Th e paper analyses competences of the teacher in a virtual classroom. It describes the reconfi guration of social behaviours and the role of the teacher in the virtual class aft er taking into account the theory of dialectics of globalization by Anthony Giddens, developed by Norman Fairclough with respect to social discourse and interpersonal interactions. Taking into account the results of diff erent authors' empirical research on online teaching, social features of such a process and personality traits, social roles and professional competences of a virtual class teacher in Poland and the Republic of Korea are described. Keywords: education in a virtual classroom, globalization, roles and competences of a virtual classroom teacher, reconfi guration of behaviours and social role of the teacherInternet with its services, mobile telephony, virtual communicators, social forums and, above all, by interactive computer games, shaping the culture of media constructors, users and recipients of media communication, depreciation of the teacher's authority has occurred (Juszczyk, 2012). Th erefore, in the process of educating teachers, attention should be paid to these aspects of teacher competences which will allow for the rebuilding of their authority in the eyes of the pupils so that the teacher could become a master for his students.What is becoming important for teenagers is indirect communication, searching for acquaintances and friends in the global network, overcoming the barriers of daily direct communication, undertaking such actions in an alternative reality that would not be possible in the real world, and in particular directing their avatar in computer games of the Second life type (Juszczyk, 2010). For young people, a role model is more and more oft en a holder of the following props: a computer with the Internet link, mobile phone, smart phone, iPod, tablet, and an original, although old car. Young people are increasingly heading towards the culture of "having". For this reason, in their opinion, a low-income inept teacher is not a role model for them to follow, and more so if the teacher has insuffi cient knowledge of working, learning and even playing with the digital mass media (Juszczyk, 2012).However, paradoxically, in an alternative reality of computer games, omnipresent indirect communication, confi rming affi liation to a group, cyber violence, including digital mobbing, harassment in the network, phone persecution, phone abuse, verbal aggression, as well as the temporality and instability of interpersonal contacts with friends in the virtual reality, feeble emotional bonds in a group, a young person who is able to fi nd in the global network information and people interesting to him and to join their community (the so-called connectivism), is still looking for an authority. Functioning in the post-modern society, a young person is looking for durability, stability, sustenance, a sense of safety, advice and support in diffi cult situations. Still, he longs to be treated subjectively, wants to be a ...
Th e paper discusses a new model of social learning that makes use of open educational resources and fl exible forms of learning. It presents the evolution of the process of learning from the Cartesian model, through constructivist, cognitivist and connectivist theories. Open education, being developed in many countries of the world, including South Korea and Poland, is becoming a civilisation requirement, a response to the requirements of dynamically evolving labour market.
Culture aff ects our perception of self, our communication styles, and how we are educated or choose to educate the members of our society. Cultural diff erences aff ect teaching and learning styles. Educational strategies and practices in Asian and Western countries seem to be in contrast with each other, like their cultures. Although both cultures recognize education as an important tool towards life and educational success, each of them has a specifi c view on how educational goals could be achieved. Th e purpose of the qualitative study was to look at how culture impacts on education of a chosen East-South Asian country as well as of a European country. Th e South-East Asian countries, characterized as Confucian heritage cultures, have regularly topped the international league tables, such PISA, TIMMS and PIRLS, for a few years. Th e main subject of analysis were the culture and education of Poland and South Korea.
The current curricula of the departments of Chinese in Korea emphasize language and literature, although most students in these departments would prefer an emphasis on curricula in the Chinese social sciences, with less emphasis on language and literature. The research reported here include surveys that identified needs as perceived by students, and contrasted these with studies of existing Korean departments of Chinese. This research indicates that Korean universities currently lack the ability to meet students' needs. For more effective education, Chinese departments should offer two-track curricula, consisting of a language track and a social science track.
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