4,125 research outputs found

    Computer mediated communication for construction-supported constructivism in communication and cultural learning

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    This paper aims to explain how CMC has implications for constructivism in communication and cultural learning. he method used to write this review followed previous patterns by work. During collecting articles as main sources, we used Google scholar, Baidu scholars, Science Direct and Mendeley search platform, we also used such keywords as cross-cultural learning, technology, intercultural learning, promoting, facilitating, understanding and competence to find articles. in the end in this paper found conclusions Technology-used should fulfil the today need of learner. Combination of asynchronous and synchronous communication are mostly suggested for the next future research. We also believe by the need of global society and the rapid growth of technology, people around the world need more advanced technology such as Hologram, VR technology, artificial intelligent features, cloud and so on

    Intercultural Learning Supported by Technology: A Small-Scale Systematic Review

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    Intercultural interaction and communication are rapidly increasing throughout the world. In a fast-growing and globalised world, the ability to communicate with people across cultures is important. This study discusses describing the Byram model of the environment used in learning, culture, language, and problems and solutions for the future and using qualitative methods by following the pattern of previous research with the primary sources from Google Scholar, Baidu Scholar, Science Direct and Mendeley's search platform. The result from this research is (1) This ICC model can be used as a useful reference and guideline for teacher planning in discussions and discussions to develop IC students. (2) Inter-cultural learning is more effective and more impressive such as Holograms, VR technology, Artificial Intelligence, cloud, etc. (3) The most widely used topics in the studio are culture (n = 4), daily life (n = 2), controversial issues, language, communication, physical space (time resolution), resolution, resolution, and stereotyping. (4) Problems, solutions, and suggestions for future studies and practices. Most of the problems that most of us find here are socialisation. The solution to this problem is to familiarise students with this communication tool

    The Sharing Approach to Teaching Cross-Cultural Understanding: Evidence from University Students’ Perspective

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    In the current global era, there is a distinct need for cross-cultural understanding (CCU) instruction. This study endeavored to explore participants' perspectives following the completion of a course designed to enhance students' CCU knowledge and appreciation for diversity through a sharing approach. Data were collected via questionnaires and reflection reports, which were distributed to university students through Google Forms. Utilizing an explanatory sequential design, the study involved 18 university students enrolled in the Nusantara Module. The findings indicated a positive acceptance of the sharing approach among the students. Furthermore, the students revealed that their sense of nationalism remained intact despite exposure to different cultures. These results have several implications, including a promising direction for the development of more effective CCU courses and the potential of educational programs to augment global understanding without undermining national identity. Nevertheless, further research is needed to validate these findings across diverse settings and demographics. Future studies may also explore the long-term effects of the sharing approach on students' attitudes towards cultural diversity

    La motivación del crowdsourcing multilingüe en los medios sociales globales. Un estudio de caso: TED OTP

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    Crowdsourcing has emerged in recent year as a new form of volunteering activity. The distributed nature of online volunteers enabled global organizations to mobilize talents from around the world. In this spirit, the past decade has witnessed a vibrant expansion of intercultural virtual collaborative efforts within the crowdsourced audiovisual translation communities. The aim of our work is to characterise key motivational factors driving volunteer translators to engage in these intercultural collaboration endeavours within one of those virtual communities. As a case in point, I will study TED[1], a global communication platform where people from all over the world interact with each other creating, sharing, exchanging and commenting on content within a virtual community and several networks. At TED unpaid volunteers translate audiovisual content into 100 languages, within the framework of an online translation project: the Open Translation Project, hereinafter referred to as OTP. I asked a group of 177 OTP participants who range across 35 different languages and are geographically distributed over four continents, to pinpoint key motivation factors for becoming volunteer translators.  [1] TED stands for Technology, Entertainment and DesignEl crowdsourcing es una tendencia creciente que ha surgido en los últimos años como una nueva forma de actividad voluntaria. La naturaleza distribuida de los voluntarios en línea a nivel global ha posibilitado a organizaciones de ámbito global a movilizar a personas de todo el mundo. Con este ánimo, la última década ha sido testigo de una vibrante expansión de los esfuerzos de colaboración virtuales interculturales dentro de las comunidades de traducción audiovisual. El objetivo de nuestro trabajo es caracterizar los factores motivacionales clave que impulsan a las personas a traducir de forma voluntaria y a participar en los esfuerzos de colaboración intercultural dentro de comunidades virtuales. Como ejemplo de ello, aquí se analiza la comunidad TED, una plataforma de comunicación global en el que la gente de todo el mundo interactúan creando, compartiendo, intercambiando y comentando contenidos dentro de la propia comunidad virtual y de varias redes. En TED en el marco de un subproyecto de traducción en línea, el Open Translation Project, denominado en lo sucesivo OTP, voluntarios traducen contenidos audiovisuales a 100 idiomas. Para identificar los factores clave de motivación que les llevan a convertirse en traductores voluntarios, se llevó a cabo un estudio compuesto de 177 participantes de TED OTP que representan en su conjunto 35 idiomas diferentes y que se distribuyen geográficamente en cuatro continentes

