Online Collaborative Cross-Cultural Learning: Students' Perspectives
Online Collaborative Cross-Cultural Learning: Students' Perspectives
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在线协作跨文化学习：学生的观点
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
G. Sadykova
中科院分区：
文献类型：
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作者：
A. Kayumova;G. Sadykova
引言最近，我们目睹了一波对在线协作学习的兴趣，这反映了当前全球化和高度网络化和相互关联的世界的趋势。许多研究提供了关于如何在线构建和教授协作组以及如何研究和分析这些在线过程的见解（例如，参见Koschmann，2002; Garrison，2011; Shear等人，2010年）。随着学校和大学接受国际化的概念，跨文化在线学习和跨文化在线交流的问题也引起了学术界的广泛关注（Sadykova，2014; Starke-Meyerring & Wilson，2008）。本探索性案例研究探讨了学生在协作在线跨文化（跨文化）学习（COIL）中的学习体验。特别是，研究的重点是学生的观点，这种国际项目的价值，涉及来自不同学习计划和不同文化的学生群体。虽然一些研究认为，协作式在线学习可以实现积极的学生与学生的互动，积极影响学习成果（McInnerney & Roberts，2009年），学生自己如何评估他们的学习经验，以及他们认为COIL的优点和缺点，目前还知之甚少。协作学习通常被定义为一种学习模式，“发生在强调学生对学生的情况下，教师的角色变成了一个促进者（一个“边指导”）”（McInnerney & Roberts，2009：326）。在线协作学习，也被称为计算机支持的协作学习，在线合作学习和在线小组工作，也被证明有利于积极的同行互动，可能导致知识的共同建设（Hiltz & Goldman，2005）。当这样的学习环境中注入了国际化的概念，一个处理与合作的在线国际（或跨文化）learning.METHODSThe research被设计为一个探索性的案例研究，涉及到一个名为媒体的力量在线合作项目的学生。这个COIL项目联合了来自美国一所大型州立大学、立陶宛一所小型私立大学和俄罗斯一所大型联邦大学的教师和学生。专门为该项目开发的为期6周的在线模块被纳入学生的常规课程（美国教育专业学生的在线研究生课程，立陶宛媒体专业学生的面对面本科课程，以及俄罗斯英语专业学生的面对面研究生课程）。虽然在线协作模块吸引了49名学生，但只有25名学生（10名-美国，9名-立陶宛，6名-俄罗斯）同意参与研究并完成调查（51%的回复率）。参与者的英语水平从高中学生到母语人士，所有活动都用英语进行。媒体的力量模块被整合到一个由美国大学主办的Blackboard平台开发的完全在线课程中。它包括三个主要活动：1。介绍性讨论“媒体与我”，学生讨论他们的媒体习惯，并思考他们如何理解他们的个人文化;2. 3.根据与媒体力量有关的视频材料进行的三次异步讨论（媒体与现实、媒体与性别问题、媒体与暴力）;电视广告评论，学生选择和分析他们选择的电视广告。在课程结束时，25名参与者完成了一份问卷调查，包括4个封闭式和1个开放式问题。研究者对其中一名俄罗斯学生进行了进一步的访谈，并对收集到的数据进行了定量和定性分析。…
INTRODUCTIONRecently we have witnessed a wave of interest in online collaborative learning, which reflects current trends in globalized and highly networked and interconnected world. Numerous research studies provide insights into how to structure and teach collaborative groups online as well as how to research and analyze these online processes (see, for example, Koschmann, 2002; Garrison, 2011; Shear et at., 2010). As schools and universities embrace the concept of internationalization, the questions of cross-cultural online learning and intercultural online communication also attract much scholarly attention (Sadykova, 2014; Starke-Meyerring & Wilson, 2008).This exploratory case study examines students' learning experiences in collaborative online intercultural (cross-cultural) learning (COIL). Particularly, the research focuses on the students' perspectives on the value of such international projects that involve groups of students from different learning programs and different cultures. While some studies agree that collaborative online learning enables active student-to-student interaction that positively affects learning outcomes (McInnerney & Roberts, 2009), little is still known how students themselves assess their learning experiences and what they see as COIL advantages and shortcomings.Collaborative learning is generally defined as a model of learning which "takes place in situations where emphasis is placed on student-to-student interaction in the learning process, and the instructor's role becomes that of a facilitator (a "guide-on-the-side")" (McInnerney & Roberts, 2009: 326). Online collaborative learning, also referred to as computer-supported collaborative learning, online cooperative learning and online group work, has also been demonstrated as conducive of active peer-to-peer interaction that may result in co-construction of knowledge (Hiltz & Goldman, 2005). When such learning environment is infused with the concept of internationalization, one deals with collaborative online international (or cross-cultural) learning.METHODSThe research was designed as an exploratory case study that involved students engaged into an online collaborative project named The Power of Media. This COIL project united instructors and students from a large state university in the USA, a small private university in Lithuania and a large federal university in Russia. A 6-week online module, developed specifically for this project, was integrated into students' regular curricular (an online graduate course for US students majoring in education, a face-to-face undergraduate course for Lithuanian students majoring in media, and a face-to-face graduate course for Russian students majoring in English). While the online collaborative module engaged 49 students, only 25 students (10 - USA, 9 - Lithuania, 6 - Russia) agreed to participate in the study and completed a survey (51% response rate). Participants had English language proficiency levels from upper-intermediate students to native speakers and all activities were done in English.The module The Power of Media was integrated into a fully online course developed in a Blackboard platform and hosted by the US university. It included three major activities:1. an introductory discussion "Media & I" where students discussed their media habits and contemplated about how they understand their individual culture;2. three asynchronous discussions based on video materials related to the power of media(Media & Reality, Media & Gender Issues, Media & Violence);3. TV advertisement critiques where students selected and analyzed a TV advertisement of their choice.At the end of the course twenty-five participants completed a questionnaire consisting of 4 close-ended and 1 open-ended questions. One of the Russian students was further interviewed by a researcher.The data collected was analyzed quantitatively and qualitatively. …