scholarly journals Intercambios virtuales en educación superior: desarrollo de las habilidades interculturales a través de la colaboración en línea

2019 ◽  
Author(s):  
Patrícia Scherer Bassani ◽  
Ilona Buchem
Keyword(s):  
Digital Media ◽  
Online Community ◽  
Online Survey ◽  
Collaborative Work ◽  
Project Design ◽  
Multicultural Teams ◽  
Intercultural Learning ◽  
Face To Face ◽  
Learning Programs ◽  
Virtual Mobility

Virtual exchange has been defined as a form of virtual mobility which aims to expand the reach and scope of traditional intercultural learning programs. This paper presents an example of a virtual exchange called InterCult - Intercultural Competences - which aimed to give an opportunity for students from Germany, France, and Brazil to explore intercultural aspects through online collaboration, i. e. to learn differences between own culture and other cultures by communicating and working on tasks together by using digital media. The research path was divided into three phases: project design, virtual exchange, and evaluation. The data collected during the virtual exchange involved the analysis of online conversations in international groups, face-to-face discussions during the classes at the end of each activity in national groups, the videos produced and shared in the online community, online meetings between the teachers, and the results of the online survey. Data were analyzed based on three perspectives: technology; engagement and collaborative work; intercultural competences. Results showed this type of experience is extremely important for a generation who will have to work in multicultural teams and contexts. Virtual exchange has been defined as a form of virtual mobility which aims to expand the reach and scope of traditional intercultural learning programs. This paper presents an example of a virtual exchange called InterCult - Intercultural Competences - which aimed to give an opportunity for students from Germany, France, and Brazil to explore intercultural aspects through online collaboration, i. e. to learn differences between own culture and other cultures by communicating and working on tasks together by using digital media. The research path was divided into three phases: project design, virtual exchange, and evaluation. The data collected during the virtual exchange involved the analysis of online conversations in international groups, face-to-face discussions during the classes at the end of each activity in national groups, the videos produced and shared in the online community, online meetings between the teachers, and the results of the online survey. Data were analyzed based on three perspectives: technology; engagement and collaborative work; intercultural competences. Results showed this type of experience is extremely important for a generation who will have to work in multicultural teams and contexts.

Learning landslide hazard in a virtual environment at University level combining real case study, collaborative work and innovative tools

2021 ◽  
Author(s):  
Marta Guinau ◽  
Gloria Furdada
Keyword(s):  
Digital Media ◽  
Collaborative Work ◽  
Relevant Information ◽  
Landslide Hazard ◽  
Mitigation Strategies ◽  
Significant Information ◽  
Digital Platforms ◽  
Face To Face ◽  
Triggering Factors ◽  
Different Types

<p>The pandemic situation we are experiencing has forced us to transform face-to-face teaching into virtual teaching. Digital platforms hinder the interaction, discussion and feedback that naturally occur in a face-to-face class, but at the same time, they provide an opportunity to put the focus on the student’s learning rather than on content delivering. Learning include both, inductive and deductive processes; induction can be effectively acquired by using case studies; then, deduction can be achieved through comparison, analysis, generalisation and synthesis.  Digital platforms appear as an optimal resource to facilitate the individual and collaborative tasks and learning processes. In this work we present our experience on the landslide hazard subject (Master’s level) focussed on the student’s learning through the use of digital media.</p><p>Internet information of undeniable quality that can be easily accessed is basic: The Landslide Blog by Dave Petley (https://blogs.agu.org/landslideblog/) in Blogosphere hosted by AGU (American Geophysical Union) provides valuable and updated information on landslide events occurring worldwide. The learning activities are structured around several cases selected by the lecturer from the blog to ensure the analysis of the most frequent landslide types. All activities are developed in 8 steps: 1) The teacher presents the learning action (objective, tasks, and assessment guide) using a Genially platform interactive image; 2) Each student selects one of the proposed cases and compile relevant information about it; 3) Each student analyses the landslide characteristics, identifies the landslide type  and classifies it according to Hungr et al., 2014 (available through the educational virtual platform), and recognises the control and triggering factors (one virtual session is programmed and a forum tool is provided to the students to discuss and to solve doubts); 4) Each student selects and organizes the significant information about each case by building an interactive image in Genially; 5) Each student presents each case using his/her interactive image in a virtual session, which is recorded and uploaded to the educational platform; 6) Students peer evaluate the content and design of the interactive images and oral presentations based on the provided assessment guide; 7) During a predetermined time, students collaboratively compile all the information in a Google sheet table to synthesize the geomorphological characteristics, materials involved, mobilization mechanisms and control and triggering factors of the different types of landslides; 8) the synthetic table is discussed and  completed during a virtual session.</p><p>All the knowledge and skills acquired by students with these activities are put into practice in a two-day field trip where students have to identify, characterize and classify different types of landslides as well as their control and triggering factors. The risk situation and the mitigation strategies are discussed in each case and compared to the ones studied through virtual learning. Furthermore, students get used and learn how to clearly present information through virtual tools, as Genially, useful for dissemination purposes.</p><p>Hungr et al. 2014. The Varnes classification of landslide types, an update. Landslides 11(2). DOI: 10.1007/s10346-013-0436-y</p>

