Advertisement

Abstract

E-learning has made its entrance into educational institutions. Compared to traditional learning methods, e-learning has the benefit of enabling educational institutions to attract more students. E-learning not only opens up for an increased enrollment, it also gives students who would otherwise not be able to take the education to now get the possibility to do so. This paper introduces Axel Honneth’s theory on the need for recognition as a framework to understand the role and function of interaction in relation to e-learning. The paper argues that an increased focus on the dialectic relationship between recognition and learning will enable an optimization of the learning conditions and the interactive affordances targeting students under e-learning programs. The paper concludes that the engagement and motivation to learn are not only influenced by but depending on recognition.

Keywords

e-learning interaction dialectic relationship recognition 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Slevin, J.: Etivities and the Connecting of E-Learning Experiences through Deliverative Feedback. Tidskrift for Universiteternes efter- og Videreuddannelse 9 (2006)Google Scholar
  2. 2.
    Steinmüller, L.M.: Pædagogik og E-Læring. In: J.A.K. bladet, 3f (2001)Google Scholar
  3. 3.
    Christensen, G.: Anvendelse af E-Læringsmaterialer til særlige målgrupper. In: Det Nationale Videncenter for e-læring (2010)Google Scholar
  4. 4.
    Fredskild, U.T.: Optimizing the Learning Potential for the Distance Learning Students. In: University College Syd, Sygeplejerskeuddannelsen (2012)Google Scholar
  5. 5.
    Wertsch, J.V.: Voices of the Mind: A Sociocultural Approach to Mediated Action. Harvard University Press, Cambridge (1993)Google Scholar
  6. 6.
    Wertsch, J.V.: Mind as Action. Oxford University Press, New York (1998)Google Scholar
  7. 7.
    Petersson, E.: Non-formal Learning through Ludic Engagement within Interactive Environments. Doctoral dissertation, Malmoe University, School of Teacher Education, Studies in Educational Sciences (2006)Google Scholar
  8. 8.
    Petersson, E.: Editorial: Ludic Engagement Designs for All. In: Digital Creativity, vol. 19(3), pp. 141–144. Routledge, London (2008)Google Scholar
  9. 9.
    Olsen, C.S., Monty, A.: Hvordan bliver studerende aktive i fjernundervisning? In: Almeborg, S., Nyvang, T. (eds.) Tilrettelæggelse af efter- og videreuddannelse på universitet, vol. 4(8), UNEV (2006)Google Scholar
  10. 10.
    Honneth, A.: Behovet for anerkendelse. Hans Reitzels Forlag, Copenhagen (2003)Google Scholar
  11. 11.
    Honneth, A.: Kamp om anerkendelse. Hans Reitzels Forlag, Copenhagen (2006)Google Scholar
  12. 12.
    Anderson, J.: Translator’s Introduction to Axel Honneth. In: Anderson, J. (ed.) The Struggle for Recognition. The Moral Grammar of Social Conflict. MIT Press, Cambridge (1996)Google Scholar
  13. 13.
    Nørgaard, B.: Axel Honneth og en Teori om anerkendelse. Tidskrift for Socialpædagogik 16 (2005)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2013

Authors and Affiliations

  • Susanne Akrawi Hartvig
    • 1
  • Eva Petersson Brooks
    • 2
  1. 1.Centre for Design, Learning and Innovation, Department of Learning and PhilosophyAalborg University EsbjergEsbjergDenmark
  2. 2.Centre for Design, Learning and Innovation, Department of Architecture and Media TechnologyAalborg University EsbjergEsbjergDenmark

Personalised recommendations