scholarly journals Critical cultural awareness and learning through digital environments

2019 ◽  
pp. 130-136
Author(s):  
James D. Dunn
Keyword(s):  
Intercultural Competence ◽  
Cultural Awareness ◽  
Private University ◽  
Self Report ◽  
Global Perspectives ◽  
Virtual Experience ◽  
Digital Environments ◽  
The Usa ◽  
Intercultural Interactions ◽  
Cultural And Linguistic Competence

Students with cultural and linguistic competence are needed to navigate an increasingly globalized society. This study collected and analyzed cultural awareness data from students who communicated with people of other cultures through Virtual Reality (VR) environments. Students from a private university in Japan engaged in directed communication with other students from the USA using an online virtual chat program. A questionnaire based on the Global Perspectives Inventory (GPI) was used by the students to self-report their views on the intercultural interactions and give a metacognitive analysis of their intercultural competence/knowledge of intercultural phenomena. In addition to directed communicative objectives, students were given the chance to engage in free conversation in the digital space created by the software to facilitate intercultural critical cultural awareness skills. Early findings show that students were able to improve critical cultural awareness through a virtual experience.

Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA

ReCALL ◽  
2020 ◽  
Vol 32 (2) ◽  
pp. 162-177
Author(s):  
Babürhan Üzüm ◽  
Sedat Akayoglu ◽  
Bedrettin Yazan
Keyword(s):  
Teacher Training ◽  
Multicultural Education ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Computer Mediated Communication ◽  
Discussion Board ◽  
Effective Teacher ◽  
Mediated Communication ◽  
Teacher Trainees ◽  
The Usa

AbstractSince advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.

scholarly journals Definition of intercultural competence (IC) in undergraduate students at a private university in the USA: A mixed-methods study

PLoS ONE ◽  
2018 ◽  
Vol 13 (4) ◽  
pp. e0196531 ◽  
Author(s):  
Lioba Gierke ◽  
Nadine Binder ◽  
Mark Heckmann ◽  
Özen Odağ ◽  
Anne Leiser ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Undergraduate Students ◽  
Intercultural Competence ◽  
Private University ◽  
Mixed Methods Study ◽  
The Usa ◽  
Definition Of

Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1231-1242
Author(s):  
Celeste Domsch ◽  
Lori Stiritz ◽  
Jay Huff
Keyword(s):  
United States ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
The United States ◽  
Self Report ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

scholarly journals Social jetlag, eating behaviours and BMI among adolescents in the USA

2020 ◽  
Vol 124 (9) ◽  
pp. 979-987 ◽  
Author(s):  
Gina Marie Mathew ◽  
Lauren Hale ◽  
Anne-Marie Chang
Keyword(s):  
Living Arrangements ◽  
Fast Food ◽  
Self Report ◽  
Eating Behaviours ◽  
Social Jetlag ◽  
Before And After ◽  
The Usa ◽  
Report Data ◽  
Race Ethnicity ◽  
Self Report Data

AbstractThere is a lack of research on associations of social jetlag with eating behaviours and obesity among adolescents. We examined the associations of social jetlag with eating behaviours and BMI in adolescents before and after adjustment for potential confounders. Self-report data were collected from 3060 adolescents (48·1 % female, mean age 15·59 (sd 0·77) years) from the Fragile Families and Child Wellbeing Study. In regression models, social jetlag predicted odds of consumption of breakfast, fruits/vegetables, fast food and sweetened drinks and BMI percentile. Primary models adjusted for school night sleep duration, sex, age, household income and youth living arrangements; secondary models further adjusted for race/ethnicity. In fully adjusted models, greater social jetlag was associated with lower odds of consumption of breakfast (OR = 0·92, P = 0·003) and fruits/vegetables (OR = 0·92, P = 0·009) and higher odds of consumption of fast food (OR = 1·18, P < 0·001) and sweetened drinks (OR = 1·18, P < 0·001). Social jetlag was positively associated with BMI percentile after additional adjustment for eating behaviours (b = 0·84, P = 0·037), but this relationship was attenuated after adjustment for race/ethnicity (b = 0·72, P = 0·072). Ethnoracial differences in social jetlag may attenuate the association of social jetlag with BMI and should be considered in future studies of circadian misalignment, eating behaviours and obesity markers.

scholarly journals Developing Intercultural Competence Through Design Thinking

2021 ◽  
Vol 1 (15) ◽  
pp. 9-21
Author(s):  
Tetiana Hantsiuk ◽  
Khrystyna Vintoniv ◽  
Nataliia Opar ◽  
Bohdan Hryvnak
Keyword(s):  
Cultural Competence ◽  
Intercultural Competence ◽  
Design Thinking ◽  
Research Problem ◽  
Cross Cultural ◽  
Cross Cultural Communication ◽  
Intercultural Skills ◽  
Intercultural Interactions ◽  
Development Of Students ◽  
Cultural Interactions

