Interaction, Facilitation, and Deep Learning in Cross-Cultural Chat: A Case Study

Autor/inn/en	Osman, Gihan; Herring, Susan C.
Titel	Interaction, Facilitation, and Deep Learning in Cross-Cultural Chat: A Case Study
Quelle	In: Internet and Higher Education, 10 (2007) 2, S.125-141 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2007.03.004
Schlagwörter	Constructivism (Learning); Distance Education; Adult Learning; Adult Students; Interaction; Foreign Countries; Content Analysis; Case Studies; Intercultural Communication; Computer Mediated Communication; Educational Technology; Longitudinal Studies; Communication Problems; Scoring Rubrics; Communication Research; Universities; Azerbaijan; United States + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Interaktion; Ausland; Inhaltsanalyse; Case study; Fallstudie; Case Study; Interkulturelle Kommunikation; Computerkonferenz; Unterrichtsmedien; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kommunikationsbarriere; Scoring formulas; Auswertungsbogen; Kommunikationsforschung; University; Universität; Aserbaidschan; USA
Abstract	This case study evaluates the potential of synchronous chat for deep learning in the context of a distance education program between two universities in different cultural contexts, with a focus on interaction and facilitation. Three rubrics--functional moves, social construction of knowledge, and teaching presence--were applied in a longitudinal content analysis of chat sessions between four adult learners in Azerbaijan and their two facilitators in the U.S. The findings reveal that although the quality of the interaction was limited by the nature of the task, language difficulties, and differing cultural expectations about instruction, conceptual negotiative activity increased over time. In conjunction with previous research on constructivist learning, these results support the view that synchronous chat can facilitate deep learning, but also suggest that the cost may outweigh the benefits, especially when language and cultural barriers must be overcome. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10