scholarly journals Describing Students’ Intercultural Competence after Completing a Cultural Diversity Course Online or Face-to-Face

2020 ◽  
Vol 8 (2) ◽  
pp. 114-127
Author(s):  
Shalyse I. Iseminger ◽  
Horane A. Diatta-Holgate ◽  
Pamala V. Morris
Keyword(s):  
Cultural Diversity ◽  
Intercultural Competence ◽  
Online Version ◽  
Self Awareness ◽  
Diversity Courses ◽  
Diversity Course ◽  
Face To Face ◽  
The Face ◽  
Cultural Self ◽  
Lack Of Knowledge

This study describes students’ development of components of intercultural competence after completing a cultural diversity course and compared degrees of intercultural competence between a face-to-face course and an equivalent online section of the same course. Analysis of final written reflections from students demonstrated that students gained a deeper awareness of their lack of knowledge related to culture. The analysis also revealed that students in the online version of the course demonstrated higher degrees of intercultural openness and cultural self-awareness than did those in the face-to-face context. Findings from this study contribute significantly to the research on intercultural competence and the teaching of cultural diversity courses.

scholarly journals Creative and Innovative Solutions to Accommodate the Growth of a Professional Practice Doctoral Program

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Craig A. Mertler ◽  
Danah Henriksen
Keyword(s):  
Action Research ◽  
Professional Practice ◽  
Doctoral Program ◽  
Online Version ◽  
Face To Face ◽  
Doctoral Research ◽  
Successful Solution ◽  
Innovative Solutions ◽  
The Face ◽  
Original Event

This essay describes one institution’s struggle to grow its EdD program by adding an equivalent online version of a successful face-to-face program. One of the challenges faced was that of creating a comparable experience for online students to share their ongoing action research, an activity that had long been part of the face-to-face version of the program. An innovative, all-day, virtual doctoral research conference was developed and implemented. We describe our creative rethinking of the original event, towards a new, successful, and fully-online redesigned event. Although the event continues to be refined, the inaugural event proved to be a successful solution to the challenge of transferring all components of a face-to-face program over to its online equivalent. Feedback from students who participated in the conference is shared, and recommendations for other EdD programs is offered.

Navigating the development of pre-service teachers’ intercultural competence and understanding of diversity

2015 ◽  
Vol 9 (2) ◽  
pp. 98-110 ◽  
Author(s):  
Jayne M. Leh ◽  
Maike Grau ◽  
John A. Guiseppe
Keyword(s):  
Cultural Diversity ◽  
Intercultural Competence ◽  
Time Frame ◽  
Future Research ◽  
Content Type ◽  
Language And Culture ◽  
Face To Face ◽  
Integrated Method ◽  
Cultural Project ◽  
Diversity In Education

Purpose – The purpose of this paper is to investigate the effects of online intercultural exchange (OIE) to mediate a cross-cultural project with pre-service teachers in two countries. Design/methodology/approach – Using a population of convenience, students from one American and one German university were assigned to mixed multi-cultural project groups and collaborated outside of class to address the importance of diversity in education; two weeks later, students met face-to-face as a large group and discussed their findings. All students completed pre- and post-surveys to assess cultural preconceptions, pedagogical beliefs regarding technology-mediated instruction and globalization. Findings – Pre- and post-surveys and reflective essays indicated that OIE reduced concerns before meeting face-to-face and the process successfully facilitated a deeper understanding of cultural diversity in education. Research limitations/implications – Generalizing results given the limited time frame of OIE and face-to-face interactions to other populations is cautioned. Future research should investigate extended interactions. Originality/value – These results suggest the value of OIE with these pre-service teachers as an integrated method for teaching language and culture, broadening understanding of cultural diversity, and promoting familiarity in culturally diverse settings prior to an international field experience.

Building a Model for Online Distance Courses Through Social Media and Networks

2012 ◽  
Vol 3 (3) ◽  
pp. 81-94 ◽  
Author(s):  
Ed Dixon
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Digital Literacy ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Spaces ◽  
Face To Face ◽  
The Face ◽  
Online Distance

