The dynamics and competitively of contemporary labour market is asking for up-to date and pragmatic university courses. A good course is no longer relaying just on the tutor decision, it has to take into consideration a lot of factors, among which the students’ opinions as well as their background are among the most important. In order to design a competitive course a real dialogue between the two factors: tutors and students should be initiated from the very beginning. Dialogue and discussions are attitudes that always stimulate and improve didactic strategies, but establishing a constructive dialogue is not a very easy task, especially when working with students enrolled in distance learning courses. Generally speaking, students, mainly in the first year are quite redundant in expressing their opinions and facing their needs. Most of need analysis designed in the first course turned into formal attitudes. Taking into consideration the above aspects and being aware of the importance of using the new pedagogical and philological support in distance learning environment we thought that some facilities of the virtual campus can be used in order to reinforce students’ role in designing a course and clarifying the its main objectives. This paper presents the way in which we used existing facilities of the Credis Virtual Campus and the way in which we want to develop it order to establish a real dialogue with our students, as a leading step in designing a competitive course. Due to the fact that they belong to the faculty of Nursery and Primary School Pedagogy our aim is to teach them not only our particular academic curricula, but also how to use those facilities for their future students.

flexibility, virtual campus, dialogue, pedagogical strategies