scholarly journals Understanding the Effectiveness of Cross-Cultural Video-Mediated Communication

2021 ◽  
Author(s):  
◽  
Selenge Nergui
Keyword(s):  
Distance Learning ◽  
Cultural Values ◽  
Cultural Distance ◽  
Cultural Factors ◽  
Cross Cultural ◽  
The Body ◽  
Structured Interviews ◽  
Mediated Communication ◽  
Cross Cultural Communication ◽  
Use Of Resources

<p>People are increasingly using advanced communication technologies such as videoconferencing to collaborate across geographical boundaries and time zones. This presents problems because cultural values, attitudes, and behaviours influence how a given group of people perceives, understands, communicates and interprets information and knowledge. This study explores how various factors including technology and cultural differences of participants affect their perceptions of the effectiveness of cross-cultural communication in videoconferences. The study identifies factors that most influence the effectiveness of cross-cultural video-mediated communication. It will help practitioners to: 1) make efficient use of resources while designing and facilitating videoconferences; and 2) incorporate cultural factors in assessing the effectiveness of cross-cultural distance learning events. The study is situated in the Global Development Learning Network (GDLN) which spans the world with more than 120 distance learning centres and facilitates communication for development through videoconferencing technology. A multiple-case cross-cultural study has been carried out in GDLN affiliates located in four countries: Australia, Mongolia, New Zealand and Russia. Evidence for this case study comes from observations during videoconferences, semi-structured interviews with participants, documents and video recordings. This exploratory study contributes to the body of knowledge in three research domains: development communication through the videoconferencing channel; cross-cultural factors in video-mediated communication; and perceived effectiveness of videoconferencing.</p>

scholarly journals Understanding the Effectiveness of Cross-Cultural Video-Mediated Communication

2021 ◽  
Author(s):  
◽  
Selenge Nergui
Keyword(s):  
Distance Learning ◽  
Cultural Values ◽  
Cultural Distance ◽  
Cultural Factors ◽  
Cross Cultural ◽  
The Body ◽  
Structured Interviews ◽  
Mediated Communication ◽  
Cross Cultural Communication ◽  
Use Of Resources

<p>People are increasingly using advanced communication technologies such as videoconferencing to collaborate across geographical boundaries and time zones. This presents problems because cultural values, attitudes, and behaviours influence how a given group of people perceives, understands, communicates and interprets information and knowledge. This study explores how various factors including technology and cultural differences of participants affect their perceptions of the effectiveness of cross-cultural communication in videoconferences. The study identifies factors that most influence the effectiveness of cross-cultural video-mediated communication. It will help practitioners to: 1) make efficient use of resources while designing and facilitating videoconferences; and 2) incorporate cultural factors in assessing the effectiveness of cross-cultural distance learning events. The study is situated in the Global Development Learning Network (GDLN) which spans the world with more than 120 distance learning centres and facilitates communication for development through videoconferencing technology. A multiple-case cross-cultural study has been carried out in GDLN affiliates located in four countries: Australia, Mongolia, New Zealand and Russia. Evidence for this case study comes from observations during videoconferences, semi-structured interviews with participants, documents and video recordings. This exploratory study contributes to the body of knowledge in three research domains: development communication through the videoconferencing channel; cross-cultural factors in video-mediated communication; and perceived effectiveness of videoconferencing.</p>

From Computer-Mediated Colonization to Culturally Aware ICT Usage and Design

2007 ◽  
pp. 178-197 ◽  
Author(s):  
Charles Ess
Keyword(s):  
Cultural Values ◽  
Computer Mediated Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Group ◽  
Mediated Communication ◽  
Cross Cultural Communication ◽  
Computer Mediated

A number of examples demonstrate that technologies of computer-mediated communication (CMC) embed and foster specific cultural values and communicative preferences. Differences between the values and preferences embedded in CMC and those of a given cultural group thereby lead to communication failures. Hofstede’s and Hall’s theories partially explain these failures and, by contrast, examples of successful online cross-cultural communication via CMC designed to incorporate important cultural and communicative differences.

scholarly journals A Systematic Review on Cross-Cultural Comparative Studies of Sleep in Young Populations: The Roles of Cultural Factors

