Abstract
The purpose of this article is to discuss challenges in the development of contextual knowledge arenas by focusing on: How the contextual perspective is brought into a master's program in social work; How the development of different knowledge areas offer a variety of learning for a group of international students; How to design an efficient and ethically reliable program to be offered for both off- and on-campus students. These topics are explored by analyzing reflections from students.
Highlights
The development of distance education can be identified in three phases: 1) Correspondence schools; 2) Online virtual space; and 3) An e-learning environment that supports the sense of place and the transition from space to place (Wahlstedt et al, 2008). This third step is related to flexible studies and blended learning
When using theories and concepts, we develop competencies in pointing out what matters in a context to help create coherent and meaningful interpretations of a situation
This article has explored student expressions on cross-cultural communication and how they learn and re-orientate when their local context is brought into the global classroom
Summary
The development of distance education can be identified in three phases: 1) Correspondence schools; 2) Online virtual space; and 3) An e-learning environment that supports the sense of place and the transition from space to place (Wahlstedt et al, 2008). This third step is related to flexible studies and blended learning. The context is shaped by the activities involving individuals and artifacts.” This can be related to the social construction of reality (Berger & Luckman, 1966) in which we as human beings both construct a society and are constructed by it. I will use the following description: A contextual knowledge arena can be identified when individuals in specific settings are becoming aware of, taking into account and relating their situation to current or previous surroundings
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