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Educ. Sci. 2018, 8(1), 1; https://doi.org/10.3390/educsci8010001

Curriculum Integration in Distance Learning at Primary and Secondary Educational Levels on the Example of eTwinning Projects

Institute of Applied Linguistics, University of Warsaw, 00-312 Warsaw, Poland
Received: 19 November 2017 / Revised: 13 December 2017 / Accepted: 25 December 2017 / Published: 27 December 2017
(This article belongs to the Special Issue Challenges and Future Trends of Distance Learning)
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Abstract

Curriculum integration is one of the concepts which has been discussed for years. Telecollaborative projects, which employ elements of distance learning, provide opportunities for putting the idea into practice. Analysis of eTwinning projects undertaken in Polish schools aims at demonstrating the integrative role of distance learning approaches and their contribution to integration of various themes in educational context. As the eTwinning framework is very flexible, allowing for teacher and students autonomy the projects may vary in the topics, age and number of participants, duration scope within curriculum etc. The study shows various levels and perspectives of curriculum integration which take place in eTwinning projects. It also discusses the role of distance learning at primary and secondary educational levels. The challenge is to transform international collaboration of selected schools an everyday practice for all learners and teachers. View Full-Text
Keywords: curriculum integration; language learning; eTwinning; telecollaboration; distance learning curriculum integration; language learning; eTwinning; telecollaboration; distance learning
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
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Gajek, E. Curriculum Integration in Distance Learning at Primary and Secondary Educational Levels on the Example of eTwinning Projects. Educ. Sci. 2018, 8, 1.

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