E–learning and language change — Observations, tendencies and reflections

Hansson, Henrik; Bunt‐Kokhuis, Sylvia van de

doi:10.5210/fm.v9i8.1168

Cited by 4 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, certain communities in the European landscape still function without reliable access to the Internet and the proper infrastructure to utilise any connection they have. Much work has been conducted on the notion of distance education, ICTs, and the benefits they stand to provide to areas where demographics hinder access to the Internet, computers, and accessible information (Paul, 1990;Hansson & van de Bunt-Kokhuis, 2004). Broadband Internet connection via satellite largely stands to lessen the current divide between the users and non-users.…”

Section: Introductionmentioning

confidence: 99%

The Rural Wings Project: Bridging the Digital Divide with Satellite-Provided Internet. Phase I: Identifying and Analysing the Learning Needs of 31 Communities in 10 Countries

Hansson

Mihailidis

Larsson

et al. 2007

E-Learning and Digital Media

Self Cite

View full text Add to dashboard Cite

The digitally marginalised communities are in focus in the EU-funded Rural Wings project [2006][2007][2008]. The aim is to identify and analyse the user learning needs in non-connected communities and to meet these needs by providing satellite Internet broadband connections, education and tools. This article reports the findings of the user needs investigation of 31 communities in 10 countries in the initial phase of the project designed and coordinated by Stockholm University, Sweden. Each national coordinator conducted a user needs study in their country using a common framework of questions and guidelines. The sites were selected according to national and regional needs and where satellite-provided Internet is believed to be the long-term solution. The 31 communities selected can be summarised as (a) mainland/lowland communities, 10 (b) mainland/highland communities, 12 (c) island/lowland communities, 5, and (d) island/highland communities, 4. The analysis reveals common threads of lack of infrastructure, accessibility and reliability concerning information and communication technology (ICT) implementation and containment in the community. There is a plethora of reasons for wanting more reliable and frequent Internet connections. Reasons range from educational opportunities, language opportunities, governmental inclusion, information/news outlets, and medical and weather initiative capabilities. This study provides in-depth macro-summaries of each participating country's user needs analysis in total. It also includes the actual analysis of each test site based on over 31 sites spanning 10 European nations. In addition, generalisations, comparisons and differences have been composed, to provide a framework for European trends in rural ICT access.

show abstract

Section: Introductionmentioning

confidence: 99%

The Rural Wings Project: Bridging the Digital Divide with Satellite-Provided Internet. Phase I: Identifying and Analysing the Learning Needs of 31 Communities in 10 Countries

Hansson

Mihailidis

Larsson

et al. 2007

E-Learning and Digital Media

Self Cite

View full text Add to dashboard Cite

show abstract

“…If so, Mandarin would become the predominant language of the Internet. Native English speakers would have to learn Mandarin if they were interested in participating in international programs (Hansson H., van de Bunt-Kokhuis S., 2004).…”

Section: The Effectiveness Of Language Used In E-learning Coursesmentioning

confidence: 99%

“…This environment is virtual because it is constructed digitally. It is real because it is our fundamental reality, the material basis in which we live and link to others (Hansson H., van de Bunt-Kokhuis S., 2004). E-Learning is adopting its structure to the recent changes and commonly used information and communication technologies (ICT).…”

Section: The Effectiveness Of Language Used In E-learning Coursesmentioning

confidence: 99%

“…Schools and society at large should be more aware of the filtering effects of the Internet related to the change within languages for communication and as a medium of instruction. The whole society could benefit from a more integrated approach and certainly further exploration is necessary on the evolution of human language groups (Hansson H., van de Bunt-Kokhuis S., 2004). These efforts may lead to the emergence of a common language as described in part by Rosenberg (2004).…”

Section: The Effectiveness Of Language Used In E-learning Coursesmentioning

confidence: 99%

See 1 more Smart Citation

The Effectiveness of Language Used in E-Learning Courses

Przygoda

2017

Studies in Logic, Grammar and Rhetoric

View full text Add to dashboard Cite

The notion of language in e-Learning is still not very clear from a technical as well as semantic point of view. In the era of Information Technology, it is more and more important to unify the principles of language used and its semantic meaning to be more simple and precise when taking into consideration online educational courses. During the last years, e-Learning courses have begun to be popular around the world as during an internet era, we tend to find consolidated information sources on internet rather than in traditional courses which require our physical presence. The crucial issue which makes an e- Learning course function is the language used to transmit all the information to the students in a clear and effective manner. For such language to be considered effective, it is necessary to adjust it to the general standards adopted in an international environment. The notion of a language used in e-Learning also faces some problems as it should be so concise as to be accessible for everybody regardless of gender, nationality, and intellectual level. It is hard to standardise its principles, thus over the years many scientists have tried to unify the top requirements a perfect e-Learning course should have. Nowadays, most of the population should stop considering e-Learning as an alternative form of education and focus on developing new models and structures for education and learning that fully exploit the opportunities of today’s digital revolution. With a laptop, a mobile device and Wi-Fi, you can manage your own e-Learning course, and take courses yourself, at any time and place, in any language. A typical model of an e-Learning course is based on guided self-study with a linear progression through modules consisting of recorded lectures, course literature, written assignments and multiple-choice self-tests. Technology has got an even better solution which consists of standardising the learning process and adopting it to a commonly known level of difficulty which might be expected when considering its use by an average person.

show abstract

“…One also needs to know how to handle the technology and, in addition, there might be language barriers such as the fact that most information available in software and on the Internet is not in the mother tongue and therefore excludes many people because it is inaccessible. Further discussions about language issues related to technology are to be found in Hansson & Van de Bunt-Kokhuis (2004). …”

Section: Information Technology In Education: the Perspective Of Polimentioning

confidence: 99%

Teachers' Professional Development for the Technology-Enhanced Classroom in the School of Tomorrow

Hansson

2006

E-Learning and Digital Media

Self Cite

View full text Add to dashboard Cite

This article discusses the following general questions: (1) what is the role of the teacher in the technology enhanced classroom; and (2) how are teachers prepared for the use of new technology in the classroom? The answers will differ among European countries due to, among other reasons, resources, national initiatives and available infrastructure. The overall goal of using technology in education also needs to be clarified. Is the driving force primarily of an economic nature to make education cheaper? Is the overall goal rather to improve the quality of learning? Is it about increasing student experiences? Is it about attracting more students? Does it have to do with increasing the prestige of teachers? Is it introduced in order to increase flexibility in time, place and organisation of learning? Or is it something else? This article is based on results from two European Union projects, Ewatch and Schoolforesight, as well as innovative ideas and examples of teacher training and development. The European Union project E-watch investigated national policies for e-learning in Europe; the Schoolforesight project included among other activities an essay contest about students' visions of the future school. A study of teachers' visions of the future school was also conducted. No definite answers to the above questions are given, but a number of suggestions, opportunities and inspirational ideas are presented on how to organise the technology enhanced classroom and teachers' professional development.

show abstract

E–learning and language change — Observations, tendencies and reflections

Cited by 4 publications

References 0 publications

The Rural Wings Project: Bridging the Digital Divide with Satellite-Provided Internet. Phase I: Identifying and Analysing the Learning Needs of 31 Communities in 10 Countries

The Rural Wings Project: Bridging the Digital Divide with Satellite-Provided Internet. Phase I: Identifying and Analysing the Learning Needs of 31 Communities in 10 Countries

The Effectiveness of Language Used in E-Learning Courses

Teachers' Professional Development for the Technology-Enhanced Classroom in the School of Tomorrow

Contact Info

Product

Resources

About