scholarly journals Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020

2021 ◽  
Vol 13 (24) ◽  
pp. 13890
Author(s):  
Juliana Fosua Gyasi ◽  
Lanqin Zheng ◽  
Miaolang Long
Keyword(s):  
Systematic Review ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Strategies ◽  
Major Elements ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Cross Cultural Communication ◽  
The Past ◽  
Learning Content

Cross-cultural collaborative learning in different learning domains is the road to the sustainability of economic, social, and environmental development. It creates the appropriate environment to acquire cross-cultural communication and collaboration skills for the 21st century. This study conducted a systematic review of 54 articles on cross-cultural collaborative learning published from 2011 to 2020. Based on the proposed analysis framework, the major elements of cross-cultural collaborative learning are revealed, including learners, group composition, learning environment, cross-cultural learning content, collaborative learning strategies, and research designs. The results indicated that most studies engaged learners at the university level and adopted small group sizes in cross-cultural collaborative learning activities. The online learning environment and social science learning content were widely employed in the past 10 years. Most studies adopted multiple collaborative learning strategies and lasted for 9 to 24 weeks. Most studies targeted mixed research purposes and adopted the qualitative analysis method. The findings and relevant suggestions for future studies are discussed in depth.

Help Me, Help You

2008 ◽  
pp. 257-276
Author(s):  
Derrick L. Cogburn ◽  
Nanette S. Levinson
Keyword(s):  
Collaborative Learning ◽  
Virtual Teams ◽  
Success Factors ◽  
Cross Cultural ◽  
Administrative Roles ◽  
Cross Cultural Communication ◽  
Delivery Modes ◽  
Critical Success ◽  
Alternative Delivery

Reporting on a nine-year case study of collaborative learning in cross-national and cross-university virtual teams, this chapter calls for what it defines as a triple track approach to the opportunities and challenges of cross-cultural collaborative learning. Such an approach involves the concurrent focus on student, faculty, and administrative roles in developed and developing nations. The authors analyze alternative delivery modes, identify best practices, and highlight critical success factors including trust-building, cross-cultural communication, and collaborative learning champions. Finally, they examine trends such as increasing cross-sector collaboration outside of academe and suggest needed additional research.

scholarly journals On the possibilities and impossibilities of cross-cultural communication

Linguistica ◽  
2006 ◽  
Vol 46 (1) ◽  
pp. 71-80
Author(s):  
Martina Ožbot
Keyword(s):  
Translation Studies ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Half Century ◽  
Cross Cultural Communication ◽  
The Past ◽  
Past Half Century ◽  
Past Half ◽  
Practical Level

As is well known, the second half of the last century has witnessed an un­ precedented increase in cross-cultural communication at a practical level as well as a remarkable development of research on various aspects of translation as cross-cultural communication par excellence. Such an interest in the study of translation appears to be directly linked with the expansion of translational activities and reflects the impor­ tance attributed to them in the society at large. At the same time, the burgeoning growth of translation studies is to be explained within the context of the expansion of the discipline of linguistics over the past half-century , an important part of which is the development of various text-oriented branches in which attention has been given to previously largely unstudied phenomena of the functioning of language in real communicative situations.

scholarly journals Cross-Cultural Contact: A Preliminary Study on the Cross-Cultural Communication between Taiwanese Undergraduates and International Students—A Case Study on the International College of Ming Chuan University

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Chia-ju, Lin
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Language Proficiency ◽  
Cultural Theory ◽  
Group Testing ◽  
Cross Cultural ◽  
Cultural Learning ◽  
International College ◽  
The Cross ◽  
Local Students

<p><em>Based on cross-cultural theory, </em><em>this study applies in-depth interviewing and focus group testing to examine the difficulties and challenges faced by Taiwanese undergraduates while communicating with international students in an English immersion instruction environment at the International College and analyze how the former should adapt themselves to the cross-cultural learning environment. This study indicates that language competence is the main factor affecting local students’ adaptation to the cross-cultural environment at the International College.</em><em> Low language proficiency, pertaining to either schoolwork or interpersonal communication, is the main cause of anxiety and nervousness among local students during the earlier stage of adaptation. According to the adaptation curve, the honeymoon stage experienced by local students following enrollment is extremely short and is usually accompanied by anxiety and uneasiness. Their adaptation stage comprises two aspects, schoolwork and life.</em><em> Regarding the schoolwork aspect, local students face a relatively long crisis stage because only after making certain improvement in English proficiency can they gradually adapt themselves to the cross-cultural learning environment. However, in terms of the life aspect, it takes a comparatively shorter time for local students to adapt themselves to cross-cultural conflicts, and they can rapidly enter the </em><em>recovery and biculturalism adaptation stages.</em><em></em></p>

Wearables of the past and the future: an immersive and cross-cultural learning experience of undergraduate students in an international design collaboration

2021 ◽  
pp. 1-24
Author(s):  
Marianella Chamorro-Koc ◽  
Glenda Amayo Caldwell ◽  
Alejandro Villaneda Vasquez ◽  
Ivan Franco Rodriguez ◽  
Camilo Ramirez Nates
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Cross Cultural ◽  
Cultural Learning ◽  
The Past ◽  
Design Collaboration ◽  
The Future

Study on Cross-Cultural Communication and Cooperative Learning in Web Environment