2021 ◽  
Vol 18 (4) ◽  
pp. 2005
Author(s):  
Mina Jeon ◽  
Dagmara Dimitriou ◽  
Elizabeth J. Halstead
Keyword(s):  
Cultural Values ◽  
Cultural Differences ◽  
Sleep Duration ◽  
Psychological Functioning ◽  
Sleep Disturbances ◽  
Cultural Factors ◽  
Cross Cultural ◽  
Cross Cultural Differences ◽  
Age Related ◽  
Systematic Understanding

Recent studies have shown that sleep is influenced and shaped by cultural factors, including cultural values, beliefs and practices. However, a systematic understanding of how cultural factors in countries may influence sleep duration and sleep disturbances is still lacking. Therefore, we focused on a comparison of sleep duration and disturbances in young populations between countries. We report cross-cultural differences between the child, parent and environmental factors, and their association with sleep duration and disturbances. The review is based on literature searches of seven databases published until December 2020. Studies were included if they investigated sleep duration and disturbances of individuals up to 18 years across at least two or more countries. The results of this review have shown that sleep duration and disturbances vary between countries and regions and certain factors (e.g., bedtime routines, sleeping arrangement, physical activity and psychological functioning) have been associated with sleep duration or disturbances. This review also demonstrates that certain factors which were associated with sleep duration or disturbances in one country, were not shown in other countries, suggesting a need for recommendations for age-related sleep duration and sleep interventions to consider cultural differences that influence sleep duration or disturbances in individual countries or regions.

The World Wide Web and Cross-Cultural Teaching in Online Education

2009 ◽  
pp. 1020-1042
Author(s):  
Tatjana Takševa Chorney
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
New Technologies ◽  
Online Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Mediated Communication ◽  
Cross Cultural Communication ◽  
The World ◽  
Interactive Nature

Computer-mediated communication (CMC) and the properties of the online environment in general are inherently suited to help educators reconceptualize their role and engage in constructive cross-cultural communication. This is due to the new technologies’ potential to enable collaborative teaching in an environment of diverse users and to support multiple learning styles. At the same time, the presence of collaborative technology itself does not guarantee that successful cross-cultural communication and learning will take place. The disembodied nature of online communication can sometimes add to the inherent challenges that accompany face-to-face cross-cultural communication. Instructors who teach in cross-cultural contexts online will need to engage with the new technologies in a more purposeful way and apply that engagement to program design and teaching practice. They will need to devote some time to designing for interaction and collaboration in order to overcome common challenges in cross-cultural communication. A more systematic study of the open-ended and interaction- enabling properties of the World Wide Web would help those who design for diversity in online educational environment. The open-ended and interactive nature of the World Wide Web, as the main platform for online crosscultural teaching, can serve as a conceptual model to help teachers overcome common challenges in cross-cultural communication.

Cross-cultural Encounters in Urban Festivals: Between Liberation and Domination

2020 ◽  
pp. 120633121989703
Author(s):  
Lasse Koefoed ◽  
Maja de Neergaard ◽  
Kirsten Simonsen
Keyword(s):  
Public Space ◽  
Cultural Difference ◽  
Cultural Distance ◽  
Participant Observation ◽  
Cross Cultural ◽  
The Body ◽  
Voluntary Organizations ◽  
Cultural Encounters ◽  
Negotiation Of Identity ◽  
Aesthetic Politics

This paper is part of a wider research project on Paradoxical Spaces: Encountering the Other in Public Space that explores how cultural difference is practiced and negotiated in different public spaces in Copenhagen. The present case focus on encounters at two urban festivals: Kulturhavn (Cultural Harbur) and Smag Verden (Taste the World)—both multicultural and both initiated by the Municipality of Copenhagen. The festivals are seen as sites for ongoing dialogue and negotiation of identity and belonging. The celebration, performances, and pleasure of festivals can empower the body, break down social and cultural distance, and for a moment suspend everyday life. They are related to laughter and freedom, but can also be exclusive, alienating, and a vehicle of the inserting of the hegemonic order. The aim of the paper is to discover how the festivals work as social and material mediators of cross-cultural encounters—how they give rise to different modes of encounters and how they balance between liberation and similarities. They are both organized by the municipality of Copenhagen, who invite voluntary organizations and cultural associations every year to participate in organizing the two festivals. They both cover a broad range of cultural activities such as dance, music, food, sport, and theatre, and they share the vision of celebrating the cultural diversity of the city. We chose these two festivals in order to explore variations in the way the festivals are experienced and encountered; the focus of the analysis is on how festivals with many similarities in location and formal conditions can give rise to rather different modes of encounters. The aim of the paper is to explore how the festivals work as social and material mediators of cross-cultural encounters. How do the two festivals give rise to different modes of encounters? How do they balance between liberation and domination in a differential way? Drawing on empirical material obtained through participant observation and framed by theoretical conceptualization of cross-cultural encounters, multicultural festivals, and aesthetic politics, the paper explores embodied encounters at the two festivals. It focuses on the role of the festivals as social and material mediators of encounters and negotiation of identities. The paper concludes on the paradoxical character of the festivals, involving antagonistic embodiments of performance, pleasure, and politics.

