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Arctic Yearbook 2014
The University of the Arctic Thematic Network on Distance Education and E-learning was started
in 2008. The University of Tromsø, Faculty of Education, is the lead and the host institution in the
network, with partners from Nordic countries, Russia, and Canada.
The Thematic Network’s main activities can be described as sharing experiences with E-learning
with members of the Network; identifying the relevant challenges and problems in the field of Elearning in the Arctic countries; facilitating student and teacher exchanges; facilitating collaborative
research projects, conferences; and publications in the area of E-learning; and drafting applications
for funding the network and activities within the network education (The official website of the
Thematic Network on Distance Education and E-learning).
In 2009 the thematic network arranged a conference in Murmansk in the Russian Federation on
flexible learning, together with Murmansk State Pedagogical University. The aim of the e-learning
part of the conference was to exchange knowledge and research about e-learning and to host a
discussion of the methodology of the field. It was centered on the learning processes, pedagogy, and
appropriate information technologies necessary to deliver content to and support distant learners.
The sessions had their main focus on education in the Arctic communities and regions. Particular
emphasis was placed on technology-enhanced learning, and the pedagogic and creative use of
learning management systems (LMS) were discussed, together with issues related to teacher training
and digital resources from the Arctic region. Five of the presentations were from Russia, three from
Canada, one from Denmark, and nine from Norway (Thorvaldsen 2011).
Distance Education in the Circumpolar North
Distance learning is seen as an obvious solution for remote learners, and the use of online media is
expected to overcome any access difficulties imposed by geographical distance. Macintyre (2011)
indicates that the researchers found that perceptions of remoteness depended on geography, but
were also relative to individual circumstances. With respect to students’ sense of connection with
university staff and peers, most mentioned their contact with their personal tutor. Networks with
peers were less common, a matter of concern if peer networks are integral to fostering improved
retention and progression. In this particular context, distance education may be playing an important
and distinctive role for remote students by providing opportunities for connections with like-minded
people.
An emerging trend for circumpolar education is its increasing accessibility. Accessibility is about
students being able to take classes and fulfill their potential, that is, it concerns their possibilities for
attending school, both physically and culturally. Even though this increased accessibility of
education is occurring in some places, it is not unique to the North. Rather, it is a reflection of
changes that have occurred in urbanized areas around the world, where population growth,
increased living standards, modernity, and technology have been transforming schools for the past
fifty years (AHDR I 2004).
The importance of equal access to higher education was emphasized repeatedly in the declarations
that emerged from the 1998 World Conference on Higher Education. UNESCO reaffirmed Article
26(1) of the Universal Declaration of Human Rights proclaiming, “Everyone has the right to
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