Navigating the “eddies”: Cross-cultural teaching and learning experiences in a technical and professional writing class

2014 ◽  
Author(s):  
Shuwen Li
Keyword(s):  
Teaching And Learning ◽  
Learning Experiences ◽  
Cross Cultural ◽  
Professional Writing ◽  
Cultural Teaching ◽  
Writing Class

Exploration of Multi-cultural Teaching and Learning in a Collaborative Virtual Environment

2011 ◽  
pp. 295-312
Author(s):  
Gonca Telli Yamamoto ◽  
Michael D. Featherstone ◽  
Faruk Karaman ◽  
Patricia C. Borstorff
Keyword(s):  
Virtual Environment ◽  
Teaching And Learning ◽  
Collective Intelligence ◽  
Virtual Team ◽  
Cross Cultural ◽  
Collaborative Virtual Environment ◽  
Cultural Teaching

The chapter details the experiences both students and instructors encountered in creating and participating in a cross-cultural virtual team conducted predominantly in a virtual environment. We describe problems encountered and often (though not always) overcome. Students learned both the rewards and the frustrations such teams experience as they learned to participate in and contribute to the collective intelligence of the team.

scholarly journals Book Review

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Winifred Oluchukwu Eboh
Keyword(s):  
Higher Education ◽  
International Students ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Cultural Teaching ◽  
Pedagogy And Curriculum

Cross-Cultural Teaching and Learning for Home and International Students - Internationalisation of Pedagogy and Curriculum in Higher Education

Reciprocal e-mentoring

2009 ◽  
Vol 52 (6) ◽  
pp. 811-822 ◽  
Author(s):  
Carol A. Plummer ◽  
Tom Omwenga Nyang'au
Keyword(s):  
Social Work ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
International Exchange ◽  
Internet Communication ◽  
Non Profit ◽  
Cultural Teaching ◽  
Travail Social ◽  
Trabajo Social ◽  
International Exchanges

English Few have been able to benefit from international exchanges due to the distance, cost and complications of cross-cultural teaching and learning. This article discusses how university and non-profit social work professionals can create, sustain and benefit from internet communication. A case example provides concrete examples of possibilities inherent in this international exchange. French Seuls quelques individus ont pu bénéficier d’échanges internationaux: à cause de la distance, du coût et des complications de l’enseignement et de l’apprentissage interculturels. Cet article traite de la façon dont l’université et les professionnels du travail social à but non lucratif peuvent créer, maintenir et bénéficier de la communication internet. Une étude de cas apporte des exemples concrets de possibilités inhérentes à cet échange international. Spanish Pocos han podido beneficiarse de intercambios internacionales debido a la distancia, el costo y las complicaciones del aprendizaje y la enseñanza intercultural. Este artículo discute como las universidades y los profesionales del trabajo social sin fines de lucro pueden crear, mantener y beneficiarse de la comunicación vía Internet. Un caso tipo provee ejemplos concretos de las posibilidades inherentes a este intercambio internacional.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

Development of English teaching theory and practice research from the cross-cultural perspective

2021 ◽  
pp. 002072092110077
Author(s):  
Shuang Liu
Keyword(s):  
Cross Cultural ◽  
Theory And Practice ◽  
Classroom Culture ◽  
Practice Research ◽  
Cultural Perspective ◽  
Foreign Teachers ◽  
English Teaching ◽  
Cultural Teaching ◽  
Culture Teaching ◽  
Average Proportion

The progress of science and technology and the development of information technology have accelerated the speed of information dissemination and cultural transformation. In the context of multiculturalism, if we want to cultivate talents who can communicate across cultures, domestic English teaching needs further reforms. The unified implementation of English teaching in China has lasted for decades, and the research on teaching theory has gradually formed a stable framework. But from an overall point of view, instillation teaching under test-oriented education is not conducive to improving students' English practice level. In order to solve this problem, this article analyzes the cultural teaching content in college English teaching from a cross-cultural perspective, and emphasizes the importance of cultural infiltration in English teaching. At the same time, it analyzes the problems in teaching practice from multiple aspects of listening, speaking, reading, writing and translation, and puts forward suggestions for the construction of a cross-cultural communication ability training system. Experiments show that in the classes taught by ordinary English teachers, the average proportion of classroom culture teaching is only 14.995%; under the same conditions, the average proportion of classroom culture teaching in the classes taught by foreign teachers reaches 33.865%. Combined with the higher average scores of students in foreign teachers' classes, it can be known that cultural teaching can play a certain role in improving the level of comprehensive English teaching.

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