    Intercultural Communication Competence in upper primary students: International collaboration case studies using Web 2.0 technologies

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    Globalisation has seen our world become increasingly interconnected through the rapid expansion of digital technologies. Intercultural communication competence is a key aspect of global competence for young people to develop their skills, values and behaviours as global citizens. The rapid expansion of the social web (Web 2.0) enables teachers to create rich authentic learning experiences that foster the development of students’ intercultural communication competence through synchronous and asynchronous web tools. The inclusion of these learning experiences engage students beyond the traditional classroom, enabling them to improve and advance 21st Century skills of collaboration, critical and creative thinking, perseverance, interpretation and problem solving. Intercultural communication competence encapsulates the ability to interact with people from another culture in appropriate and effective ways, involving not only language skills but also knowledge and a willingness to learn other cultures. Through a social constructivist approach, students’ intercultural interactions with web tools and each other promote the extension of human capabilities. Current research predominantly focuses on the development of intercultural communication competence with students in tertiary institutions through telecollaboration or computer-mediated collaboration. Developing intercultural competence is a lifelong journey. This research study explored what intercultural communication competences developed in upper primary students in Australia when communicating and collaborating with same-age students internationally and interculturally through authentic learning environments facilitated by Web 2.0 tools. Additionally, the study explored if Web 2.0 tools could be used to facilitate collaborative projects online with students in upper primary from two different countries, with different native languages. This research study utilised participatory action research methodology through exploratory case studies, combining techniques of case study approach with the use of multiple cases. Cross-case analysis using qualitative methodology was employed. Three case studies were undertaken. Upper primary students from an independent school in Western Australia collaborated with two cohorts of students from a school in Spain as separate case studies (case study one and two), and one cohort of students from a rural school in Thailand (case study three). Qualitative data included open-ended questionnaires and documentation data. Triangulation of the data occurred through teacher questionnaires, email correspondence and the researcher’s journal notes, creating a chain of evidence. The qualitative data set was analysed through progressive focus into emerging themes and codes to illustrate the students in Australia’s perspective. Through data reduction, categories emerged in the three dimensions of intercultural communication competence or the use of Web 2.0 tools to collaborate interculturally. Results showed that students’ ICC was enhanced in all three dimensions of intercultural adroitness (behaviour), awareness (cognitive) and sensitivity (affective), the relative rank order of importance of these dimensions the same across all three cases. Intercultural behaviours emerged as the most frequent whilst intercultural sensitivity the lowest. Ethnocentric thinking and behaving, the tendency to evaluate, anxiety, persevering through language barriers, expectations and the importance of cultural distinctiveness were barriers exhibited through the intercultural communications. The structural and cultural characteristics of ICT in the schools participating enabled the international, intercultural collaborations to occur. Increase to the consistency, quality and quantity of student responses as well as collaborative skills, requires reflection and improvement

    Communicating across cultures in cyberspace

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    Developing EFL students’ critical intercultural awareness in the Indonesian tertiary context : the use of video clip-assisted intercultural tasks