The Effects of Cross-Cultural Distance Learning Model on the Linguistic and Affective Domain of EFL Learners in Korea

2018 ◽  
Vol 10 (3) ◽  
pp. 76-89
Author(s):  
Bok-Myung Chang
Keyword(s):  
Distance Learning ◽  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Cultural Distance ◽  
English Language Proficiency ◽  
Cross Cultural ◽  
Test Form ◽  
Efl Learners ◽  
Native Speakers Of English

This article is based on a Cross-Cultural Distance Learning (CCDL) model between university students in Korea and Japan during the 1st semester of 2016 and this lesson model consists of synchronous and asynchronous CMC activities focusing on the interactions between non-native speakers of English. This article shows that EFL learners in Korea can develop English language proficiency through this lesson model. The learners' development of English language proficiency was evaluated by using the TOEIC test as a proficiency test form. Also, this article proves that these kinds of CMC activities can motivate EFL learners to enhance cultural awareness for foreign countries and practice English inside and outside of the classroom. The questionnaire was used to survey the students' cultural awareness and attitude for this model at the final session of the semester.

scholarly journals Cultural Factors in Tourism Interpretation of Leshan Giant Buddha

2016 ◽  
Vol 10 (1) ◽  
pp. 56
Author(s):  
Xiao Wenwen
Keyword(s):  
Chinese Culture ◽  
Cultural Factors ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Chinese Poetry ◽  
Tourist Attractions ◽  
Cross Cultural Communication ◽  
Cultural Aspects ◽  
Cultural Connotation ◽  
Scenic Spot

Different cultural aspects are always involved in tourism interpretation, and the process of tourism interpretation is also cross-cultural communication. If the cultural factors can be interpreted for the foreign visitors in a better way, it’s beneficial to convey the cultural connotation of the scenic spot and it can be the communication more effective. There are many scenic spots in China, to show the beautiful scenery and traditional Chinese culture to the world. Leshan Giant Buddha is one of national 5A tourist attractions in Leshan, Sichuan Province, China, and there are a lot of tourists coming here every year, especially foreign tourists. Therefore, its tourism interpretation shall be better and better. The tourism interpretation of Leshan Giant Buddha concerns many cultural factors. Based on Skopostheorie, this paper discusses how to deal with the cultural factors in guide interpretation of Leshan Grand Buddha from the following three aspects: names of scenic spots, four-character phrases and classical Chinese poetry.

Misunderstanding in cross-cultural communication

1996 ◽  
Vol 19 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Helen FitzGerald
Keyword(s):  
Problem Solving ◽  
Cultural Values ◽  
Small Groups ◽  
Cross Cultural ◽  
Value Systems ◽  
Cultural Communication ◽  
Workplace Training ◽  
Spoken Discourse ◽  
Cross Cultural Communication ◽  
Immigrant Professionals

This paper examines the spoken discourse of immigrant professionals problem solving in small groups in order to see how different cultural values both influence, and are reflected in, the way a problem is defined and solutions proposed. It also provides evidence that these values are one of the factors that contribute to miscommunication in this type of communication. Three types of miscommunication are identified: misinterpretation of the message because a cultural filter distorts the message; incomplete comprehension because the underlying values are not explicated and the hearers remain unaware of the full implications of the message; and comprehension but misunderstanding and dissonance because the values of the hearers are at variance with the reality of the message. The extent to which the views of individuals conformed to the value systems general ascribed to their cultural background is discussed and instances of individual variance noted. Finally, the implications for teaching and workplace training suggested by these findings are discussed.

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