Abstract:

Digitalization has changed the environment in which education is provided, from contact learning to e-Learning [1], which has been enhanced further by the Covid19-virus [2]. A number of studies have investigated online teaching ([1], [3]). This study examines the best practices of online teaching in adult education in Finland and Russia from a cross-cultural viewpoint. Interviews were undertaken to collect feedback specifically from participants in adult eLearning. Normally adult education includes learning in interaction and learning by doing [4]. The collected feedback highlights several issues which should be taken into account when developing or giving eLearning courses to adult students cross-culturally. The findings highlight that participants found panel discussions helpful as a means for increasing interaction and its quality. Assistance in professional matchmaking between participants and their organisation was a specific requirement of the organised training; a challenging issue in this connection was, on the one hand, the increased need for online contact that group work required in order to allow for sharing ideas and knowledge, and on the other, a preference for short sessions due to participants’ time constraints. In an experimental e-Learning context, group work participants also requested more direct teacher/facilitator involvement. Building trust, which is a basis for knowledge sharing between participants, requires human contact; this is yet another issue to be taken into account during online studies. A benefit that was identified in the study was the reduction in time required for participating in cross-cultural training taking place in the cross-border, international context.


References:
[1] A. Lohr, M. Stadler, F. Schultz-Pernice, O. Chernikova, M. Sailer, F. Fischer, M. Sailer, “On powerpointers, clickerers, and digital pros: Investigating the initiation of digital learning activities by teachers in higher education”, Computers in Human Behavior, Vol. 119, 2021. Retrieved from DOI: 10.1016/j.chb.2021.106715
[2] O. Korkman, S. Greene, K. Hantula, “Lifestyles after lockdown: A study on how the COVID-19 pandemic has changed attitudes and behaviour in Finland – and its implications on sustainability”, Sitra, 2020. Retrieved from https://media.sitra.fi/2020/12/14150110/sitralifestylesafterlockdown.pdf
[3] G. Kontos, “Best practices in online teaching and learning”, EDULEARN20 Proceedings, pp. 6-10., 2020. Retrieved from doi: 10.21125/edulearn.2020
[4] I. Eekelen, P. Boshuizen & J. Vermunt, “Self-regulation in Higher Education Teacher Learning”, Higher Education. 50 (3), 447—471, 2005. Retrieved from https://doi.org/10.1007/s10734-004-6362-0

Keywords:

e-learning, cross-cultural, adult learning, experimental pedagogics.