Intercultural collaborative teaching and learning in online environments: E-quality in global media education case study

Intercultural collaborative teaching and learning in online environments: E-quality in global media education case study

Innovative technologies and learning: 6th International Conference, ICITL 2023, Porto, Portugal, August 28–30, 2023, proceedings

• Korte, Satu Maarit University of Lapland
• Maasilta, Mari University of Lapland
• Lau, Chaak Ming The Education University of Hong Kong
• Wang, Lixun The Education University of Hong Kong
• Keskitalo, Pigga University of Lapland

• Huang, Yueh Min National Cheng-Kung University
• Rocha, Tânia University of Trás-os-Montes and Alto Douro

Cham

Springer

2023

• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGE Distance Education
• P Social Context of Education
  • PB Comparative Education

Intercultural Communication Collaborative Online Education e-quality

• Lapland
• Finland
• Hong Kong
• China

• 1997.7 onwards

• Post-Secondary Education

This paper examines international students’ intercultural experiences during an online course on global media education that was co-organised in 2021 and 2022 by universities in Lapland, Finland and Hong Kong, China. The COVID-19 pandemic started an exponential ascent for teaching and learning in online environments. This is likely to continue in the globalising post-pandemic world, in which the participants are becoming increasingly international and from diverse backgrounds. For positive online intercultural encounters, online pedagogies that enhance intercultural understanding and the development of intercultural communication skills are needed. Through a content analysis of the students’ learning diaries, this paper investigates the ways in which cultural diversity was experienced during online teaching and learning and how the students’ perceptions and cultural sensitivity developed during the courses. The findings are reflected in the five pillars of the online pedagogical framework, which is then expanded to encompass the dimension of intercultural communication to support the development of intercultural sensitivity and interrelationships among students. We propose a pedagogical model for online teaching and learning in intercultural contexts that can support equity and quality in e-learning, or so-called e-quality. This paper concludes by recommending international collaborative teaching in authentic situations for the promotion of intercultural understanding and communication. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG.

• English

Book Chapters

• 9783031401121

• 10.1007/978-3-031-40113-8_15

https://bibliography.lib.eduhk.hk/bibs/bda198ed

2024-06-17