Not Blogging, Drinking: Peer Learning, Sociality and Intercultural Learning in Study Abroad

Autor/inn/en	Tonkin, Kati; Bourgault du Coudray, Chantal
Titel	Not Blogging, Drinking: Peer Learning, Sociality and Intercultural Learning in Study Abroad
Quelle	In: Journal of Research in International Education, 15 (2016) 2, S.106-119 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240916647600
Schlagwörter	Drinking; Cultural Awareness; Study Abroad; Electronic Publishing; Peer Teaching; Foreign Countries; Intervention; Sustainability; Computer Mediated Communication; Social Integration; Interpersonal Relationship; Teaching Methods; Learning Experience; Exchange Programs; College Students; Cultural Differences; Student Attitudes; Comparative Analysis; Interviews; Australia; Germany + Suchen Sie Ihr Suchwort? Trinken; Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Elektronisches Publizieren; Peer group teaching; Peer Group Teaching; Ausland; Nachhaltigkeit; Computerkonferenz; Soziale Integration; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Collegestudent; Kultureller Unterschied; Schülerverhalten; Interviewing; Interviewtechnik; Australien; Deutschland
Abstract	Research into study abroad students' intercultural learning has demonstrated a need to provide pedagogical support before, during and after the study abroad experience. This article reports on the authors' efforts to support the in-country learning of Australian study abroad students through an online guided reflection exercise (blog) with a peer-learning component. Our findings suggest that exposing students to theories of intercultural learning prior to the study abroad experience opens them to the possibility of such learning occurring. However, the unanticipated discovery that the students' most significant intercultural learning stemmed from the processes of social drinking rather than online interaction emphasizes that participation in an unfamiliar culture is an embodied and social experience, and suggests that concentration of pedagogical efforts in familiar and disembodied online spaces may disconnect students from the very experiences on which we wish them to reflect. We therefore recommend that instructors design opportunities for peer learning through embodied social interactions between outgoing and incoming study abroad students, framed by explicit discussion of concepts in intercultural learning. Such scaffolding is likely to be more sustainable in the current Australian fiscal environment than the intensive in-country instructor intervention that is common in the North American context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01