Rethinking communication in virtual learning environments through the concept of Bildung


  • Charlotta Hilli Faculty of Education and Welfare studies, Åbo Akademi University



Technocultural education, Bildung, synchronous communication, asynchronous communication, virtual learning environments


The aim of this paper is to discuss the transformative relationship between the self and culture, or Bildung, while considering new technology such as virtual learning environments. It adopts a technocultural educational perspective; the digital world is an extension of the physical world, and as such an extension of humanity. It is the basis for developing identities that are constantly being re-addressed through new encounters with the world. Communication is a central theme in theories of Bildung. From a technocultural standpoint, communication is the space, or interface, where Bildung takes place. In virtual learning environments, there are different ways to communicate, both synchronously and asynchronously. These environments offer communicative spaces where the self is transformed through several actions because of communicating with the software or with other people. The paper suggests rethinking what communication means in education when it is mediated through digital technology. Virtual learning environments make new teaching practices possible that include digital sources and collaborative assignments through intelligent interactions in simulations or social media. Supporting students is crucial for them to learn how to use, understand and navigate these spaces.




How to Cite

Hilli, C. (2018). Rethinking communication in virtual learning environments through the concept of Bildung., 14(2), 109–119.