of it are discussed. Article analyses
possible variations of competence based assessment strategines, techniques and
educational tools. The importance of the competence based teaching and learning online
in educational context is underlined. The structure, the assessment strategies and methods
of the intercultural competence are analyzed (questionnaires, the competence files
(portfolio), inventories, the reflective journals, interview, scenarios, the analyses of the
critical incidents, simulation games etc.) that are orientated into the social, metacognitive
competences, communication skills of the students, interactive communication,
reflection, research, professional skill, creativity development and the evaluation at the
same time.
The aim of the article - to reveal opportunities of online learning and assessment in
intercultural competence development using competence based approach. The aim will
be achieved through the following tasks: 1) to describe competence development in
online learning; 2) to reveal the role of new assessment in competence-based approach;
3) to disclose the possibilities to support development of intercultural competence in
online learning by applying new assessment strategies, forms and tools.
Competence development in online learning
Online learning, the use of electronic media, and information technologies provides new
opportunities for flexible course delivery: the emphasis on asychronicity in online learning increase scope
for flexibility in study process, meets a growing demand for part time study, continuous professional
development and lifelong learning. While providing the opportunities of flexible online learning, challenges
arise to support competence development of future professionals, to enable students to take part in specific
future professional situation applying knowledge, skills and attitudes. Competences are grounded in
knowledge, are constituted through values, are dispositioned through skills, are consolidated through
experience, and are realized on basis of will (Ehlers, 2007; Erpenbeck and Heyse, 1999). Competence
development in online learning could be full filled by employing a social constructivist approach,
combining collaborative learning (McConnell, 2001), activity-based learning (Macdonald and Twining,
2002), resource-based learning (Macdonald et al., 2001) and problem-based learning (Ronteltap and
Eurelings, 2002). Competence development could be stimulated through practical, self-organized, situative,
emotional, social and communicative learning.
Despite of intentions of higher education to create competence-based curriculum, still current
experiences show, that most of the online environments correspond to distributive e-learning model rather
then collaborative (Ehlers, 2007). Transition from distributive e-learning model to collaborative e-learning
reflects shift from knowledge-based curriculum to competence-based curriculum. Distributive e-leaning
model focuses on knowledge and qualification acquisition, orients towards reproduction, problem solving,
understanding, stresses authority of teacher, who plays knowledge transfer and demonstration role.
Collaborative e-learning model aims to develop competences, by constructing knowledge through social
practical experiences, using technologies of collaboration, interaction and communication, defining
teacher’s role as coach and player instead of authoritative tutor. While assessment in distributive model
stresses knowledge and reproduction, which are demonstrated in tests and multiply choice assignments,
assessment in collaborative e-learning model is oriented to performance and skill application, collection of
evidences and demonstration of competences.
Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 41