Intercultural Learning via Videoconferencing

2018 ◽  
pp. 264-282 ◽  
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Video Conferencing ◽  
Learning Experience ◽  
Body Language ◽  
Asynchronous Communication ◽  
Synchronous Communication ◽  
Learning Context ◽  
Intercultural Learning ◽  
Communication Tools ◽  
Online Interactions

Although asynchronous communication tools have traditionally been used in online interactions, recently increasing popularity has been noted in the application of synchronous communication tools to facilitate intercultural learning. This chapter will explore and report on a study of how students from two countries, Spain and Finland, developed intercultural competence through the use of a video-conferencing platform, Adobe Connect, as a learning context. English was the lingua franca and the exchange of information was aimed at helping the students to learn about different aspects of each other's culture to develop intercultural competence. The findings suggest that the students' attitude to their learning experience was positive, since they were curious to explore each other's cultural traits. Videoconferencing was considered an effective tool because it enabled them to share experiences and build up a relationship, thereby enhancing their knowledge of both cultures. Body language also encouraged interaction since they could see each other via videoconferencing.

Intercultural Learning via Videoconferencing

2020 ◽  
pp. 626-645
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Video Conferencing ◽  
Learning Experience ◽  
Body Language ◽  
Asynchronous Communication ◽  
Synchronous Communication ◽  
Learning Context ◽  
Intercultural Learning ◽  
Communication Tools ◽  
Online Interactions

Although asynchronous communication tools have traditionally been used in online interactions, recently increasing popularity has been noted in the application of synchronous communication tools to facilitate intercultural learning. This chapter will explore and report on a study of how students from two countries, Spain and Finland, developed intercultural competence through the use of a video-conferencing platform, Adobe Connect, as a learning context. English was the lingua franca and the exchange of information was aimed at helping the students to learn about different aspects of each other's culture to develop intercultural competence. The findings suggest that the students' attitude to their learning experience was positive, since they were curious to explore each other's cultural traits. Videoconferencing was considered an effective tool because it enabled them to share experiences and build up a relationship, thereby enhancing their knowledge of both cultures. Body language also encouraged interaction since they could see each other via videoconferencing.

A Spanish-Finnish Telecollaboration to Develop Intercultural Competence and Learner Autonomy

2016 ◽  
Vol 6 (3) ◽  
pp. 36-53 ◽  
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Learning Experience ◽  
Cultural Exchange ◽  
Intercultural Learning ◽  
Learning Tasks ◽  
Common Interests ◽  
Cultural Traits ◽  
Authentic Environment ◽  
Target Culture ◽  
Geographical Locations

Telecollaboration enables students from different geographical locations to interact in a more authentic environment, share their views with their partners, create profiles as well as build online communities enjoying common interests. With this in mind, a Spanish-Finnish task-based project was designed to examine how students perceived their cultural exchange via Facebook and the extent to which such online interactions assisted them in becoming autonomous learners. Nineteen Spanish and seventeen Finnish participants were provided with the opportunity to interact with each other outside the classroom with a view to exploring the target culture and, consequently, experiencing intercultural learning. The findings suggest that the learning experience was positive and that the participants felt motivated to examine each other's cultural traits and manage their own learning tasks. Sharing information and reciprocally exchanging views on comments are paramount in developing skills to become independent learners.

A Spanish-Finnish Telecollaboration to Develop Intercultural Competence and Learner Autonomy

2019 ◽  
pp. 1277-1295
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Learning Experience ◽  
Cultural Exchange ◽  
Learner Autonomy ◽  
Online Interactions ◽  
Learning Tasks ◽  
Common Interests ◽  
Authentic Environment ◽  
Target Culture ◽  
Geographical Locations

Telecollaboration enables students from different geographical locations to interact in a more authentic environment, share their views with their partners, create profiles as well as build online communities enjoying common interests. With this in mind, a Spanish-Finnish task-based project was designed to examine how students perceived their cultural exchange via Facebook and the extent to which such online interactions assisted them in becoming autonomous learners. Nineteen Spanish and seventeen Finnish participants were provided with the opportunity to interact with each other outside the classroom with a view to exploring the target culture and, consequently, experiencing intercultural learning. The findings suggest that the learning experience was positive and that the participants felt motivated to examine each other's cultural traits and manage their own learning tasks. Sharing information and reciprocally exchanging views on comments are paramount in developing skills to become independent learners.

