Affiliation:
1. Aalborg University, Denmark
Abstract
Modern technology and improved video technology have widened the possibilities of offering young people in peripheral regions of countries education, and in recent years, several innovation projects using video-mediated teaching have been implemented in Denmark and in the Nordic countries. In the Danish region, a comprehensive innovation project including video-mediated simultaneous teaching at two locations was implemented in 2008-2010 for students at a General Adult Education Centre. Drawing on Etienne Wenger's (2004) theory about learning and communities of practice and on theoretical perspectives from architecture on space and learning, the chapter discusses results from the dialogue research related to the project. Results indicate that video-mediated teaching has a significant impact on student participation and that it appears to be demanding for some students, especially students with social or academic problems.
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