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Situating videoconferencing in a connected class toward intercultural knowledge development: A comparative reflection approach
ARTICLE

Internet and Higher Education Volume 41, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

The paper discusses how the intercultural knowledge is enhanced in a technology-enabled learning environment. We developed a comparative reflection approach, for an undergraduate course participated by three groups of students, who were globally distributed in the US, Mainland China, and Taiwan. Made possible by the videoconferencing technology, the approach included two group-based tasks of describing, comparing, analyzing, and reflecting on everyday activities and cultural practices. To evaluate the design effectiveness, we conducted a discourse-based ethnographic study to examine the knowledge construction stimulated by the task design. We identified that, while all the three groups constructed cultural-specific knowledge on the first task, some constructed deep cultural knowledge and insightful cross-cultural interpretations on the second task. As student groups undertook the two progressive tasks, they worked through various levels of understandings, hence moving from surface to deep learning.

Citation

Dai, Y. (2019). Situating videoconferencing in a connected class toward intercultural knowledge development: A comparative reflection approach. Internet and Higher Education, 41(1), 1-10. Elsevier Ltd. Retrieved May 22, 2019 from .

This record was imported from Internet and Higher Education on March 15, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2018.11.001

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