scholarly journals Building Intercultural Competence One “Patch” at a Time

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Rebecca Spooner-Lane ◽  
Donna Tangen ◽  
K. Louise Mercer ◽  
Erika Hepple ◽  
Suzanne Carrington
Keyword(s):  
Preservice Teachers ◽  
International Students ◽  
Intercultural Competence ◽  
Learning Experience ◽  
Reflective Writing ◽  
Learning Activities ◽  
Intercultural Learning ◽  
Reciprocal Learning ◽  
Mutual Engagement

This paper describes a program calledPatchesthat was implemented to assist a group of Australian and Malaysian pre-service teachers to enhance their intercultural competence through their involvement in a series of reciprocal learning activities. Each learning experience was considered a “patch” that eventually created a “quilt of intercultural learning.” The purpose of this study was to enhance the intercultural competence of domestic and international students through organized intercultural activities, through a series of reflective writing sessions, and mutual engagement on a common project. The effectiveness of thePatchesprogram was analysed in accordance with Deardorff’s elements of intercultural competence. The qualitative findings indicate that both cohorts of preservice teachers showed elements of intercultural competence through participation in the program, with both groups reporting a deeper appreciation and understanding of how to communicate more effectively in intercultural contexts.

Linguistic landscapes

2019 ◽  
Vol 42 (2) ◽  
pp. 146-170 ◽  
Author(s):  
Anikó Hatoss
Keyword(s):  
Intercultural Competence ◽  
Linguistic Diversity ◽  
Learning Experience ◽  
Strong Impact ◽  
Intercultural Learning ◽  
Intercultural Awareness ◽  
Language Choices ◽  
Innovative Method ◽  
Intercultural Interactions ◽  
Student Reflections

Abstract Some of the key challenges in teaching intercultural communication (IC) are to engage learners in activities which develop their critical intercultural awareness and to prepare them for communication in superdiverse (Vertovec, 2007) contexts. This paper discusses linguistic landscapes (LL) as an innovative method for teaching intercultural competence. Undergraduate linguistics students conducted a LL project to explore linguistic diversity in their chosen suburb of Sydney and reflected on their own intercultural learning experience. Student reflections revealed that the project had a strong impact on their perceptions of diversity and their attitudes towards other languages and cultures. Students increased their critical awareness of how identity, ideology and attitudes influence language choices and intercultural interactions. The experiential learning project also made them reflect on their own identity as intercultural citizens. The findings of this study highlight the usefulness of the project in developing intercultural competence (ICC). The paper discusses methodological implications for teaching IC in the context of increasingly multilingual and multicultural learning communities.

Adopting Tools for Online Synchronous Communication

2009 ◽  
pp. 413-424
Author(s):  
Elizabeth Murphy ◽  
Thérèse Laferriere
Keyword(s):  
Time Management ◽  
Communication Complexity ◽  
Video Conferencing ◽  
The Other ◽  
Synchronous Communication ◽  
Relative Advantage ◽  
Temporal Constraints ◽  
Communication Tools ◽  
Time Zones ◽  
Audio Conferencing

this chapter considers some of the issues related to the adoption of online synchronous communication tools and proposes strategies to help deal with these issues. Two contrasting contexts of use of online synchronous tools are described. In one context, audio-conferencing using Elluminate LiveTM is highlighted, in the other, video-conferencing using iVisitTM. Issues related to use of these tools for synchronous communication are considered from the perspective of relative advantage, compatibility, and complexity. The advantages included the immediacy, spontaneity, intimacy, efficiency, and convenience of communication. Complexity manifested itself in relation to time management, shifting and evolving technical and pedagogical needs, and changes in instructors’ roles. Compatibility issues included the demands on instructors, lack of freedom from temporal constraints, and difficulties with communication across time zones and when multi-tasking.

