Seven Principles of Good Practice for Virtual International Collaboration

2006 ◽  
pp. 1-31 ◽  
Author(s):  
Diane Boehm ◽  
Lilianna Aniola-Jedrzejek
Keyword(s):  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Good Practice ◽  
Relationship Building ◽  
Student Work ◽  
Project Outcomes ◽  
Seven Principles ◽  
Shared Understandings ◽  
Principles Of Good Practice

This chapter presents seven principles of good practice for conducting virtual international collaborations with students. The authors have conducted such collaborations with several different groups of American and Polish university students using different models. The collaborations were the basis for distilling these seven principles: develop cross-cultural awareness and mutual understanding of the culture of each group; create a multifaceted virtual environment; coordinate calendars; require intermediate level of English language proficiency; create relevant, engaging collaborative assignments with rubrics and shared understandings for evaluation of student work; establish methods forsuccessful group interactions, including information-sharing and relationship-building; evaluate project outcomes. These seven principles of good practice can assist instructors to develop successful virtual intercultural collaborations that prepare students for the workplace of the 21st century.

Seven Principles of Good Practice for Virtual International Collaboration

2008 ◽  
pp. 80-100
Author(s):  
Diane Boehm ◽  
Lilianna Aniola-Jedrzejek
Keyword(s):  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Good Practice ◽  
Relationship Building ◽  
Student Work ◽  
Project Outcomes ◽  
Seven Principles ◽  
Shared Understandings ◽  
Principles Of Good Practice

This chapter presents seven principles of good practice for conducting virtual international collaborations with students. The authors have conducted such collaborations with several different groups of American and Polish university students using different models. The collaborations were the basis for distilling these seven principles: develop cross-cultural awareness and mutual understanding of the culture of each group; create a multifaceted virtual environment; coordinate calendars; require intermediate level of English language proficiency; create relevant, engaging collaborative assignments with rubrics and shared understandings for evaluation of student work; establish methods forsuccessful group interactions, including information-sharing and relationship-building; evaluate project outcomes. These seven principles of good practice can assist instructors to develop successful virtual intercultural collaborations that prepare students for the workplace of the 21st century.

Seven Principles of Good Practice for Virtual International Collaboration

2011 ◽  
pp. 298-317 ◽  
Author(s):  
Diane Boehm ◽  
Lilianna Aniola-Jedrzejek
Keyword(s):  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Good Practice ◽  
Relationship Building ◽  
Student Work ◽  
Project Outcomes ◽  
Seven Principles ◽  
Successful Group ◽  
Principles Of Good Practice

This chapter presents seven principles of good practice for conducting virtual international collaborations with students. The authors have conducted such collaborations with several different groups of American and Polish university students using different models. The collaborations were the basis for distilling these seven principles: develop cross-cultural awareness and mutual understanding of the culture of each group; create a multifaceted virtual environment; coordinate calendars; require intermediate level of English language proficiency; create relevant, engaging collaborative assignments with rubrics and shared understandings for evaluation of student work; establish methods for successful group interactions, including information-sharing and relationship-building; evaluate project outcomes. These seven principles of good practice can assist instructors to develop successful virtual intercultural collaborations that prepare students for the workplace of the 21st century.

The Student Affairs Profession in the Academic Marketplace

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Joan B. Hirt
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Good Practice ◽  
Student Affairs Professionals ◽  
Academic Affairs ◽  
Seven Principles ◽  
Market Driven ◽  
Principles Of Good Practice ◽  
The Way

This essay compares the narratives that have emerged in recent years to describe the higher education enterprise with the narratives used to describe student affairs’ endeavors. I posit that the way in which student affairs professionals present their agenda is out of sync with the market-driven culture of the academy. The seven Principles of Good Practice are used to illustrate the incongruence between student affairs and academic affairs narratives on campus. I offer ways that those Principles can be recast to be more closely aligned with the new academic marketplace.

The Seven Principles of Good Practice

2002 ◽  
Vol 27 (6) ◽  
pp. 283-287 ◽  
Author(s):  
Jane Koeckeritz ◽  
Judy Malkiewicz ◽  
Ann Henderson
Keyword(s):  
Good Practice ◽  
Seven Principles ◽  
Principles Of Good Practice

scholarly journals Evaluation Instruments and Good Practices in Online Education

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Sally Baldwin ◽  
Jesus H. Trespalacios
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Online Education ◽  
Undergraduate Education ◽  
Online Courses ◽  
Good Practice ◽  
Seven Principles ◽  
Evaluation Instruments ◽  
Type Of Institution ◽  
Principles Of Good Practice

Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions were collected and divided into categories, based on geographical reach and the type of institution for which they were developed. This study investigates how evaluation instruments used in higher education assess the Seven Principles for Good Practice in Undergraduate Education, and what other items are addressed in the evaluation of courses. Findings show that national and statewide evaluation instruments were less institute specific and more closely aligned to the principles of good practice, and that evaluation instruments often measure extraneous items (e.g., student services, navigation, resources, or institutional support). Additional findings and conclusions based on the analysis of the instruments are discussed.

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.

Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education

2002 ◽  
Vol 29 (4) ◽  
pp. 325-330 ◽  
Author(s):  
Michael H. Newlin ◽  
Alvin Y. Wang
Keyword(s):  
Undergraduate Education ◽  
American Association ◽  
Good Practice ◽  
Virtual Classroom ◽  
Web Based ◽  
Seven Principles ◽  
Web Based Learning ◽  
Pedagogical Research ◽  
Principles Of Good Practice ◽  
Learning And Instruction

Pedagogical research on Web-based learning and instruction has not kept pace with the proliferation of Web-based courses offered by colleges and universities. Consequently, we encourage the application of the “Seven Principles of Good Practice in Undergraduate Education” (American Association of Higher Education, 1987) to guide the design and implementation of Web-based courses. We offer concrete suggestions on how instructors can apply each principle to maximize the potential of Web-based technologies and promote positive learning outcomes in the virtual classroom.

Canadian experiences of training linguistically diverse populations for the workplace

1995 ◽  
Vol 18 (1) ◽  
pp. 35-51 ◽  
Author(s):  
Jill Sinclair Bell
Keyword(s):  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Negative Impact ◽  
Positive Impact ◽  
Linguistically Diverse ◽  
English Language Proficiency ◽  
Cross Cultural ◽  
Diverse Populations ◽  
Canadian Research

It has increasingly become apparent that multicultural workplace programs which focus exclusively on teaching English to immigrant employees are inadequate. This paper draws on recent Canadian research in j o b training programs to question whether the development of English language proficiency has a positive impact on the career prospects of most workplace learners. Some recent research suggests on the contrary that increasing English use can actually have a negative impact on an employee’s work life. The paper goes on to describe some of the newer workplace programs which include anti-racist training and cross cultural awareness for all members of the workplace.

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