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Other Publications Year : 2008

eLearning and Intercultural dimensions of of learning theories and
teaching models


It will be argued in this article that developing intercultural awareness in students can be
facilitated by e-learning environments. When choosing to address learning goals within an elearning
environment, authors and educators need to become aware of hidden dimensions in
their pedagogical activity. Cultural embeddedness applies to learning theories as much as
teaching models. Reflecting on these dimensions and taking them into account in designing
specific environments should result in facilitated intercultural learning and teaching.
In multicultural and multilingual societies, the implicit pedagogical assumptions of e-learning
environments need to be made explicit. Two different cultural dimensions of educational
practices are more specifically concerned: the pedagogical culture and the values, beliefs,
attitudes, theories and models involved; and the digital culture and the emerging
transformations related to knowledge and pedagogical modelling.
The development of intercultural abilities, already present in language education, can lead the
way to an enhanced experience of learning and teaching. Students and teachers can be
empowered as much as they develop a new culture of education, based on intercultural
competences, critical thinking, awareness and self-regulated practices.
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Dates and versions

halshs-00264330 , version 1 (15-03-2008)


  • HAL Id : halshs-00264330 , version 1


Claire Bélisle. eLearning and Intercultural dimensions of of learning theories and
teaching models. 2008. ⟨halshs-00264330⟩
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