Search

The Masters level Opportunities and Technological Innovation in Vocational Teacher Education project (project site: http://motivate.tmpk.bmf.hu/) aims to develop the use and management of virtual learning environments in the area of vocational teacher training, drawing on a well established international partnership of institutions providing both technical and educational expertise. This paper gives an overall picture of the first results and products of the collaboration. We touch upon the goals, the assessments and the learning process of using "Multimedia and e-Learning: e-learning methods and tools" module in details. The main cooperative and collaborative devices are presented in virtual learning environment. The communication during collaborative learning, the structured debate on forum and the benefits of collaborative learning in VLE are interpreted at the end of this paper.

• Men published significantly more papers than women MSCA awardees after being funded. • There is no matilda effect in the analyzed MSCA IF grant evaluation processes. • The global north provides unequivocally more MSCA IF winners than the global south. • The UK hosted the most grantees and italian PhD holders were funded most often. • Many MSCA awardees did not publish Scopus-indexed papers in the post-grant period. Prestigious academic scholarships are highly competitive, so using appropriate evaluation criteria is important. In this study, we analyzed 259 Marie Skłodowska-Curie Actions (MSCA) grantees in social sciences and humanities to see their composition in terms of productivity, educational background, mobility, and gender. Based on quantitative content analysis, linear regressions, and network analyses, the findings reveal that while most grantees significantly improved in their production after funding, there are many awardees with weak or even invisible publication records on Scopus both prior to and following their awards. Most of the scholars who had already been prolific prior to their grant continued to be productive after funding, while many awardees with weak past performances were even less productive after winning the scholarship. In terms of gender, we found no Matilda effect in the grant allocation process; while in terms of production, male scholars benefit more from the grant than females. The outcomes also show that Western countries dominate both the awardees' education trajectories and their host institutions. Our conclusion is that the geographic diversity among the awardees should be developed and that the evaluation process should focus on pre-MSCA performance to support the most promising applicants. [ABSTRACT FROM AUTHOR]