Intercultural learning in schools through telecollaboration? A critical case study of eTwinning between Turkey and Germany

2018 ◽  
Vol 80 (7) ◽  
pp. 677-694 ◽  
Author(s):  
Çiğdem Bozdağ
Keyword(s):  
Digital Media ◽  
Critical Case ◽  
Project Design ◽  
The European Union ◽  
Intercultural Learning ◽  
School Cultures ◽  
National Cultures ◽  
German School ◽  
Critical Case Study

Digital media offer various possibilities for internet-based telecollaboration in schools and open up a space for intercultural learning. Diverse initiatives like such as the European Union-initiative eTwinning network aim to support telecollaboration projects in education. This article argues that we need to develop critical and grounded understanding of telecollaboration projects and how they are being embedded in the context of existing school cultures. The article presents an in-depth case study of a telecollaboration project between a Turkish and a German school. On the basis of observations in schools, interviews with teachers and focus groups with pupils, the article argues that there are two main challenges that limit the experience of intercultural learning in the analysed project. The first point is about the strong teacher-centred project design and the discrepancy between the perspectives of teachers and pupils. The second point is the rather simplistic and superficial understanding of culture, which reasserts national cultures instead of promoting a more open perspective, that influences the project tasks and topics.

scholarly journals Exploring the Therapeutic Affordances of Self-Harm Online Support Communities: An Online Survey of Members

2017 ◽  
Vol 4 (4) ◽  
pp. e44 ◽  
Author(s):  
Neil S Coulson ◽  
Emma Bullock ◽  
Karen Rodham
Keyword(s):  
Online Community ◽  
Online Survey ◽  
Online Support ◽  
Psychosocial Burden ◽  
Self Presentation ◽  
Face To Face ◽  
Positive Coping ◽  
Therapeutic Benefits ◽  
Self Harm ◽  
The Individual

Background A growing number of online communities have been established to support those who self-harm. However, little is known about the therapeutic affordances arising from engagement with these communities and resulting outcomes. Objective The aim of this study was to explore the presence of therapeutic affordances as reported by members of self-harm online support communities. Methods In total, 94 respondents (aged 13-63 years, mean=23.5 years; 94% female) completed an online survey exploring their experiences of engaging with a self-harm online support community. Respondents varied in terms of how long they had been accessing an online community, with 22% (21/94) accessing less than 1 year, 39% (37/94) 1 to 2 years, 14% (13/94) 2 to 3 years, and 24.5% (23/94) more than 3 years. Responses were analyzed using deductive thematic analysis. Results The results of our analysis describe each of the five therapeutic affordances that were present in the data, namely (1) connection, the ability to make contact with others who self-harm for the purposes of mutual support and in so doing reduce feelings of loneliness and isolation; (2) adaptation, that is, how use of online support varies in relation to the personal circumstances of the individual user; (3) exploration, that is, the ability to learn about self-harm and learn about strategies to reduce or stop self-harming behavior; (4) narration, that is, the ability to share experiences, as well as read about the experiences of others; and (5) self-presentation, that is, how and what users present about themselves to others in the online community. Conclusions Our findings suggest that engagement with self-harm online support communities may confer a range of therapeutic benefits for some users, which may serve to minimize the psychosocial burden of self-harm and promote positive coping strategies. In addition, the online nature of the support available may be helpful to those who are unable to access face-to-face support.

scholarly journals Perspectives of Mothers and Children in Indonesian Private School during Pandemic