Cultural competence, as the ability to interact effectively with the culturally diverse others, is a key component to your success in the globalized world. Developing cultural competence gives us an insight how to benefit from the diversity within intercultural interactions. Everyone may misinterpret the cultural differences due to the low level of cultural competence. That can influence further cooperation with different cultures. Therefore, it is very important to foster students’ intercultural skills, in particular by using different learning techniques and implementing new ideas into the traditional teaching methods. One of them is design thinking as a practice that encourages collaboration and can help students to manage intercultural challenges. Hence, the research problem for this study is to reveal the correlation between the development of students’ intercultural competence and design thinking method application. The purpose of the study is to summarize and synthesize the research on cross-cultural interactions and design thinking to build a framework that shows how the implementation of the design thinking method into the learning process facilitates the development of students’ intercultural competence. The tasks of the research are:a) to review the main contributions to the field of design thinking by analysing multidisciplinary studies on how design thinking fosters development of variety competences including intercultural competence;b) to design the framework to reveal the correlation between the components of intercultural competence and the stages of design thinking process;c) to observe the changes in the students’ intercultural competence level by analysing learners’ responses to the case of intercultural misunderstanding at the beginning of studying the cross-cultural communication classes and after finishing the course.d) The study uses mixed approaches such as quantitative and qualitative methods, scientific literature studies, intercultural competence assessment, grouping, comparative analysis, synthesis, inductive and deductive methods.The key results are presented in the framework that demonstrates the ways how design thinking method supports the development of intercultural competence. This framework can be used by educators to teach intercultural competence and everyone involved in cross-cultural interactions, and who would like to benefit from the diversity.

scholarly journals Global Competency Through Collaborative Online International Learning (COIL)

2021 ◽  
Author(s):  
Jessica M. Harris ◽  
Minjung Seo ◽  
Joshua S. McKeown
Keyword(s):  
Applied Sciences ◽  
New York ◽  
Cultural Awareness ◽  
Global Learning ◽  
Intercultural Understanding ◽  
Global Competency ◽  
Global Citizens ◽  
Global Perspectives ◽  
University Of Applied Sciences ◽  
International Learning

AbstractThere is a need for college students to develop global perspectives and gain cultural awareness to become responsible global citizens. Innovative ways to create such experiences are known as Collaborative Online International Learning (COIL experiences). COIL is a voluntary partnership between professors in different countries collaborating on jointly-constructed learning experiences to enhance international and intercultural understanding. The purpose of this article is to highlight a successful COIL partnership between students from SUNY Oswego in New York and The Hague University of Applied Sciences in the Netherlands during the COVID-19 pandemic. 35 students participated in the experience that served as a platform to educate students through a health educator’s unique cultural lens. Benefits from the experiences regarding global outcomes showed that both US students (n=70.6%) and Holland students (n=61.1%) felt that they gained the appropriate skills and knowledge to use in their future careers. 70.6% of US and 61.2% of Holland students reported that the COIL experience introduced them to a new outlook and new ways of thinking about how they relate to the world. The current COVID-19 pandemic has created an opportunity to rethink education pathways and integrate global learning in our classrooms.Keywords: Global learning; COIL; Partnerships, Collaboration  

scholarly journals Increasing Cultural Awareness Through a Cultural Awareness Program

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Beate Baltes ◽  
David Hernandez ◽  
Christina Collins
Keyword(s):  
High School Students ◽  
Intercultural Competence ◽  
Role Models ◽  
Cultural Awareness ◽  
Positive Impact ◽  
International Studies ◽  
Theoretical Frameworks ◽  
School Students ◽  
Study Results ◽  
Students Attitudes

Racial tension motivates strife and violence in the metropolitan Detroit, Michigan, area. The purpose of this study was to determine the effectiveness of a collaborative partnership, the Cultural Awareness Consortium (CAC), in making a positive impact on the attitudes of a group of diverse high school students regarding multicultural relations. The two theoretical frameworks guiding this study were Allport’s intergroup contact theory and intercultural competence theory originating from International Education and International Studies. The research questions concerned whether attending the CAC for 4 months, the treatment, changed students’ attitudes on multicultural relations, and whether a student’s gender or ethnicity was a predictor of changes in these attitudes. A single group, pre-experimental design with data collection from two administrations of the Student Multicultural Relations Survey was used in the study. Fifty-four students completed the survey, which yielded four multicultural relations scales (dependent variables), eight single-item attitudinal variables on multicultural issues, and two demographic variables (independent variables), and inferential analysis included <em>t </em>tests and multiple regression. According to study results, students’ attitudes on multicultural relations had changed significantly, and students talked to and mixed with students from different cultural backgrounds more after the treatment. Educational institutions providing experiences like the CAC can make a positive impact on students’ attitudes on multicultural relations. This can lead to positive social change as students increase their acceptance of others and take those attitudes and values with them into the workforce after they graduate, serving as role models of acceptance for their peers.

