Distance Learning System Established for Teachers of Hungarian Language and Culture in Diaspora with the Support of MaxWhere 3D VR Bálint Lampert Apáczai Csere János Faculty, Széchenyi István University, Liszt F. u. 42. H-9022 Győr, Hungary E-mail: lampert.balint@sze.hu Viktória Gősi Kövecses Apáczai Csere János Faculty, Széchenyi István University, Liszt F. u. 42. H-9022 Győr, Hungary E-mail: gosi.viktoria@sze.hu Ildikó Lőrincz Apáczai Csere János Faculty, Széchenyi István University, Liszt F. u. 42. H-9022 Győr, Hungary E-mail: lorincz.ildiko@sze.hu Attila Pongrácz Apáczai Csere János Faculty, Széchenyi István University, Liszt F. u. 42. H-9022 Győr, Hungary E-mail: pongracz.attila@sze.hu Abstract - At the Apáczai Csere János Faculty of Széchenyi István University we had the opportunity to create a distance learning system that helps colleagues in the diaspora to teach Hungarian as a foreign language. Free interface became available to educators interested in the programme in May 2020. Distance learning is realized via Moodle of the university’s VR learning system, complemented by the possibilities provided by MaxWhere 3D VR learning spaces. In the process of developing the distance learning system, professional, content-related and technical needs were assessed with the help of focus group interviews. The present study aims to present this process as well as the theoretical and practical background of the establishment of this distance learning system. Keywords: national awareness, distance learning platform, Moodle, MaxWhere 3D VR, teaching Hungarian language, learning framework, cognitive infocommunication, teaching material I. INTRODUCTION A regularly returning request from those participating in the diaspora trainings since 2016 is that a digital interface (website, e-learning platform) where the curricula and the aid materials of the training are easily accessible would be extremely useful for them. Their other request was that they would be greatly assisted in their work if they could get aids that they could use during their teaching of Hungarian at the ’Hungarian weekend school’. We have regularly forwarded their request to the State Secretariat for Nation Policy of Prime Minister’s Office that supports the training. After several consultations, we finally received a call for creating a distance learning interface for teachers of Hungarian language and culture in the diaspora in 2019. The interface was primarily designed for teachers working in the Hungarian school operating at the weekends, who mostly teach the Hungarian language and culture to children aged between 3 and 14 on a voluntary basis. The present study deals with the first phase of the establishment of the distance learning interface, during which we undertook to create the initial ’pilot interface’. During professional discussions prior to the creation of a distance learning platform, the State Secretariat for National Policy quickly turned out to have serious and complex expectations. Therefore, first of all such expectations needed to be ranked and then defined as both short and long term aims of the distance learning platform. Quick and effective contact and knowledge sharing with both teachers living in the diaspora teaching Hungarian language and with Hungarian schools as well as making weekend schools’ teaching and educational activities more effective were defined as the most important short term goals. In order to achieve the above-mentioned objectives, we wish to enhance ambitious, proactive and systematic work at the Hungarian (weekend) schools operating in the diaspora versus ad-hoc activities to which we wish to provide methodological support through a distance learning platform. Such support is especially important at the weekend schools where not only qualified teachers, but volunteers also join in the education. [14] Keeping in touch, as one of the objectives, is served by the distance learning platform enabling teachers to teach Hungarian language in the diaspora to sit for professional discussions, get methodological advice as well as to participate in forums and webinars where fast and effective communication can also be achieved. As far as knowledge sharing is concerned, it is important to see that the Hungarian Diaspora is present in almost each and every country in the world, therefore materials placed on the distance learning platform(s) must not be related to any linguistic area through which condition it can be granted that teaching materials appearing on the platform are used by as many weekend schools as possible. 11th IEEE International Conference on Cognitive Infocommunications – CogInfoCom 2020 • September 23-25, 2020 • Online on MaxWhere 3D Web 978-1-7281-8213-1/20/$31.00 ©2020 IEEE 000331