<abstract xmlns="http://www.w3.org/1999/xhtml">The concept of virtual mobility and its characteristics are presented. Most definitions which consider virtual mobility from the educational perspective describe it as a form of learning, research, communication, and collaboration, but also as a form of mobility, which can be a supplement or substitute for physical mobility. Based on the theoretical dispositions a study module “Learning in Higher Education” was created and delivered by an international, multiinstitutional group of teachers to an international, multi-institutional group of students. The virtual mobility case, research design, and data analysis, are presented. The results demonstrate the importance of virtual mobility in promoting international communication and developing communication skills with people from other countries, cultures as well as impact of internationalisation on higher educational institutions</abstract>

Fostering Internationalisation in Higher Education by Virtual Mobility

<abstract xmlns="http://www.w3.org/1999/xhtml">The present period is characterized by a rapid development of ICT. The possibilities of using internet represent newer ways of communicating with many people, regardless of the distance. The development and the use of new technologies open up many possibilities for communication and education. The capability of using ICT, to teach pre-recorded principles, and to develop key competences of students has become one of the very important tasks of contemporary schools, both on the teachers’ and student’s side. One alternative is online courses</abstract>

Dubnica Institute of Technology in Dubnica nad Váhom, Dubnica nad Váhom, Slovakia

Prešov University of Prešov, Prešov, Slovakia

Support of Self-Criticism and Creative Thinking Based on the Use of ICT as an Alternative to Classical Education

<abstract xmlns="http://www.w3.org/1999/xhtml">The empirical research the paper is based on was carried out in forms of workshops organized for groups of international teacher trainees between 2009 and 2012. The aim of these workshops was to master a “learning by doing” experiential model by which language literacy can be effectively developed or improved. The topic is discussed in its complexity, highlighting some important issues of teacher training internationally, and also the still controversial situation of alternative education that tailors its curriculum to the pupils and students’ needs and facilitates such methods as the one the paper details on.</abstract>

Institute of Behavioural Siences and Communication Theory, Corvinus University of Budapest, Hungary

Karoli Gaspar University of the Reformed Church in Hungary, Budapest, Hungary

Developing Language Literacy in the Educational Scene

<abstract xmlns="http://www.w3.org/1999/xhtml">The article briefly introduces the CLIL method and its use. The paper explains the terms hard CLIL and soft CLIL. Next, it deals with CLIL specifics, possible advantages and disadvantages. The competence and educational requirements on teachers are mentioned, too. This contribution also contains a sample lesson of recruitment.</abstract>

The Content and Language Integrated Learning Approach in Use

<abstract xmlns="http://www.w3.org/1999/xhtml">The article deals with the role of neuroscience in education. For educational purposes, it is crucial to know how the brain works as learning is a brain-based activity. In the article, the reader can also find the basic brain-based teaching principles</abstract>

Neuroscience and Didactic Principles and Implications of Brain-Based Teaching and Learning

<abstract xmlns="http://www.w3.org/1999/xhtml">During the 1980s, the methodology of Hungarian-created conductive education began its innovation in becoming an international model for working with individuals with physical disabilities. Its prevalence has increased around the world ever since. These international interests stimulated efforts to develop ways in which the discipline of conductive education (CE) could occur abroad and as a result, develop a worldwide network of practice. In the United States the first establishment of this international model of conductive education occurred in Grand Rapids, Michigan. Under the professional supervision of the András Pető Institute of Conductive Education and College for Conductor Training, (MPANNI in Hungarian), the Conductive Learning Center (CLC) was established in 1999, enrolling students to participate in the conductive education model and also serving as the laboratory school for the Aquinas College (AQ) teacher preparation program for earning the endorsement to teach the Physically and Otherwise Health Impaired (POHI). Currently, this collaborative program at AQ provided with MPANNI is unique in North America.</abstract>

The Replication of the System of Conductive Education in the United States

<abstract xmlns="http://www.w3.org/1999/xhtml">The purpose of this study is to evaluate children in Bratislava, Slovakia. The survey sample consisted of 276 children aged 9 -12 who were tested using the Children’s Eating Attitude Test as a diagnostic tool for testing young people, who show a proclivity towards having eating issues, a possibility of anorexia, or a possible problem with bulimic tendencies. The study analyses the components of the test and the scores of children to whom it was administered, and come to conclusions as to its usefulness in diagnosing eating issues in children between grades 4 and 6. It also examines the comparisons between the children in Slovakia and the children in Australian studies in order to see if the scores correlate and what similarities and differences are present between the two groups studied.</abstract>

Comenius Universtity in Bratislava, Bratislava, Slovakia

Erika Drgoňová, ZŠ Ostredková 14, Bratislava, Slovakia

Correlation of Body Perceptions and Eating Disorders of 9-12 years old Children in Bratislava

<abstract xmlns="http://www.w3.org/1999/xhtml">The aim of this paper is to introduce the reader into the field of didactic means and their use by educators at universities with technical orientation from students´ perspective. To check the status of the two selected universities in the Slovak Republic and one university in the Czech Republic, we conducted a research, which was attended by 194 respondents and its results are presented in this paper.</abstract>

Institute of Technology and Business in České Budějovice, České Budějovice, Czech Republic

Soňa Rusnáková, Institute of Technology and Business in České Budějovice, České Budějovice, Czech Republic

Dubnica Institute of Technology in Dubnica nad Váhom, Dubnica nad

Didactic Means and Their Use at Technical Universities

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