scholarly journals Online collaborative learning activities: The perspectives of minority graduate students

2017 ◽  
Vol 21 (4) ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
James Dogbey ◽  
Guangji Yuan
Keyword(s):  
Graduate Students ◽  
Collaborative Learning ◽  
Minority Students ◽  
Cross Cultural ◽  
Learning Activities ◽  
Communication Styles ◽  
Online Environment ◽  
Structured Interviews ◽  
Course Content ◽  
Online Collaborative Learning

This exploratory study examined the perspectives of minority graduate students toward online collaborative learning activities. The participants were twenty graduate minority students (15 African Americans, five Hispanics, and five international students from Africa) in online graduate programs in instructional technology education in in the Northeastern United States. A qualitative study was conducted semi-structured interviews, focus group interviews along with observations, Data revealed that the perspectives of minority graduate students toward online collaborative learning activities could be categorized into six themes, including “(a) facilitates knowledge building and construction, (b) preference to work in small-group over whole-group activities, (c) opportunities to share and lead discussion in cross-cultural online environment (d) collaborative activities meets learning and communication styles, and (e) challenges of dealing with cultural differences, (f) lack of multicultural inclusion in the curriculum/course content. The study documents factors that facilitate cross-cultural collaborative learning activities that helped minority students to succeed in online environment. 

scholarly journals Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

2000 ◽  
Vol 17 (2) ◽  
pp. 185-193 ◽  
Author(s):  
Chija Skala ◽  
Timothy F. Slater ◽  
Jeffrey P. Adams
Keyword(s):  
Collaborative Learning ◽  
Small Group ◽  
Learning Activities ◽  
Cooperative Groups ◽  
Learning Groups ◽  
Team Members ◽  
Course Content ◽  
Large Lecture ◽  
Group Interviews ◽  
The Impact

AbstractLarge-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

Intercultural adjustment challenges of Korean and Canadian self-initiated expatriates in the workplace: An exploratory bidirectional investigation

2020 ◽  
Vol 20 (2) ◽  
pp. 181-199 ◽  
Author(s):  
Rene Arseneault
Keyword(s):  
Conceptual Models ◽  
Power Distance ◽  
Cultural Adjustment ◽  
Qualitative Approach ◽  
Cross Cultural ◽  
Communication Styles ◽  
Future Research ◽  
Structured Interviews ◽  
Cultural Challenges ◽  
Intercultural Adjustment

This study uses a qualitative approach and bidirectional design to explore the unique intercultural adjustment challenges that Korean and Canadian self-initiated expatriates (SIEs) experience in each other’s workplace. Through semi-structured interviews we draw upon thematic analysis to surface unique cross-cultural challenges finding that a ‘one-size’ fits all approach to understanding SIE adjustment is overly simplified and omits contextual considerations. Canadian SIEs struggled with issues related to power distance, collectivism and communication styles, whereas language barriers, individualism and hierarchical differences were major challenges for Korean SIEs. We apply our findings to previous conceptual models of cross-cultural adjustment and discuss three criteria: size of cultural gap, direction of immigration and unique contextual factors as necessary for understanding the intricate dynamics of SIE and host-country national relationships. Implications and limitations of this study are followed by recommendations for future research.

scholarly journals Online Collaborative Learning via Astronomy Online Lab: A Cross-cultural Communicative Experience for Malaysian and UK Students

2020 ◽  
Vol 8 (11C) ◽  
pp. 45-54
Author(s):  
Marlia Puteh ◽  
Shahirah Abu Bakar ◽  
Ayu Rita Mohamad ◽  
Lili Zahra Ramly ◽  
Nurhasmiza Abu Hasan Sazalli ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Cross Cultural ◽  
Online Collaborative Learning

scholarly journals Interpersonal Competences and Attitude to Online Collaborative Learning (OCL) among Future Pedagogues and Educators—A Polish and Portuguese Perspective

2022 ◽  
Vol 12 (1) ◽  
pp. 23
Author(s):  
Monika Frania ◽  
Fernando Luís de Sousa Correia
Keyword(s):  
Collaborative Learning ◽  
Conflict Management ◽  
Emotional Support ◽  
Relationship Building ◽  
Interpersonal Competence ◽  
Online Environment ◽  
Online Collaborative Learning ◽  
Quantitative Studies ◽  
The Face ◽  
Research Findings

Interpersonal competences in relationship building, collaboration and teamwork are essential both in F2F education and in distance or hybrid styles of education. In the face of the COVID-19 crisis, as well as previous trends, some or all of the higher education didactics were transferred to the online environment. In this context, the Online Collaborative Learning (OCL) model, now known as collaborativism, is gaining importance. This research aims to diagnose and compare the level of interpersonal competences and attitude in the OCL model among students preparing for the profession of an educator, pedagogue or teacher in the autonomous region of Madeira and in Poland. Quantitative studies were conducted using the Interpersonal Competence Questionnaire by D. Buhrmester, W. Furman, M.T. Wittenberg and H.T. Reis—as adapted by Poland and Portugal. In addition, the respondents expressed their views on OCL in the self-written questionnaire. According to the research findings, the highest level of competence in the Portuguese group was achieved by the respondents in terms of: Emotional Support (EW), Conflict Management and Resolution (RK) and Negative Assertion—Asserting Influence (AO). In the Polish group, EW was the lowest. The highest level of interpersonal competences was observed for Conflict Management and Resolution (RK), Disclosure (US) and Initiation (IR). The largest group of the surveyed students in both countries expressed a positive attitude towards implementing OCL in their courses of study and declared their willingness to be a member of a group that learns online together.

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