You are here:

Exploratory Study of Cross-Cultural Engagement in the Community of Inquiry: Instructor Perspectives and Challenges
PROCEEDINGS

, E-connection, Brazil

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study examines instructor multicultural efficacy in global online learning communities. To explore this phenomenon in the CoI framework, a two-phase study was conducted with 10 instructors from two Alberta higher education institutions. Phase one comprised creating intercultural competency indicators to test how they developed and expanded existing teaching and social presence indicators. Qualitative data revealed that in the lack of any cross-cultural design, instructors utilize facilitation and open communication strategies to foster learning and prevent conflict. Phase two involved augmenting the 34-item CoI survey instrument. Additional roles that relate to instructor cross-cultural efficacy were incorporated into both teaching and social presence elements based on qualitative findings. Quantitative data revealed that the incorporated cultural indicators correlated highly with the teaching and social indicators, indicating their usefulness to measure multicultural efficacy in the CoI framework.

Citation

Vladimirschi, V. (2012). Exploratory Study of Cross-Cultural Engagement in the Community of Inquiry: Instructor Perspectives and Challenges. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1942-1947). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2019 from .

Keywords

View References & Citations Map

References

  1. Arbaugh, J.B., Cleveland-Innes, M., Diaz, S., Garrison, D.R., Ice, P., Richardson, J.C., Shea, P., & Swan, K. (2008). Developing a community of inquiry instrument: testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education. 1, 133-136. Elsevier Inc.
  2. Bates, A.W. & Gpe, J. (1997). Crossing boundaries: making global distance education a reality. Journal of Distance Education. 12(1/2), 49-66.
  3. Creswell, J.W. & Plano Clark, V.L. (2007). Designing and Conducting Mixed Methods Research. California, London and New Delhi: Sage Publications, Inc.
  4. Edmundson, A. (2009). Culturally Accessible E-Learning: An Overdue Global Business Imperative. The American Society for Training and Development. Retrieved May 24, 2010 from http://www.astd.org/LC/2009/0509_edmundson.htm
  5. Edmundson, A., editor (2007). Globalized E-learning Cultural Challenges. Hershey, PA: Information Science Publishing.
  6. Edmundson, A., editor (2007). Globalized E-learning Cultural Challenges. Hershey, PA: Information Science Publishing.
  7. Garrison, D.R., Anderson, T. & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education. 2(2-3), 87-105.
  8. Garrison, D.R. (2011). E-Learning in the 21st Century: A Framework for Research and Practice (2nd ed.). London and New York: Routledge, Taylor& Francis Group.
  9. Gunawardena, C., Wilson, P.L. & Nolla, A.C. (2003). Culture and Online Education (pp. 753-775). In
  10. Guyton, E.M. & Wesche, M.V. (2005). The multicultural efficacy scale: development, item selection, and reliability. Multicultural Perspectives, 7(4), 21-29. Lawrence Erlbaum Associates, Inc.
  11. Hewling, A. (2005). Culture in the online class: Using message analysis to look beyond nationality-based frames of reference. Journal of Computer-Mediated Communication. 11(1), article 16.
  12. Matsumoto, D. (1996). Culture and Psychology. P.16. Pacific Grove, CA: Brooks/Cole Publishing
  13. Morgan, T. (2011). Online classroom or community-in-the-making? Instructor conceptualizations and teaching presence in international online contexts. The Journal of Distance Education, 25(1), 115.
  14. Zhao, N. & McDougall, D. (2008). Cultural influences on Chinese students’ asynchronous online learning in a Canadian university. Journal of Distance Education. 22(2).-1946 DASHDASH

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.