2020 ◽  
Author(s):  
Syafiq Basri Assegaff ◽  
Meliana Zhong
Keyword(s):  
Online Learning ◽  
Private School ◽  
Online Survey ◽  
School Setting ◽  
Ministry Of Education ◽  
Face To Face ◽  
Regular School ◽  
Inclusive Curriculum ◽  
Parents And Children ◽  
Learning Programs

This study aims to explore parents and students’ perspective towards the required learning from home amid the COVID-19 outbreak. Based on initial observation and preliminary designed online survey to in a private school in Jakarta, the research continued with in-depth interviews to parents and children to gain understanding about the insights, experiences, feelings and changes in attitudes and behavior towards the impromptu online learning programs within the last three months. Results showed that the maximal exposure to the home environment and the minimal revelation to the environment outside home had given the external factors to be more dominant during the online learning, and that regardless how sophisticated the online learning circumstances were, students tended to be fond of face-to-face environment at school. Furthermore, changes in behavior due to the online learning, motives and their challenges are also discussed, as well as the perspective towards online learning environment compared to the regular school setting. The researchers suggest that the Ministry of Education should establish a new (permanent) and inclusive curriculum related to the online learning occurrences.

scholarly journals Preferences for Internet-Based Mental Health Interventions in an Adult Online Sample: Findings From an Online Community Survey

2017 ◽  
Vol 4 (2) ◽  
pp. e26 ◽  
Author(s):  
Philip J Batterham ◽  
Alison L Calear
Keyword(s):  
Mental Health ◽  
Online Community ◽  
Online Survey ◽  
Mental Health Problems ◽  
Health Problems ◽  
Online Programs ◽  
Face To Face ◽  
Internet Interventions ◽  
Mental Health Interventions ◽  
Community Preferences

Background Despite extensive evidence that Internet interventions are effective in treating mental health problems, uptake of Internet programs is suboptimal. It may be possible to make Internet interventions more accessible and acceptable through better understanding of community preferences for delivery of online programs. Objective This study aimed to assess community preferences for components, duration, frequency, modality, and setting of Internet interventions for mental health problems. Methods A community-based online sample of 438 Australian adults was recruited using social media advertising and administered an online survey on preferences for delivery of Internet interventions, along with scales assessing potential correlates of these preferences. Results Participants reported a preference for briefer sessions, although they recognized a trade-off between duration and frequency of delivery. No clear preference for the modality of delivery emerged, although a clear majority preferred tailored programs. Participants preferred to access programs through a computer rather than a mobile device. Although most participants reported that they would seek help for a mental health problem, more participants had a preference for face-to-face sources only than online programs only. Younger, female, and more educated participants were significantly more likely to prefer Internet delivery. Conclusions Adults in the community have a preference for Internet interventions with short modules that are tailored to individual needs. Individuals who are reluctant to seek face-to-face help may also avoid Internet interventions, suggesting that better implementation of existing Internet programs requires increasing acceptance of Internet interventions and identifying specific subgroups who may be resistant to seeking help.

Harnessing Digital Media in the Fight Against Prejudice: Social Contact and Exposure to Digital Media Solutions

2019 ◽  
Vol 96 (4) ◽  
pp. 1052-1075 ◽  
Author(s):  
Sabina Lissitsa ◽  
Nonna Kushnirovich
Keyword(s):  
Virtual Environments ◽  
Digital Media ◽  
Online Survey ◽  
Social Contact ◽  
Prejudice Reduction ◽  
Traditional Media ◽  
Face To Face ◽  
Jewish Students ◽  
Arab Minority

The current research focuses on the role of both physical and virtual environments in facilitating subtle and blatant prejudice reduction of the Jewish majority toward the Arab minority in Israel. This research was conducted through an online survey of 450 Jewish students who use digital media daily. Virtual contact and exposure to negative content about Arabs on digital media were found to reduce subtle prejudice. We found that face-to-face contact reduces both types of prejudice, whereas the effect of traditional media was not found.

scholarly journals Perspectives of Mothers and Children in Indonesian Private School during Pandemic

2020 ◽  
Author(s):  
Syafiq Basri Assegaff ◽  
Meliana Zhong
Keyword(s):  
Online Learning ◽  
Private School ◽  
Online Survey ◽  
School Setting ◽  
Ministry Of Education ◽  
Face To Face ◽  
Regular School ◽  
Inclusive Curriculum ◽  
Parents And Children ◽  
Learning Programs

