This article discusses the use of pedagogical models as appropriate means of improving the quality of network-based education (NBE). NBE and novel kinds of teaching, studying, and learning environments have recently become an essential part of university-level education. In changing ethos of education, one special challenge is facing teachers, designers and researchers: the development of pedagogical models, teaching methods and practices that are applicable in NBE. We argue that by analysing some salient characteristics of NBE it will be possible to develop and evaluate NBE. It is also crucial to analyse how to learn to apply pedagogical models in NBE in an appropriate way. The aim of the HelLa Project was to evaluate university degree programmesin the educational use of ICTs in the Finnish Virtual University. The focus of this study was the 30-ECTS-credit study programme on the educational use of ICT, designed and implemented as part of the Finnish Virtual University Project of the Faculties of Education. The HelLa Project included three case studies in which students’ and teachers’ conceptions of applying pedagogical models in NBE were examined. The case studies combined qualitative and quantitative research approaches. Data were collected by using two web-based questionnaires for students, by interviewing teachers and students, and by recording the network-based discussions regarding the course assignments. The data were analysed by using content analysis, narrative analysis and statistical analyses. This article draws on the results of the three case studies regarding the conceptions of teachers and students on the application of pedagogical models in NBE.
Vaattovaara et al. (Sat,) studied this question.