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This paper addresses the problem of adaptation of E-Learning to a given or proposed context. Current learning technology standards are available for various purposes, such as contents, learner profiles or learning activities, but there are no specifications to describe the context of learning scenarios. Such a description is crucial to identify change-requirements or to compare situations when learning scenarios are re-used. In this paper, we define a specification of context metadata. We show how they can be used to adapt learning scenarios from a given to a new context, in particular to identify change requirements for the internationalization of learning scenarios.
In an explorative study, we investigated on German schoolteachers how they use, reuse, produce and manage Open Educational Resources. The main questions in this research have been, what their motivators and barriers are in their use of Open Educational Resources, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools.
In this paper, we present a solution how to test cultural influences on E-Learning in a global context. Based on a metadata approach, we show how specifically cultural influence factors can be determined to transfer and adapt learning environments. We present a method how those influence factors can be validated for both, to improve the dynamical meta-data specification and to be used in the development of (international) E-Learning scenarios.
This paper addresses special skills, learners in Internet-based learning scenarios need. In self-directed learning scenarios, as most Internet-based learning scenarios are designed, learners bear the responsibility for their learning progress. To ease this task, institutions could prime the learners for the situation which may be quite different to their previous learning experiences. Basing on a Delphi-study, conducted with experts from the e-Learning sector in Germany, Austria, and Switzerland, the basic requirements have been determined.
This presentation shows that students in different cultural contexts have different perceptions of time management and work organization. Particularly in group work scenarios, such differences can have a frustrating impact on students from other cultural contexts because e.g., expectations are not met. Being aware of such differences between the learners in a culturally heterogeneous educational scenario, educators can prevent frustration by introducing their students and providing more specific instructions.
For learners, feedback can be both, a strong motivator but in case it fails its purpose, it can be a strong reason for frustration and dropouts as well. Do we have to change our locally implemented feedback strategies when adapting learning contents from national to international settings? In our study, we the investigated learners’ understanding and preferences regarding feedback in scenarios of higher education across the five different national contexts, Bulgaria, Germany, South Korea, Turkey, and Ukraine.
In the context of Internet-based e-Learning, including an international auditory is a logical consequence. However, due to uncertainty regarding the foreign learners, e-Learning programs often are limited to local or national participants. Understanding the different expectations of learners regarding instructor-support is one step in order to enable providers of educational services to tailor educational programs that fit the requirements of an international auditory. We asked university students in five countries regarding their expectations towards instructor-support and found major differences between the investigated countries.
In this paper we summarize our research on international educational contexts and transfer the results to the context of urban life-long learning. We will show that a collection and provision of relevant data can help instructors as well as learners to raise their awareness regarding contextual differences, to develop a higher level of acceptance regarding differences, and thus, in the long term, avoid frustration in educational processes and reduce drop out-rates.
The aim of our research is preserving the learners’ initial motivation in educational settings by avoiding unnecessary conflicts that could decrease the learners’ joy of learning. In order to get a better understanding of particularly cul-ture-related factors that could jeopardize the learners’ motivation in international e-Learning scenarios, we devel-oped and exemplarily implemented the standardized questionnaire ‘Learning Culture’ in the Higher Education contexts of Germany and South Korea. Regarding motivation, we analysed how the students evaluated their own motivational predispositions towards outer influences, their purpose of learning and affections towards particular knowledge, and their strategies to deal with educational tasks that appear unmanageable or too difficult for them.