"Research on virtual intercultural learning" 12 posts Sort by created date Sort by defined ordering View as a grid View as a list

Enhancing Team Performance Through Tool Use: How Critical Technology-Related Issues Influence the Performance of Virtual Project Teams

P. Weimann, M. Pollock, E. Scott and I. Brown, "Enhancing Team Performance Through Tool Use: How Critical Technology-Related Issues Influence the Performance of Virtual Project Teams," in IEEE Transactions on Professional Communication, vol. 56, no. 4, pp. 332-353, Dec. 2013, doi: 10.1109/TPC.2013.2287571.

The research question is: How do critical technology-related issues concerning the selection and use of web-based tools influence the performance and satisfaction of virtual project teams? The results contribute to practice by providing a number of guidelines for the management of virtual teams as well as knowledge required by companies wishing to launch projects with virtual teams.

 

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Virtual Study Abroad: A Case Study

Lipinski, John (2014) "Virtual Study Abroad: A Case Study," Atlantic Marketing Journal: Vol. 3 : No. 3 , Article 7.

Over 90 percent of US universities sponsor study abroad programs. Students are encouraged to engage in such programs to enhance their educational experience and increase their global awareness in our interconnected world. However, despite these efforts, students who engage in such programs are a rarity. Only 1% of US students pursue a study abroad experience each academic year. In order to address this and make key aspects of the study abroad experience available to a wider range of students, two professors decided to link their classrooms, separated by 5,102 miles, via teleconference and create a virtual study abroad class.

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The effects of Second Life on the motivation of undergraduate students learning a foreign language

Wehner, A. K., Gump, A. W., & Downey, S. (2011). The effects of Second Life on the motivation of undergraduate students learning a foreign language. Computer Assisted Language Learning, 24(3), 277-289.

This research looks at how the use of the virtual world Second Life affects the motivation of students in an undergraduate Spanish course. Comparisons were made on responses to an attitude/motivation test battery completed by students enrolled in two sections of a beginning level undergraduate Spanish course. 

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Multi-user 3D virtual environment for Spanish learning

Ibanez, M. B., García, J. J., Galán, S., Maroto, D., Morillo, D., & Kloos, C. D. (2010, July). Multi-user 3D virtual environment for Spanish learning: A Wonderland experience. In 2010 10th IEEE International Conference on Advanced Learning Technologies (pp. 455-457). IEEE.

The authors have used the Wonderland development toolkit to deploy a 3D virtual learning environment, which is flexible enough to allow learners to improve their language skills with minimum teacher's help, setting up an instructional sequence in which fostered, motivating, and pre-designed collaboration is the key for self-learning.

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From the virtual world to the real world: A model of pragmatics instruction for study abroad

Shively, R. L. (2010). From the virtual world to the real world: A model of pragmatics instruction for study abroad. Foreign Language Annals, 43(1), 105-137.

The goal of the present study is to propose a model for pragmatic instruction in study abroad that fosters both intercultural competence and language skills, is informed by research and practice, and takes advantage of the affordances that an immersion environment and new technologies offer. 

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Massively multiplayer online game virtual environments: A potential locale for intercultural training

Pirius, L. K. (2007). Massively multiplayer online game virtual environments: A potential locale for intercultural training. Unpublished dissertation;  University of Minnesota. 

The purpose of this study is to address the educational problem of current intercultural training methods being location based, expensive, and relatively inaccessible. To address the problem, this study aims to explore the possibility of utilizing massively multiplayer online games (MMOGs) to deliver intercultural training. This study ends with a recommended model for intercultural training in a virtual environment. The model includes the process for engaging in intercultural training, as well as, necessary training components. The components include being grounded in intercultural training theory, interaction, reflection, group work, respect and trust, role-playing, a safe learning environment, a focus on developing skill, and external documents for continued learning outside of formal training.

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A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies

Lee, L., & Markey, A. (2014). A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies. ReCALL26(3), 281-297.

This paper reports a Spanish-American telecollaborative project through which students used Twitter, blogs and podcasts for intercultural exchange over the course of one semester. The paper outlines the methodology for the project including pedagogical objectives, task design, selection of web tools and implementation. Using qualitative and quantitative data collection, the study explored how the application of Web 2.0 facilitated cross-cultural communication. How the use of digital technology affected the way in which the students viewed intercultural learning and peer feedback was examined.

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Integrating content-based language learning and intercultural learning online: An international eGroups collaboration

Walker, U. & vom Brocke, C (2009) Integrating content-based language learning and intercultural learning online: An international eGroups collaboration. A. Brown (Ed.)(2009) Proceedings of CLESOL 2008

This paper reports on a didactic concept which integrates subject-based language learning with intercultural experience through online collaboration in an international eGroups set-up. Data from student interactions will help illustrate to what extent the eGroups model promoted interactive, communicative and intercultural competence through content-related bilingual collaboration.

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Intercultural Collaborative Project-Based Learning in Online Environments

This chapter addresses the question, “How can we overcome potential cultural discontinuities in online collaborative project-based learning environments?” The authors first identified differing worldviews, communication practices, and technological issues that can present barriers that frequently arise in intercultural online courses. Then they identified constructivist project-based teaching strategies that reduce these intercultural barriers. Differing worldviews can be reconciled by fostering collaboration, grouping, relevance, and metacognition. 

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Culturally responsive online design: learning at intercultural intersections

Gail Morong & Donna DesBiens (2016) Culturally responsive online design: learning at intercultural intersections, Intercultural Education, 27:5, 474-492, DOI: 10.1080/14675986.2016.1240901

This article presents evidence-based guidelines to inform culturally responsive online learning design in higher education. The guidelines present a base for online design methodology to support intercultural learning and enable formative evaluation of pedagogy, learning activity and assessment applications.

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Optimizing intercultural learning and engagement abroad through online mentoring

This chapter describes the development and implementation of a fully online intercultural communication course that aims to propel students to a higher level of intercultural competence and engagement while they are participating in an international exchange program.

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Matches and Mismatches in Intercultural Learning: Designing and Moderating an Online Intercultural Course

Macfadyen, L. P., Chase, M., Reeder, K., & Roche, J. (2003). Matches and Mismatches in Intercultural Learning: Designing and Moderating an Online Intercultural Course. UBC Community and Partner Publications. C, . Retrieved April 8, 2020, from https://open.library.ubc.ca/collections/ubccommunityandpartnerspublicati/52387/items/1.0058422

This paper explores communicative trends in an online, facilitated course for intercultural learners. The authors examined participation rates and communicative interactivity between culturally diverse learners, and find that participation rates differ by cultural grouping, by gender and by role, and that online interactions are dominated by facilitator- learner exchanges (rather than by peer-to-peer communications). 

 

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