This study aims to explore parents and students’ perspective towards the required learning from home amid the COVID-19 outbreak. Based on initial observation and preliminary designed online survey to in a private school in Jakarta, the research continued with in-depth interviews to parents and children to gain understanding about the insights, experiences, feelings and changes in attitudes and behavior towards the impromptu online learning programs within the last three months. Results showed that the maximal exposure to the home environment and the minimal revelation to the environment outside home had given the external factors to be more dominant during the online learning, and that regardless how sophisticated the online learning circumstances were, students tended to be fond of face-to-face environment at school. Furthermore, changes in behavior due to the online learning, motives and their challenges are also discussed, as well as the perspective towards online learning environment compared to the regular school setting. The researchers suggest that the Ministry of Education should establish a new (permanent) and inclusive curriculum related to the online learning occurrences.

Educational Digital Media Tools to Reformulate Activity and Object in Indigenous Science and Environmental Education

2020 ◽  
Vol 8 (3) ◽  
pp. 127-134
Author(s):  
Reynaldo Morales Cardenas
Keyword(s):  
Action Research ◽  
Environmental Education ◽  
First Nations ◽  
Digital Media ◽  
Curriculum Design ◽  
Informal Education ◽  
Community Education ◽  
Marginalized Communities ◽  
Learning Programs ◽  
Local Actors

This paper examines the functioning of and underlying assumptions about digital media in collaborative curriculum design processes in public science and environmental education, and community-designed action research learning programs. The article discusses teaching practices in US rural Northeast Wisconsin among Native Youth learning processes, from the complementation and articulation of formal and informal education to meaningful engagement and participation in science. The focus on the transformative use of digital media in science community education is intended to serve two interrelated purposes: First, it helps to address cultural-historical relations around the production of knowledge and relevant curriculums and pedagogies for rural tribal youth. Second, it intersects with the opportunities for the transferability of activity systems and action research centered around the production of mediational artifacts designed for the collective negotiation between First Nations Tribal communities and western modeled schools, institutions, workplaces, and societal roles. The transferability of this model envisions the incorporation of local actors and institutions in a deep artifact-based dialogue around epistemologies of self-determination and sustainability for Peoples who are fighting for their survival. These propositions take a new level when the transformative power of digital media shifts representations of power in historically marginalized communities, serving a larger activity of reorganizing ecologies of learning in education for culturally distinctive communities of practice.

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

scholarly journals Are telephone consultations here to stay in rheumatology?

2020 ◽  
Author(s):  
Sabrina R Raizada ◽  
Natasha Cleaton ◽  
James Bateman ◽  
Diarmuid M Mulherin ◽  
Nick Barkham
Keyword(s):  
Older Patients ◽  
Online Survey ◽  
Vulnerable Groups ◽  
Age Group ◽  
Telephone Consultation ◽  
Survey Tool ◽  
Face To Face ◽  
Vulnerable Patients ◽  
Number Of Patients

Abstract Objectives During the COVID-19 pandemic, face-to-face rheumatology follow-up appointments were mostly replaced with telephone or virtual consultations in order to protect vulnerable patients. We aimed to investigate the perspectives of rheumatology patients on the use of telephone consultations compared with the traditional face-to-face consultation. Methods We carried out a retrospective survey of all rheumatology follow-up patients at the Royal Wolverhampton Trust who had received a telephone consultation from a rheumatology consultant during a 4-week period via an online survey tool. Results Surveys were distributed to 1213 patients, of whom 336 (27.7%) responded, and 306 (91.1%) patients completed all components of the survey. Overall, an equal number of patients would prefer telephone clinics or face-to-face consultations for their next routine appointment. When divided by age group, the majority who preferred the telephone clinics were <50 years old [χ2 (d.f. = 3) = 10.075, P = 0.018]. Prevalence of a smartphone was higher among younger patients (<50 years old: 46 of 47, 97.9%) than among older patients (≥50 years old: 209 of 259, 80.7%) [χ2 (d.f. = 3) = 20.919, P < 0.001]. More patients reported that they would prefer a telephone call for urgent advice (168, 54.9%). Conclusion Most patients interviewed were happy with their routine face-to-face appointment being switched to a telephone consultation. Of those interviewed, patients >50 years old were less likely than their younger counterparts to want telephone consultations in place of face-to-face appointments. Most patients in our study would prefer a telephone consultation for urgent advice. We must ensure that older patients and those in vulnerable groups who value in-person contact are not excluded. Telephone clinics in some form are here to stay in rheumatology for the foreseeable future.

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