This variant clarifies the purpose (objectives and learning experiences) and roles (tutor, learner, peer, etc.). In addition, it allows the parties to acquire a sense of ownership of the whole process, which, in itself, strongly justifies participation in future collaborative activities. It also paves the way for the development of a number of transferable key competences; such as communication, self-efficacy, reflective practice, etc. Learning contracts have gained popularity as assessment methods have evolved from tutor-centred to more student-centred approaches. It also reflects the shift towards more self-controlled learning. Knight (2002b) describes how there are many alternative concepts for apprenticeship contracts, including apprenticeship agreements and negotiable learning agreements. As part of the organisation of credit mobility, students and members of higher education must conclude trilateral learning agreements which are the basis for the recognition of academic qualifications acquired abroad. As the PRIME survey of the Erasmus Student Network in 2010-2011 showed, apprenticeship agreements are both a cornerstone and a major obstacle to the proper organisation of credit mobility. Indeed, the interlocutors are not clearly defined, the information necessary for the implementation of the agreements is rarely available online and the possibility for students to modify their learning agreement after their arrival in the host institutions is 75%. The aim of the project is to enable students to prepare their learning agreements in an online system that will then allow them to get in touch with the coordinators of sending and receiving higher education institutions in order to finalise, approve and sign the document online.
This process therefore transfers a paper-based workflow, which depends on the delivery of mail for timely signature purposes, to an online system that allows students to save a lot of time in preparing for their studies abroad and achieve a higher degree of flexibility and efficiency in reviewing the learning agreement. The online software will also enable higher education institutions to integrate learning agreement management procedures to make the approval and management process more efficient, giving staff time to work on other international relationships or improve the quality of credit mobility. The first draft of the e-learning agreement took place in 2015-2017, a second project lasted until 2019 and a third is underway now. . . .