This article describes the affordances of social media and networks for online Elementary German courses that have been taught at the University of Pennsylvania since 2010. These online courses were created to provide students the opportunity to take Elementary German as part of the language requirement for Penn credit during the summer months when students are away from campus. Like their face-to-face counterparts, the online courses are grounded on the principles of communicative language teaching and learning but clearly reveal the potential of these principles to maximize participation, promote learner autonomy and influence student outcomes when applied to collaborative online learning spaces. This paper explains the pedagogy behind the online courses, outlines their relationship to the face-to-face language classroom, and describes how student interactions are key to the learning process. It considers the importance of electronic and digital literacy (Warschauer, 2006) to the growth of new methodologies, materials development, assessment, articulation, intercultural competence, and student progress. This paper also compares the instructor’s experiences of teaching in the online environment with those of the face-to-face classroom and discusses how these distinct and separate learning spaces are in many ways related and can inform each other. Finally, the author considers new possibilities for language learning through emerging technologies.

scholarly journals Learning Effectiveness of Social Work Methods With Groups, in Online and Face-to-Face Contexts

2021 ◽  
Vol 12 ◽  
Author(s):  
Nicoleta Neamţu ◽  
Cristina Faludi
Keyword(s):  
Social Work ◽  
Support Groups ◽  
Undergraduate Students ◽  
Social Work Students ◽  
Self Awareness ◽  
Full Time ◽  
The European Union ◽  
Problem Solving Skills ◽  
Face To Face ◽  
The Face

During the last three decades, thousands of highly qualified social workers who graduated from Romanian universities were employed in the public systems of social work of the European Union. Social group work is studied as a compulsory discipline for undergraduate students. The major focus of our study was the effectiveness of the learning of Social Work Methods with Groups (SWMG) of students, using workshops in a full-time undergraduate program from Romania. We were interested in finding out the perceptions of students about their learning processes and outcomes in the context of teaching the same discipline exclusively in the online medium, due to the pandemic, and in the face-to-face environment via traditional classroom instruction. This study had a mainly quantitative design, covering two academic years between 2018 and 2020 for the two cohorts of social work students. The core analysis was focused on the activities of students at the SWMG laboratories: 50 students in 2020 and 92 students in 2019. Descriptive, inferential statistics and thematic content analysis were applied to two types of deliverables of students: the self-assessment sheet and the group plan. The results of our study showed that training of cognitive and self-awareness skills prevailed among the students who learned online in 2020, while the acquisition of interpersonal skills was reported at a significantly higher level by students who learned in the face-to-face medium in 2019. The students in the traditional classrooms favoured the training of other professional skills, too, like problem-solving skills. However, students who studied exclusively online attributed a significantly greater overall usefulness of SWMG workshops for professional practise than their peers who participated in the face-to-face laboratories. A remarkable result was that more therapeutic and support groups were preferred in the online environment, maybe related to the concerns generated by the pandemic. Remote education forced most students to return to their original places of residence, mostly in the countryside and brought negative psychological effects caused by social isolation due to the pandemic. Remote learning is not the most desirable educational option. Students gain most from blended teaching-learning vehicles: face-to-face and online medium.

scholarly journals CONCEPTUALIZATION OF CULTURAL INTELLIGENCE, INTERCULTURAL SENSITIVITY, INTERCULTURAL COMPETENCE, AND NOMOLOGICAL NETWORK: a contact hypothesis study of sociology of education

2020 ◽  
Vol 7 (15) ◽  
Author(s):  
Ashraf Alam
Keyword(s):  
Cultural Diversity ◽  
Intercultural Competence ◽  
Local Community ◽  
Intercultural Sensitivity ◽  
Self Awareness ◽  
Intercultural Development ◽  
Policy Makers ◽  
Studying Abroad ◽  
Intercultural Interactions ◽  
International Engagement

This paper presents a qualitative research examining the extent to which sojourns abroad engage their partakers in intercultural interactions and explores whether experiences like this translates into intercultural growth in students. The results of this study demonstrated that studying abroad would not suffice for complete immersion into the local community or allow one to discover the nuances of another culture in their entirety. Nonetheless, students who were surrounded by their local and international counterparts were exposed to foreign cultures, and were motivated to explore and interpret the diversity they encountered. They were thus equipped with knowledge of unfamiliar cultures and were sensitised to cultural diversity. Such contact often challenged the students’ established opinions and ideas, which largely stemmed from stereotypes about specific cultures. Rethinking this, to varied extents, resulted in evolved attitudes and values. International engagement also stimulated introspection and a deepened understanding of identity among the students, thereby contributing to their self-awareness. By offering opportunities to experience cultural diversity, the sojourn prompts students to develop coping strategies and draw parallels with their own culture, along with fostering intercultural development to a certain degree, and is therefore of great significance for policy makers, curriculum developers, teachers and tertiary students.

