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Learners, teachers and curriculum: aspects of e-learning

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearch

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Learners, teachers and curriculum : aspects of e-learning. / Petersen, Karen Bjerg.

28th Annual Seminar - ISTE 2008. 2008. p. 1-6.

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearch

Harvard

Petersen, KB 2008, Learners, teachers and curriculum: aspects of e-learning. in 28th Annual Seminar - ISTE 2008. pp. 1-6, Annual Seminar of International Society of Teacher Education, Armidale, Australia, 29/04/2008.

APA

Petersen, K. B. (2008). Learners, teachers and curriculum: aspects of e-learning. In 28th Annual Seminar - ISTE 2008 (pp. 1-6)

CBE

Petersen KB. 2008. Learners, teachers and curriculum: aspects of e-learning. In 28th Annual Seminar - ISTE 2008. pp. 1-6.

MLA

Vancouver

Petersen KB. Learners, teachers and curriculum: aspects of e-learning. In 28th Annual Seminar - ISTE 2008. 2008. p. 1-6

Author

Petersen, Karen Bjerg. / Learners, teachers and curriculum : aspects of e-learning. 28th Annual Seminar - ISTE 2008. 2008. pp. 1-6

Bibtex

@inproceedings{cbfa1b20ac3a11debeb7000ea68e967b,
title = "Learners, teachers and curriculum: aspects of e-learning",
abstract = "The outstanding British sociologist Anthony Giddens predicted e-learning environments by describing “modernity”. Giddens emphasised that modernity is inherently globalising, it creates ‘disembedded’ social relations and “tears space away from place by fostering relations between ‘absent’ others, locationally distant”. The aim of the paper is to analyse and discuss how different positions in e-learning settings result in different answers to modernity. These settings can be applied to either teacher, learner or curriculum positions. The research was based on a qualitative longitudinal case study of virtual e-learning, interviews with teachers and 10 learner participants in a virtual classroom setting, and discourse analysis of curriculum developed for the particular e-learning course The research has taken place in the context of a study of e-learning and virtual teaching of Danish as a Second language for adults. The research results indicate that teachers seem to compensate by trying to create virtual communities of learning. Learners, however, experience disembedded relations. Conversely, curriculum development, on tends to ‘exploit’ the conditions of disembedding social relations in e-learning",
keywords = "e-elearning",
author = "Petersen, {Karen Bjerg}",
year = "2008",
language = "English",
pages = "1--6",
booktitle = "28th Annual Seminar - ISTE 2008",

}

RIS

TY - GEN

T1 - Learners, teachers and curriculum

T2 - aspects of e-learning

AU - Petersen, Karen Bjerg

PY - 2008

Y1 - 2008

N2 - The outstanding British sociologist Anthony Giddens predicted e-learning environments by describing “modernity”. Giddens emphasised that modernity is inherently globalising, it creates ‘disembedded’ social relations and “tears space away from place by fostering relations between ‘absent’ others, locationally distant”. The aim of the paper is to analyse and discuss how different positions in e-learning settings result in different answers to modernity. These settings can be applied to either teacher, learner or curriculum positions. The research was based on a qualitative longitudinal case study of virtual e-learning, interviews with teachers and 10 learner participants in a virtual classroom setting, and discourse analysis of curriculum developed for the particular e-learning course The research has taken place in the context of a study of e-learning and virtual teaching of Danish as a Second language for adults. The research results indicate that teachers seem to compensate by trying to create virtual communities of learning. Learners, however, experience disembedded relations. Conversely, curriculum development, on tends to ‘exploit’ the conditions of disembedding social relations in e-learning

AB - The outstanding British sociologist Anthony Giddens predicted e-learning environments by describing “modernity”. Giddens emphasised that modernity is inherently globalising, it creates ‘disembedded’ social relations and “tears space away from place by fostering relations between ‘absent’ others, locationally distant”. The aim of the paper is to analyse and discuss how different positions in e-learning settings result in different answers to modernity. These settings can be applied to either teacher, learner or curriculum positions. The research was based on a qualitative longitudinal case study of virtual e-learning, interviews with teachers and 10 learner participants in a virtual classroom setting, and discourse analysis of curriculum developed for the particular e-learning course The research has taken place in the context of a study of e-learning and virtual teaching of Danish as a Second language for adults. The research results indicate that teachers seem to compensate by trying to create virtual communities of learning. Learners, however, experience disembedded relations. Conversely, curriculum development, on tends to ‘exploit’ the conditions of disembedding social relations in e-learning

KW - e-elearning

M3 - Article in proceedings

SP - 1

EP - 6

BT - 28th Annual Seminar - ISTE 2008

ER -