Negotiating cultures in cyberspace

IF 3.5 2区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning & Technology Pub Date : 2004-01-01 DOI:10.5282/UBM/EPUB.13572

K. Reeder, L. Macfadyen, Jörg Roche, M. Chase

引用次数: 4

Abstract

In this paper we report findings of a multidisciplinary study of online participation by culturally diverse participants in a distance adult education course offered in Canada and examine in detail three of the study's findings. First, we explore both the historical and cultural origins of "cyberculture values" as manifested in our findings, using the notions of explicit and implicit enforcement of those values and challenging the assumption that cyberspace is a culture free zone. Second, we examine the notion of cultural gaps between participants in the course and the potential consequences for online communication successes and difficulties. Third, the analysis describes variations in participation frequency as a function of broad cultural groupings in our data. We identify the need for additional research, primarily in the form of larger scale comparisons across cultural groups of patterns of participation and interaction, but also in the form of case studies that can be submitted to microanalyses of the form as well as the content of communicator's participation and interaction online.

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网络空间中的文化谈判

在本文中，我们报告了一项多学科研究的结果，研究了加拿大提供的远程成人教育课程中不同文化的参与者的在线参与情况，并详细检查了该研究的三个发现。首先，我们探索了“网络文化价值”的历史和文化起源，正如我们的研究结果所显示的那样，使用这些价值观的显性和隐性执行的概念，并挑战了网络空间是一个文化自由区的假设。其次，我们考察了课程参与者之间的文化差异的概念，以及在线沟通成功和困难的潜在后果。第三，分析将参与频率的变化描述为我们数据中广泛文化分组的函数。我们认为有必要进行更多的研究，主要是通过跨文化群体的参与和互动模式的更大规模比较，但也可以通过案例研究的形式提交给传播者参与和在线互动的形式和内容的微观分析。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning & Technology Multiple-

自引率

2.60%

发文量

审稿时长

53 weeks

期刊介绍： Language Learning & Technology (LLT) is a fully-refereed, open journal which has been published exclusively online since July 1997. Published triannually (February, June, and October), the journal seeks to disseminate research to foreign and second language educators on issues related to technology and language education. The focus of LLT is not technology per se, but rather issues related to language learning and language teaching, and how they are affected or enhanced by the use of digital technologies. LLT has an editorial board of scholars in the fields of second language acquisition and computer-assisted language learning. Language Learning & Technology is currently sponsored and funded by the National Foreign Language Resource Center (NFLRC) and the Center for Language & Technology (CLT) at University of Hawai''i at Mānoa, and the Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin. In its early beginnings, the journal started as a project sponsored by the NFLRC and the Center for Language Education and Research (CLEAR) at Michigan State University and co-sponsored by Apprentissage des Langues et Systèmes d''Information et de Communication (ALSIC), the Australian Technology Enhanced Language Learning Consortium (ATELL), the Center for Applied Linguistics (CAL), the Computer Assisted Language Instruction Consortium (CALICO), the European Association for Computer Assisted Language Learning (EUROCALL), the International Association for Language Learning Technology (IALLT), and the University of Minnesota Center for Advanced Research on Language Acquisition (CARLA).