Adopting Tools for Online Synchronous Communication

2011 ◽  
pp. 318-334 ◽  
Author(s):  
Elizabeth Murphy ◽  
Thérèse Laferriere
Keyword(s):  
Time Management ◽  
Communication Complexity ◽  
Video Conferencing ◽  
The Other ◽  
Synchronous Communication ◽  
Relative Advantage ◽  
Temporal Constraints ◽  
Communication Tools ◽  
Time Zones ◽  
Audio Conferencing

his chapter considers some of the issues related to the adoption of online synchronous communication tools and proposes strategies to help deal with these issues. Two contrasting contexts of use of online synchronous tools are described. In one context, audio-conferencing using Elluminate LiveTM is highlighted, in the other, video-conferencing using iVisitTM. Issues related to use of these tools for synchronous communication are considered from the perspective of relative advantage, compatibility, and complexity. The advantages included the immediacy, spontaneity, intimacy, efficiency, and convenience of communication. Complexity manifested itself in relation to time management, shifting and evolving technical and pedagogical needs, and changes in instructors’ roles. Compatibility issues included the demands on instructors, lack of freedom from temporal constraints, and difficulties with communication across time zones and when multi-tasking.

scholarly journals Development and usability testing of an educational mobile learning app for climate change and health impacts

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Elif Aydoğan ◽  
Ali Derya Atik ◽  
Ergin Şafak Dikmen ◽  
Figen Erkoç
Keyword(s):  
Climate Change ◽  
User Behavior ◽  
Learning Experience ◽  
Mobile App ◽  
Health Impacts ◽  
Health Providers ◽  
Learning Context ◽  
Smart Learning Environment ◽  
Post Test ◽  
Climate Change And Health

Abstract Objective Mobile applications, social media platforms are changing Internet user behavior; creating a new era of education in a connected world. We have previously reported training needs of health providers in the climate change. Aim is to develop and test an Android® Mobile app as an effective smart learning environment for climate change health impacts. Materials and methods The quasi-experimental design method was used in five phases: easy-to-reach, rich content Mobile app design and development for Android® operating system, scale development, finalizing scales to be used, implementation, data collection, analysis. Dependent t-test of pre-test and post-test awareness scores was analyzed. Usability and satisfaction were assessed with two scales; quantitative data with descriptive statistics. Results The developed Mobile app was effective in enhancing students’ learning experience, and well-received in terms of adopting and using such technology for educational purposes. Pre-test and post-test scores different statistically (p<0.05); increasing participants’ awareness level and were satisfied. Conclusion We conclude that our Mobile app, m-learning project, is successfully incorporated into the learning context; when tested, raised awareness about climate change and health effects for the public. To our knowledge, no currently existing tool to provide new mobile application for climate change education and promote awareness exists.

Strategies for facilitating creative music collaboration online

2021 ◽  
Vol 13 (2-3) ◽  
pp. 163-179 ◽  
Author(s):  
Adam Martin ◽  
Morten Büchert
Keyword(s):  
Time Management ◽  
Video Conferencing ◽  
Online Collaboration ◽  
Creative Collaboration ◽  
Communication Tools ◽  
The United Kingdom ◽  
Creative Music ◽  
Online Music ◽  
The Impact

Online collaboration between musicians in 2020 is a rapidly developing practice due to a range of environmental, epidemiological and creative motivations. The technical facility to collaborate in a variety of different formats exists via file-sharing services, video conferencing suites and specialist music services such as Splice and Auddly. Yet, given this proliferation of technologies, little attention has been paid into how creative musicians can most meaningfully utilize these new collaborative opportunities within their working practice. In this article, we wish to share some reflections from a case study of online music collaboration gained through our experience of facilitating three online songwriting camps with students from Leeds Conservatoire in the United Kingdom and Rhythmic Music Conservatory in Denmark. This article will particularly focus on the importance of managing roles, the impact of communication tools and the requirement for time management when collaborating online before proposing a set of guidelines derived from this study to help enable productive online creative collaboration.

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