Asynchronous Threaded Discussions and Intercultural Learning: Student Sojourner Perspectives
Jane Jackson, The Chinese University of Hong Kong, Hong Kong
Journal of Educational Multimedia and Hypermedia Volume 25, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This paper centers on student perceptions of a fully-online course that was designed to enhance their intercultural learning during study abroad. By way of a post-course questionnaire survey and interview, 22 international exchange students from a Hong Kong university divulged their views about this mode of learning. Although many lamented the amount of time needed to participate in the weekly forum, the majority appreciated the opportunity to share and ‘unpack’ intercultural experiences online. Most believed that asynchronous discussions increased their knowledge and understanding of intercultural communication issues and helped them to adjust to the unfamiliar environment. A content analysis of their posts also provided evidence of growth in intercultural awareness and sensitivity. The findings of this evaluative case study point to the potential benefits of asynchronous threaded discussions to enhance the intercultural learning and engagement of student sojourners.
Jackson, J. (2016). Asynchronous Threaded Discussions and Intercultural Learning: Student Sojourner Perspectives. Journal of Educational Multimedia and Hypermedia, 25(3), 229-249. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Yu-mei Wang, University of Alabama at Birmingham, United States
Journal of Interactive Learning Research Vol. 30, No. 1 (2019) pp. 5–25
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.