Session Information
06 SES 01, New Types of Learning
Paper Session
Contribution
Modern society is tightly connected with new challenges for education, first of all directed to the creation of a new learning culture following a model of dynamic transforming and extending knowledge and life-long learning. All experts are of the opinion that the new or better learning culture necessary now and in future is supported by digital media in a nearly perfect way. This leads to the question: Does ICT based new media affect students’ learning culture in a way that a new generation of learners (characterized by a high degree of intrinsic learning motivation and ICT based learning behavior) appears?
To answer this question we compared students’ motivation and behavioral patterns (higher intrinsic motivation towards learning and higher level of usage ICT in learning) in Germany and Russia. The penetration of Internet in a society is seen as a characteristic for the role ICT plays in normal life. At the moment of data collection the Internet penetration rate was significantly higher in Germany (2009/ITU, 75.3 % of the German population is using the Internet) than in Russia (only 36%, 2009/FOM). And it is important to note two facts: firstly, in Russia and in Germany today's students have grown since the invention of the Internet and certainly know how to work with it. Secondly, historically Germany and Russia have similar educational systems. Thus, at the moment we have an opportunity to compare the two countries in order to find out whether the different penetration of ICT leads to differences in learners or not.
At the moment there are two conflicting approaches and hypothesizes on how ICT based new media affects learning existing: First - the media theory based approach, which suggests that new media fundamentally changes the way of social communication and leads to global changes in society and this affects all spheres of human activity (McLuhan, 2002; Giesecke, 1998; Rückriem 2008, and others), including the learning culture. Following the media theoretical point of view because of tremendous differences in ICT and new media penetration in universities and societies we should observe that the expected new group of learners is significantly bigger in Germany then in Russia (or even not existing in Russia). Second – the approach of media pedagogues (Tergan 2003, Struysen et al. 2007, Vovides et al. 2007, Ludwig 2007, Blömeke/ Müller/ Eichler 2006, Wegener 2007, Schulz-Zander 2005, Vollbrecht 2002 a.o.) which also is shared by activity theorists (Leontiev 1975, Galperin 2002, see also Giest & Lompscher 2006 and others). In the framework of this approach high penetration of ICT is not a sufficient condition for the emergence of the changes in learning culture and so we would observe that the new group of learners exists in our two countries and difference in size of this group in Russia and in Germany is non-significant.
Method
Expected Outcomes
References
Giest, H. (2010) Reinventing Education: new technology does not guarantee a new learning culture. E–Learning and Digital Media, Volume 7, Number 4, 366‑376 Giest, H.; Lompscher, J. (Hrsg.) (2006) Lerntätigkeit - Lernen aus kultur-historischer Perspektive. Lehmanns Media. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991) A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan. Porshnev A.V. (2008) Психологические аспекты эффективного использования Интернета в образовательных целях // Культурно-историческая психология. –# 3. –C. 43-50 Weigel, M., James, C., & Gardner, H. (2009). Learning: Peering Backward and Looking Forward in the Digital Era. International Journal of Learning and Media, 1(1), 1-18
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