2012 ◽  
Vol 468-471 ◽  
pp. 2812-2815
Author(s):  
Jia Jun Liu ◽  
Feng Yun Li ◽  
Li Li Ren
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Language Learning ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Affective Factors ◽  
Cross Cultural Communication ◽  
Web Environment ◽  
The Web

[Aim] The thesis is mainly about the great impact of cross-cultural communication and cooperative learning in web environment on students’ foreign language level, cultural awareness, affective factors, cooperation ability and independent ability. [Methods] We carry out practical activities of cross-cultural communication and cooperative learning by means of experimental teaching, video conference, E-mail inside and outside the class and giving priority to computer aided international cultural exchange form, as en elective course. [Result] Most students are positive about cross-cultural communication and cooperative learning under web environment in developing students’ cooperation ability, independent ability, affective factors and cultural awareness(M=4.059, SD=0.732). Subjects who are convinced to totally convinced that web learning environment greatly enhanced their cooperation ability and independent ability account for 92.4% and 78.2%; subjects who greatly approve that the web environment does good to learning account for 72.4%; students who agree the web environment could improve developing positive emotion in learning account for 88.8%; and also 84.1% of subjects believe that the web environment can improve their cultural awareness in language learning. [Conclusion] Cross-cultural communication and cooperative learning in web environment offer an ideal learning environment, increase opportunities to output or input, improve their cultural awareness in language learning, encourage and support affective factors beneficial to language learning and develop consciousness and ability of self-studying and cooperation.

scholarly journals A pilot study: Facilitating cross-cultural understanding with project-based collaborative learning in an online environment

2015 ◽  
Vol 31 (2) ◽  
Author(s):  
Rustam Shadiev ◽  
Wu-Yuin Hwang ◽  
Yueh-Min Huang
Keyword(s):  
Collaborative Learning ◽  
Qualitative Case Study ◽  
Cross Cultural ◽  
Discussion Board ◽  
Cultural Learning ◽  
Online Environment ◽  
Cultural Understanding ◽  
Study Approach ◽  
Different Cultures

<p>This study investigated three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used. A qualitative case study approach was applied to explore these aspects using a variety of data sources. First, students’ reflections were evaluated to determine their level of cross-cultural understanding. Second, students’ messages on the discussion board were analysed to explore their cross-cultural learning process and types of communication. Third, interviews were conducted with the students and their instructor to investigate their experiences and perceptions with respect to project-based cross-cultural learning. Results of this study show that cross-cultural learning took place in the 3C online environment. Folk games, learning activities, were interesting, drew students’ attention, and stimulated their motivation. The students and the instructor positively perceived the 3C online environment as it created an authentic learning environment by connecting students from different cultures. Educational, technical, and communicative types of communication in the 3C environment were derived; however, only communication of the educational type could facilitate cross-cultural understanding. Based on the results, this study provides implications and suggestions for the teaching and research community in the field.</p>

scholarly journals DEVELOPMENT OF DACHL CROSS-CULTURAL LEARNING DESIGNS

2021 ◽  
Vol 6 (2) ◽  
pp. 250
Author(s):  
Lilis Afifah ◽  
Dewi Kartika Ardiyani ◽  
Edy Hidayat ◽  
Sawitri Retnantiti
Keyword(s):  
Learning Strategies ◽  
Training System ◽  
Cross Cultural ◽  
Language Teachers ◽  
Cultural Learning ◽  
Learning Materials ◽  
Training Activities ◽  
Implementation Method ◽  
The Times ◽  
And Training

The actualization of learning materials needs to be done to create a learning situation that is under the times. In learning German as a foreign language, the concept of DACHL has not been well recognized by every German teacher at the SMA / MA / SMK level. For this reason, adjustments to learning materials, techniques, and learning strategies are considered important so that the German learning process does not only train language skills but also fosters a cross-cultural understanding of these countries and the Indonesian nation itself.This article attempts to describe the results of training activities for the preparation of cross-cultural learning designs for German language teachers at the SMA / MA / SMK levels throughout Malang and its surroundings. This training implementation method which is accommodated in community service activities is designed by adopting an education and training system for ASN, namely on campus and off-campus. Despite undergoing method modifications as a result of the outbreak of the Covid-19 pandemic, training is going well. With simultaneous mentoring, collaboration, and collaboration between various parties, participants can receive the material well and simultaneously apply it in the form of a learning design.

Designing Quality Online Education to Promote Cross-Cultural Understanding

2011 ◽  
pp. 35-59 ◽  
Author(s):  
Youmei Liu
Keyword(s):  
Social Capital ◽  
Online Education ◽  
Cultural Values ◽  
Cross Cultural ◽  
Cultural Value ◽  
Value Systems ◽  
Cultural Learning ◽  
Cultural Understanding ◽  
Cross Cultural Communication ◽  
Use Of Technology

This chapter focuses on four main areas: (1) the relationship between cultural value systems and education, (2) the influence of cultural values on assessment systems, (3) the use of technology to facilitate cross-cultural communication, and (4) online education promoting the development of social capital. It argues that in order to design an effective curriculum that can be applied in a cross-cultural learning environment, both instructors and students need to be aware of diverse cultural value systems and their characteristics. This cross-cultural understanding and the creation of social capital can be developed through effective communication with the assistance of technology.

Sign in / Sign up

Export Citation Format

Share Document