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Asynchronous Threaded Discussions and Intercultural Learning: Student Sojourner Perspectives
Proceeding

, The Chinese University of Hong Kong, Hong Kong

EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper centers on student perceptions of a fully-online course that was designed to enhance their intercultural learning during study abroad. By way of a post-course questionnaire survey and interview, 22 international exchange students from a Hong Kong university divulged their views about this mode of learning. Although many lamented the amount of time needed to participate in the weekly forum, the majority appreciated the opportunity to share and ‘unpack’ intercultural experiences online. Most believed that asynchronous discussions increased their knowledge and understanding of intercultural communication issues and helped them to adjust to the unfamiliar environment. A content analysis of their posts also provided evidence of growth in intercultural awareness and sensitivity. The findings of this evaluative case study point to the potential benefits of asynchronous threaded discussions to enhance the intercultural learning and engagement of student sojourners.

Citation

Jackson, J. (2016). Asynchronous Threaded Discussions and Intercultural Learning: Student Sojourner Perspectives. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 156-167). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

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