Horizon 2031. The University of Granada in Light of its V Centenary. “Reflections on the Future of the University”
This contribution can be clearly identified in the following ways: A systematic and meticulous teaching methodology has been designed and disseminated, and today serves as a basis for the creation of courses which can support independent study and autonomous and cooperative learning. The main rules of such a methodological structure are well known and are currently applied by distance and on-line universities, although their characteristics are not identical in all cases. A significant number of digital and hypertextual teaching materials, which are based on a combination of media and are interactive, have been produced and disseminated. They are enabling content to be shared and not only distributed. In many cases such material is available in open repositories of educational material. The material that serves as a basis for MOOCs is a good example of this kind of contribution by distance universities to traditional campus based institutions.
New, diversified channels to offer support to students have been designed, based on tools such as on-line forums, often connected to different social networks (either general or specific) enabling smooth and rapid communication to be established between students and between students and teachers. A wide range of both distance and face-toface support mechanisms for study has been developed, facilitating a personalised learning experience. The co-existence of support centres, physical and on-line libraries, face-to-face and on-line tutorials, videoconferences and chats, allows each student to find the combination of resources and channels best suited to his or her characteristics, learning style and practical needs. These contributions have coincided with other changes affecting our conception of teaching and learning processes, the appearance and development of a new concept of life-long learning, the demand for new non-formal training models or the need for access to