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Interaction, facilitation, and deep learning in cross-cultural chat: A case study
ARTICLE

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Internet and Higher Education Volume 10, Number 2, ISSN 1096-7516 Publisher: Elsevier Ltd

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.

Citation

Osman, G. & Herring, S.C. (2007). Interaction, facilitation, and deep learning in cross-cultural chat: A case study. Internet and Higher Education, 10(2), 125-141. Elsevier Ltd. Retrieved October 17, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2007.03.004

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