Cross-Cultural Online Encounters with Peers from Different Countries

Autor/in	Eliyahu-Levi, Dolly
Titel	Cross-Cultural Online Encounters with Peers from Different Countries
Quelle	In: Distance Education, 41 (2020) 3, S.402-423 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eliyahu-Levi, Dolly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2020.1766948
Schlagwörter	Cultural Awareness; Peer Relationship; Online Courses; Cooperative Learning; Educational Technology; Technology Uses in Education; Undergraduate Students; Peer Teaching; Foreign Countries; Student Attitudes; Preservice Teachers; International Cooperation; Interpersonal Communication; Israel; Poland; Australia; Germany; Colorado; Massachusetts; Wisconsin + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Peer-Beziehungen; Online course; Online-Kurs; Kooperatives Lernen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Peer group teaching; Peer Group Teaching; Ausland; Schülerverhalten; Internationale Kooperation; Internationale Zusammenarbeit; Interpersonale Kommunikation; Polen; Australien; Deutschland; Master-Studiengang
Abstract	Multicultural dialogue has an important socio-educational role in light of demographic changes. Research shows that attracting international students to campus or sending them abroad is not enough (Ashwill, 2004; de Hei et al., 2019). Therefore, the higher education system should design programs that expose students to international contexts (Fabregas et al., 2014; Roorda et al., 2011). The aim of this qualitative interpretative study was to examine the types of dialogue created between 47 undergraduate students from Israel and other countries. Data were collected from a portfolio written by all the students and were analyzed using content analysis (Creswell, 2012). The study was based on online encounters between two groups: Israeli and other countries. The findings indicated that the students deepened their understanding and shaped intercultural competence. The open and flexible curriculum enabled them to hold three types of dialogue: personal, disciplinary, and ethnocultural (Dotger, 2015; Phillion & Malewski, 2011). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01