“This course made me feel guilty to be an Australian”

2018 ◽  
Vol 18 (1) ◽  
pp. 67-80
Author(s):  
Michael Crowhurst ◽  
Julie Faulkner
Keyword(s):  
Diversity Courses ◽  
Pedagogical Strategies ◽  
Content Type ◽  
Diversity Course ◽  
Face To Face ◽  
Original Response ◽  
Pre Service Teacher ◽  
Journal Entries ◽  
E Mail ◽  
Practical Implications

Purpose From one Graduate Diploma Secondary student taking a pro-diversity course that both authors had a connection with there was a very angry response, encapsulated by the statement “This course made me feel guilty to be an Australian”. We are aware that negative student evaluations can be part of the territory for tertiary teachers working in diversity courses. The purpose of this paper is to explore the students’ confronting comment which will be construed as a type of offer that is being extended to us – an offer that we are refusing. We draw on Deleuze and Guattari’s notion of “exterior assemblages”, and we shift our gaze to consider “what constitutes the territory” that is our response to the pre-service teacher’s evaluative claim. Design/methodology/approach The specific methods we deployed involved an eclectic appropriation of various tools. We embarked on this process of exploration by journaling, collective reflection and informal discussions with other colleagues. Our journals responded to the question: What constitutes the place that is the territory that is our refusal of the student’s offer? In order to explore this place we: kept a hand-written journal; used conventional text and arts based practice techniques in our journaling; discussed our journal entries periodically (face to face, via Skype and via e-mail); discussed this project with colleagues – giving them knowledge that we were doing this – and that we might write journal entries about these conversations; and read a variety of relevant texts We engaged in these processes for a three month period. At the end of this period we shared journals, and set about the task of analysing them. We engaged in a number of analyses and detailed our findings over the next month. Further, over a longer period of time we engaged with this incident and our journal entries and presented a series of in progress papers at a variety of conferences and seminars. The analysis of the data generated involved discourse analysis and dialogue. Findings A series of key discourses were identified and listed in the paper. Research limitations/implications The key identified ideas are briefly linked to a series of implications for practitioners. Practical implications One of the key practical implications is the suggestion that where disagreements surface in education that one response to such moments might be for the parties to consider where they are located. Social implications The paper outlines a way of thinking about disagreements that has useful implications when considering issues relating to pedagogical strategies aiming to work towards social justice. Originality/value The paper is an original response to a critical moment that occurred for two lecturers in pre-service teacher education.

Supporting the Use of Rudimentary Vocalizations

2014 ◽  
Vol 23 (3) ◽  
pp. 132-139 ◽  
Author(s):  
Lauren Zubow ◽  
Richard Hurtig
Keyword(s):  
Rett Syndrome ◽  
Visual Cues ◽  
Acoustic Analysis ◽  
Eye Gaze ◽  
Research Question ◽  
Primary Research ◽  
Multiple Modalities ◽  
Face To Face ◽  
Perceptual Judgments ◽  
The Face

Children with Rett Syndrome (RS) are reported to use multiple modalities to communicate although their intentionality is often questioned (Bartolotta, Zipp, Simpkins, & Glazewski, 2011; Hetzroni & Rubin, 2006; Sigafoos et al., 2000; Sigafoos, Woodyatt, Tuckeer, Roberts-Pennell, & Pittendreigh, 2000). This paper will present results of a study analyzing the unconventional vocalizations of a child with RS. The primary research question addresses the ability of familiar and unfamiliar listeners to interpret unconventional vocalizations as “yes” or “no” responses. This paper will also address the acoustic analysis and perceptual judgments of these vocalizations. Pre-recorded isolated vocalizations of “yes” and “no” were presented to 5 listeners (mother, father, 1 unfamiliar, and 2 familiar clinicians) and the listeners were asked to rate the vocalizations as either “yes” or “no.” The ratings were compared to the original identification made by the child's mother during the face-to-face interaction from which the samples were drawn. Findings of this study suggest, in this case, the child's vocalizations were intentional and could be interpreted by familiar and unfamiliar listeners as either “yes” or “no” without contextual or visual cues. The results suggest that communication partners should be trained to attend to eye-gaze and vocalizations to ensure the child's intended choice is accurately understood.

Antecedent Factors to Recommendation Intention on the Face-to-Face Job Consulting

2013 ◽  
Vol 14 (3) ◽  
pp. 115-133
Author(s):  
조현 ◽  
Jaeshin Park ◽  
ki-jin jang
Keyword(s):  
Face To Face ◽  
The Face ◽  
Recommendation Intention

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

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