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Discussing a Concept for an Online Learning Platform with Rural Sixth-Grade Students in Mind: Evidence-Based Guidelines for Designers, Teachers, and Policy Change

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Bibliographic Details
Title: Discussing a Concept for an Online Learning Platform with Rural Sixth-Grade Students in Mind: Evidence-Based Guidelines for Designers, Teachers, and Policy Change
Authors: Roberto Rojas-Alfaro, Ana Marcela Montenegro Sánchez
Source: Revista Innovaciones Educativas, Volume: 26, Issue: 40, Pages: 26-49, Published: JUN 2024
Publisher Information: Universidad Estatal a Distancia, 2024.
Publication Year: 2024
Subject Terms: Justiça social, Educación bilingüe, Educação bilíngue, Human-Centered design, Design centrado no ser humano, 4. Education, Online Learning Platform, Materiais didáticos, Bilingual education, Educational materials, Educación rural, Rural education, Plataforma de aprendizaje en línea, 16. Peace & justice, 12. Responsible consumption, Diseño centrado en el ser humano, Materiales educativos, Educação rural, 11. Sustainability, 8. Economic growth, Justicia social, Social justice, Plataforma de aprendizado on-line, 10. No inequality
Description: While considerable research recognizes the need to promote linguistic and sociocultural learning among youth English language learners (ELLs) in rural communities, less research has explored the advantages of human-centered design (HCD) in achieving this goal. This study branches from a larger design research project to develop an online learning platform (FUNREAD), co-designed with English language teachers (ELTs), to promote linguistic and sociocultural learning among sixth grade ELLs in rural communities in Costa Rica. This study uses an HCD lens to analyze group interview data from two key national-level English curriculum advisers’ insights and suggestions for improving language learning, equity, and representation for rural ELLs in Costa Rica. Key findings include (1) the need to adapt teaching materials and available technologies to demographic characteristics of rural ELLs, (2) especially when rurality plays a major role in how teaching, materials development, and curricular decisions are made. The study concludes that social justice education, with an emphasis on equity, representation, and translanguaging to support English language acquisition, is crucial to the development of effective teaching materials for rural ELLs in Costa Rica. Evidence-based guidelines derived from HCD are provided to assist in the development process.
Document Type: Article
File Description: text/html
ISSN: 2215-4132
1022-9825
DOI: 10.22458/ie.v26i40.4890
Access URL: http://www.scielo.sa.cr/scielo.php?script=sci_arttext&pid=S2215-41322024000100026&lng=en&tlng=en
Rights: CC BY NC ND
CC BY NC
Accession Number: edsair.doi.dedup.....83338586d073f8fa1217258c5023c70a
Database: OpenAIRE
Description
Abstract:While considerable research recognizes the need to promote linguistic and sociocultural learning among youth English language learners (ELLs) in rural communities, less research has explored the advantages of human-centered design (HCD) in achieving this goal. This study branches from a larger design research project to develop an online learning platform (FUNREAD), co-designed with English language teachers (ELTs), to promote linguistic and sociocultural learning among sixth grade ELLs in rural communities in Costa Rica. This study uses an HCD lens to analyze group interview data from two key national-level English curriculum advisers’ insights and suggestions for improving language learning, equity, and representation for rural ELLs in Costa Rica. Key findings include (1) the need to adapt teaching materials and available technologies to demographic characteristics of rural ELLs, (2) especially when rurality plays a major role in how teaching, materials development, and curricular decisions are made. The study concludes that social justice education, with an emphasis on equity, representation, and translanguaging to support English language acquisition, is crucial to the development of effective teaching materials for rural ELLs in Costa Rica. Evidence-based guidelines derived from HCD are provided to assist in the development process.
ISSN:22154132
10229825
DOI:10.22458/ie.v26i40.4890