ENHANCING STUDENT COLLABORATION AND TEAMWORK: THEORETICAL AND PRACTICAL ISSUES OF VIRTUAL PROJECT-BASED COLLABORATIVE LEARNING Libor Juhanak, Petr Sudicky Masaryk University (CZECH REPUBLIC) juhanak@phil.muni.cz, sudicky@phil.muni.cz Abstract As recent years have shown, the rocket-like boom in networking and instant access to information have created demand for new kinds of competencies, both in various learning and working settings, which can be thought of as crucial for overall achievement in the context of the 21st century. In this paper, we focus on the concept of Virtual Project-Based Collaboration, a complex learning approach combining the methodologies of project-oriented learning, team-based learning, and soft skill development with the use of a virtual working environment devised to enhance team collaboration. The paper summarizes the main issues of using this approach in learning situations and pinpoints possible pitfalls connected to its educational implementation. In addition, it outlines the key evaluative criteria for choosing a suitable groupware solution, which would support fluent management of student teams and allow for the development of the new core skills. Keywords: Collaboration, Virtual Workplace, Project-Based Learning, Virtual Teamwork. 1 INTRODUCTION In connection with the ever-increasing boom of information and communication technologies (ICT) as well as changing organisational structures within companies, an interesting trend has started to manifest itself: the increasing level of competences and skills that companies require form their prospective employees. Long-gone are the days when education results and expertise in a particular field were a guarantee of securing the desired job. The sole content specialisation in no longer sufficient, as in the context of the 21st century field expertise slowly ceases to be the main criterion for candidate selection, shifting simply among several competencies and skills that companies want the candidate to have on the list. Along with company recruitment bodies, this trend has also attracted the attention of experts on education, who have in response put forward the notion of the 21st century skills and competences. Moreover, the importance of these new skills and competencies have already come to resonate throughout the educational systems of individual countries, which feel the urge to implement the new advancements in their own official curriculum outlines [1]. However, a clear definition of what exactly these new skills and competencies encompass has not yet been agreed on. Similarly, no consensus has been reached as regards a working classification and a functional hierarchy. Following these assumptions, the present paper deals with the above-introduced issues from the point of view of a case study aimed at investigating the benefits and limitations of using virtual teamwork in teaching and learning. 1.1 Virtual Project-Based Collaborative Learning We assume that most of the competencies crucial for an overall achievement in the context of the 21st century can be assigned to one the following categories: 1. The ability to manage project-oriented work, plan, organise and make an economical use of the resources available as well as the ability to independently manage one’s own work and effectively organize one’s own time schedule. 2. The ability to collaborate within a team of several members, to maintain effective, undisturbed communication, to coordinate team activities and cooperate on actual team tasks as well as the ability to form functioning relationships, deal with personal conflicts, and negotiate. 3. The ability to combine any of the above-stated competencies with the use of a wide range of modern technologies to support individual task management and team collaboration. Proceedings of INTED2013 Conference 4th-6th March 2013, Valencia, Spain ISBN: 978-84-616-2661-8 3453