Free Digital Learning for Inclusion of Migrants and Refugees in Europe: A Qualitative Analysis of Three Types of Learning Purposes ARTICLE
Jonatan Castao-Muoz, Joint Research Centre, European Commission, Seville, Spain ; Elizabeth Colucci, European University Association/higher education consultant, Seville, Spain ; Hanne Smidt, Senior Advisor European University Association/Hanne Smidt Consulting, Stockholm Sweden
IRRODL Volume 19, Number 2, ISSN 1492-3831 Publisher: Athabasca University Press
The increasing number of migrants and refugees arriving in Europe places new demands on European education systems. In this context, the role that free digital learning (FDL) could play in fostering inclusion has attracted renewed interest. While the existing literature highlights some general design principles for developing FDL for migrants and refugees, there is little information on the use of FDL at specific education levels, or for specific learning purposes. This paper presents the results of a qualitative study that was carried out as part of the Moocs4Inclusion project of the Joint Research Centre (JRC) between July and December 2016. The study, which has a European focus, disaggregates the analysis of FDL initiatives by what were identified as its three most common purposes: a) language learning, b) civic integration and employment, and c) higher education. For each of these topics, the study sheds light on the approaches used by a wide sample of initiatives, users\u2019 levels of awareness of what is available and take up, and migrants\u2019 and refugees\u2019 perceptions of the current offer. In order to collect the information needed to cover different approaches and perspectives, semi-structured interviews with 24 representatives of 10 FDL initiatives and four focus groups with 39 migrants and refugees were carried out. The results show that there are indeed overlaps between the purposes of FDL initiatives and their design principles. Specific recommendations on how to better design FDL initiatives for migrants and refugees, taking into account their specific purposes, have also been identified.
Castao-Muoz, J., Colucci, E. & Smidt, H. (2018). Free Digital Learning for Inclusion of Migrants and Refugees in Europe: A Qualitative Analysis of Three Types of Learning Purposes. The International Review of Research in Open and Distributed Learning, 19(2),. Athabasca University Press. Retrieved November 18, 2018 from https://www.learntechlib.org/p/183610/.
© 2018 Athabasca University Press
- Castaño Muñoz, J., Duart, J., & Sancho-Vinuesa, T. (2013). The Internet in face-to-face higher
- Castaño Muñoz, J., Kreijns, K., Kalz, M., & Punie, Y. (2017). Does digital competence and
- Colucci, E., Smidt, H., Devaux, A., Vrasidas, C., Safarjalani, M., & Castaño Muñoz, J. (2017). Free
- Eurostat. (2017). Asylum statistics. Retrieved from http://ec.europa.eu/eurostat/statisticsexplained/index.php/Asylum_statistics
- EURYDICE. (2009). Integrating immigrant children into schools in Europe. Brussels: European Commission-Education, Audiovisual and Culture Executive Agency. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/101EN.pdf
- Glass, C.R., Shiokawa-Baklan, M.S., & Saltarelli, A.J. (2016). Who takes MOOCs? New directions for Institutional Research, 167, 41-55.
- Mason, B., & Buchmann, D. (2016). ICT4Refugees-A report on the emerging landscape of digital
- Rangvid, B.S. (2007). Sources of immigrants’ underachievement. Education Economics, 15(3): 293– 326.
- Reichel D., Siegel M., Andreo J.C., Carrettero Gomez S., & Centeno Mediavilla, I.C. (2015). ICT for the
- Save the Children. (2017, May 23). Child refugees in Greece have been out of school for an average of 1.5 years (Blog post). Retrieved from https://www.savethechildren.net/article/childrefugees-greece-have-been-out-school-average-15-years
- Schneeweis, N. (2011). Educational institutions and the integration of migrants. Journal of Population Economics, 24, 1281–1308.
- Somyürek, S. (2015). The new trends in adaptive educational hypermedia systems. International Review of Research in Open and Distributed Learning, 16(1). Doi:10.19173/irrodl.v16i1.1946
- Song, L., & Hill, J.R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-42. Retrieved from http://www.ncolr.org/jiol/issues/pdf/6.1.3.pdf
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.