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    Critical intercultural awareness is an essential social element that fosters a willingness to interact and helps communicate effectively with people from diverse linguistic and cultural backgrounds. However, in the Indonesian higher education context, little effort has been made to promote the critical intercultural awareness (CIA) of students in English as a foreign language (EFL) classrooms. Anchored in Byram’s (1997) intercultural communication competence framework, this research project examines the ongoing development of students’ CIA through a ten-week pedagogical intervention using culturally appropriate YouTube clips with intercultural learning tasks on authentic input, noticing, reflection, and verbal output. It particularly investigates what emergent CIA attributes students can demonstrate and how. It also develops a model of intercultural awareness-based learning and explores students’ responses to the model after engaging in the intercultural learning tasks. This study employed a mixed-methods approach with concurrent triangulation design, involving a cohort of 50 undergraduate participants of mixed gender in five different faculties and from varying ethnic groups. Both quantitative and qualitative data were collected to address the overarching research question: ‘Can Indonesian EFL students enhance their CIA by participating in a ten-week intercultural learning intervention using video clip-assisted intercultural tasks?’ The results showed a significant difference (Sig. 2-tailed value .001, p < .05) in participants’ CIA scores after the ten-week learning program. It also revealed that gender, faculty and ethnicity did not contribute significantly to the development of students’ CIA. The qualitative findings corroborated the quantitative findings, demonstrating that continuous authentic exposure to cultural issues through YouTube clip-assisted intercultural tasks could assist students in building their CIA. This study also found that all participants had positive perceptions of intercultural awareness-based learning. The YouTube clips functioned as culturally laden learning materials exposing intercultural realities and encounters, while the intercultural tasks assisted students in making meanings of the sociocultural issues portrayed in the clips. The teacher’s instructional scaffolding further played a vital role in helping them improve their intercultural learning and understanding. Despite the benefits of intercultural awareness-based learning, the participants reported several challenges that stem from both internal and external factors. Given these findings, some implications are drawn for Indonesian university EFL teachers and curriculum developers to integrate intercultural aspects into course syllabi and classroom practices

    Development of a framework for successful international clinical placements: A case study of Australian Bachelor of Nursing students studying abroad in Asia

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    International clinical placements (ICP) in undergraduate nursing programs are often offered to facilitate the integration of nursing students’ knowledge and clinical skills in complex and culturally diverse healthcare settings. This study aimed to better understand how key stakeholders’ value and attribute meaning to successful short-term placements undertaken in the Asia region within Australian Bachelor of Nursing programs. A mixed-methods case study design was used to provide a holistic view of ICPs and incorporated four phases of data collection and analysis. Phase one consisted of a qualitative systematic review, and was completed in late 2014; Phase two was an online mapping survey of higher education providers in Australia (n=18) to collect descriptive data of current ICP practices (conducted August to September 2015); Phase three and four were conducted concurrently and included semi-structured interviews with key stakeholders (university, student, program administrators and local community) (n=19) and a reflective photo journal by the researcher. Six themes spanning the continuum of the ICP experience emerged from interpretive analysis of semi-structured interviews with stakeholders in Phase 3. They included: ‘Developing successful placements’, ‘Preparing for the unknown’, ‘Putting the focus on learning’, ‘Recognising difference’, and ‘Building relationships’ to ‘Growing from the experience’. Alongside the findings from the other data collection phases, these themes informed the development of a framework to assist education providers to prepare for and critically evaluate placements. The International Clinical Placement Planning and Evaluation (ICliPPE) framework reflects the multifaceted nature of international clinical placements, through a focus on factors that enhance clinical learning within three pillars that contribute to a successful placement experience: ‘Maximising learning’, ‘Exploring difference’ and ‘Motivations and Intentions’. The ICliPPE framework, whilst created within the Australian nursing context provides an identifiable structure that can potentially have applicability for all higher education providers wishing to maximise learning opportunities and develop sustainable international clinical placements

    Understanding the Effectiveness of Cross-Cultural Video-Mediated Communication

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    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

    Cohesion, commonality and creativity: youth work across borders

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