Navigating European Education in Times of Crisis? An Analysis of Socio-Technological Architectures and User Interfaces of Online Learning Initiatives

Autor/inn/en	van de Oudeweetering, Karmijn; Decuypere, Mathias
Titel	Navigating European Education in Times of Crisis? An Analysis of Socio-Technological Architectures and User Interfaces of Online Learning Initiatives
Quelle	In: European Educational Research Journal, 21 (2022) 6, S.922-945 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van de Oudeweetering, Karmijn) ORCID (Decuypere, Mathias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041211059008
Schlagwörter	Foreign Countries; Online Courses; Educational Technology; Educational Policy; Technology Uses in Education; Refugees; Political Issues; Social Influences; Access to Education; Geographic Location; Political Divisions (Geographic); Crisis Management; Immigrants; Language Proficiency; MOOCs; Europe + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Unterrichtsmedien; Politics of education; Bildungspolitik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Flüchtling; Politischer Faktor; Sozialer Einfluss; Education; Access; Bildung; Zugang; Bildungszugang; Politische Gliederung; Krisenmanagement; Immigrant; Immigrantin; Immigranten; Language skill; Language skills; Sprachkompetenz; Europa
Abstract	This study casts light on two online learning initiatives funded by the European Commission, and queries their role as policy actors in the long-term project of a "borderless" European Education Area and/or in the remediation of the so-called "refugee crisis." Particularly, the study aims to contribute to existing research on the policy enactment of European education spaces, while also addressing their implicated times. Social topology has guided a theoretical-conceptual focus on bordering practices, socio-technological architectures, and user interfaces, and their enactment of forms of Europe. This informed the methodology to center around "active navigations" on user interfaces of these online learning initiatives, based on the argument that these concretize bordering practices and forms of spaces-times. The findings, presented as re-constructions of the active navigations, stress multiple possibilities EC-funded online learning initiatives to evolve, including shifting responsibilities and differentiated learning trajectories. By highlighting these possibilities, the study aims to interpose the relatively short development of digitalization in (European) education, in which digital technologies have been positioned as "flexible" solutions in times of crisis. The study thereby stirs up discussions on how European online learning initiatives could integrate long-term visions with crisis remediations and, accordingly, could support continuously renewable educational spaces-times. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01