In a poll (ReImagineEdu, 2016) looking at the digital profile of nearly 1,000 learners, it was reported that 78% of students worry about digital technologies distracting them from study. In attempting to contribute to this emerging debate (Aaron & Lipton, 2018), this article investigates the experiences, perceptions and awareness of undergraduate language learners (n = 215, over a 3-year period) of the distractive nature of technology and the discerned impact upon their own student language learning and performance. The study is based on data gathered from university language students engaged in a specific language technology module. The module, interalia, sought to develop awareness of the time spent online by participants while using a number of resources. A mixed-methods approach was employed to conduct this research where qualitative and quantitative data emerged respectively from individual student blogs, reflective reports of their blogging experiences, group interviews and questionnaires. Our outcomes reveal a severe lack of student awareness on the final amount of time they spent online, this being due to a number of factors. However, there is some awareness and perception on their part of how heavily disruptive technology can be for their language learning. Our final conclusions include several recommendations and propose a deictic critical digital literacy for dealing with such distractions – we are calling this a strategic agentive literacy.
This paper describes the results of the analysis carried out within the Erasmus+ FRAMES project (https://frames-project.eu/) which collected and analysed Virtual Exchange (VE) case studies building upon desk research and through an open survey, so as to identify and describe various scenarios of accredited VEs. By using a qualitative methodology based on pattern matching analysis, collected cases were aggregated into four scenarios to be potentially used by a variety of European Higher Education Institutions (HEIs): VE as a preparatory or follow-up activity to physical mobility (blended mobility); VE as an intertwined component of physical mobility (blended mobility); VE as a stand-alone learning activity; VE as a component of a course. The main conclusions and recommendations revolve around the need to expand the number of potential scenarios across all disciplines and contexts and the urge to train academic as well as administrative staff to facilitate the integration of VE in HEIs.
For more than 30 years, the Erasmus programme has given thousands of higher education students throughout Europe the chance to live and study abroad. For many, this sojourn in a foreign country is an extraordinary learning experience which enriches their language and (inter)cultural learning process. However, for others, this opportunity is undermined by cultural shock or lack of preparation...
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