The Transformative Learning Potential in the Hybrid Space between Technology and Intercultural Encounters

Autor/inn/en	Jørgensen, Mette; Mason, Amanda; Pedersen, Rikke; Harrison, Roger
Titel	The Transformative Learning Potential in the Hybrid Space between Technology and Intercultural Encounters
Quelle	In: Journal of Studies in International Education, 26 (2022) 3, S.318-333 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jørgensen, Mette) ORCID (Mason, Amanda) ORCID (Pedersen, Rikke) ORCID (Harrison, Roger)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315320976030
Schlagwörter	Transformative Learning; Blended Learning; Intercultural Communication; Cultural Awareness; Higher Education; Computer Mediated Communication; International Educational Exchange; College Faculty; Teacher Attitudes; Teaching Methods; Educational Opportunities; Literacy Education; Early Childhood Education; Foreign Countries; Videoconferencing; Video Technology; Instructional Materials; Student Attitudes; Teacher Education Programs; Program Descriptions; Barriers; Teacher Student Relationship; Technological Literacy; Skill Development; Outcomes of Education; Denmark; United Kingdom + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Computerkonferenz; Internationaler Austausch; Fakultät; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsangebot; Bildungschance; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Technisches Wissen; Kompetenzentwicklung; Qualifikationsentwicklung; Lernleistung; Schulerfolg; Dänemark; Großbritannien
Abstract	As many higher education institutions strive to internationalize and develop graduates as global citizens, new technologies are supposed to be creating opportunities for geographically dispersed students to meet and develop intercultural skills. We argue, however, that there is scant evidence that these opportunities are being fully exploited. In this article, we explore some of the reasons for this by using the lens of "third space" theories to interpret data from a preliminary study of an international virtual exchange project. We found that although the project afforded some scope for critical intercultural learning, this was limited by two key factors related to the second space of the traditional classroom: the skills and attitudes of the lecturers and asymmetries in project goals. We conclude by arguing that unless higher education institutions provide more fertile conditions for projects like these, further opportunities for intercultural learning will be missed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01