Implementing Linguistic Landscape Investigations with M-Learning for Intercultural Competence Development

2015 ◽  
pp. 1283-1294
Author(s):  
Jacek Tadeusz Waliński
Keyword(s):  
Cultural Diversity ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Local Environment ◽  
Competence Development ◽  
Learning Activities ◽  
Linguistic Landscape ◽  
Landscape Approach ◽  
Content Creation ◽  
Content Consumption

Portable multimedia devices shape the intensity of intercultural contacts not only through content consumption but also through content creation. Enabling learners to participate in content exchange via the Web 2.0 paradigm (audiences as both media consumers and media creators) can be employed to create new forms of acquiring knowledge. This study demonstrates an application of m-learning in a situated in-the-field examination of cultural diversity with the Linguistic Landscape approach. The application is shown from the pedagogical perspective of authentic, informal learning activities conducted in the framework of connectivism. The examination of cultural diversity is conducted in the context of a local environment, i.e. a location familiar to learners. This paper presents a scenario of m-learning activities intended to demonstrate that cultural awareness is often biased by subjective perspectives and stereotypes. Autonomous discovery of this phenomenon results in elevation of learners' openness toward other cultures, which contributes to intercultural competence development.

Cultural Competency Among Pediatric Registered Nurses in Saudi Arabia: A Cross-Sectional Design

2020 ◽  
pp. 104365962096078
Author(s):  
Manal F. Alharbi ◽  
Manal H. Alhamlan ◽  
Ahmad E. Aboshaiqah
Keyword(s):  
Saudi Arabia ◽  
Cultural Competence ◽  
Cultural Competency ◽  
Cultural Awareness ◽  
Demographic Data ◽  
Self Report ◽  
Cross Sectional ◽  
Lack Of Information ◽  
Cross Sectional Design ◽  
High Level

Introduction Saudi Arabia’s culturally diverse population is growing rapidly. The need for cultural competence is greatest in pediatric units where nurses provide care to children in collaboration with their parents. Method Nonprobability sampling of 394 nurses and cross-sectional descriptive design was used to investigate nurses’ cultural competence, and to examine the relationships between the variables and participants’ demographic data in pediatric units across five hospitals in Riyadh, Saudi Arabia, by asking nurses to complete a self-report questionnaire. Results The results suggest a high degree of cultural competency. Participants’ scores indicated high levels of perceived cultural awareness, sensitivity, and cultural competence behavior for performance. Discussion This study supports the 3-D Puzzle Model of culturally congruent care for cultural competence, which assumes that cultural competence is deeply influenced by one’s experiences. The findings revealed a high level of cultural competence despite a lack of information with respect to patient views.

School Nurse Cultural Competency Development Using the National CLAS Standards: A Quality Improvement Project

2019 ◽  
pp. 105984051987743
Author(s):  
Stacey R. Hurrell ◽  
Tara L. Cliff ◽  
Cheryl L. Robertson
Keyword(s):  
Quality Improvement ◽  
Cultural Competency ◽  
Cultural Awareness ◽  
School Nurses ◽  
National Standards ◽  
Quality Improvement Project ◽  
Self Report ◽  
Competency Development ◽  
Improvement Project ◽  
Starting Point

As numbers of culturally diverse students rise, struggles with language, cultural differences, and health care create challenges for school nurses. The focus of this quality improvement project was to utilize the National Standards for Culturally and Linguistically Appropriate Services (CLAS) as a framework to initiate cultural competency development among school nurses. Eighteen public school nurses attended programming that began with the webinar “CLAS is in Session,” an introduction to the standards as applicable to school nursing practice. Outcome measures included self-report of cultural awareness and sensitivity (CAS) and culturally competent behaviors (CCB). A greater percentage of nurses reported feeling “somewhat competent” after program completion, though CAS and CCB scores did not significantly change. Despite lack of measurable improvement in CCB, implementation of the CLAS Standards created an important starting point for CC programming.

Sign in / Sign up

Export Citation Format

Share Document