将Soliya Connect项目整合到关键跨文化交流的课堂课程中

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Educational Action Research Pub Date : 2022-10-21 DOI:10.1080/09650792.2022.2137821

Jonathan Mason, Narjess Hachena

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引用次数: 0

摘要

摘要本文介绍了突尼斯苏塞大学艺术与人文学院的一个为期两年的教学、教师为研究者的行动研究项目，该项目调查了Soliya Connect计划（一个促进对话的在线交流计划）的整合，批判性跨文化交际理论课程帮助学生培养批判性跨文化能力。尽管最初对额外的时间承诺有一些担忧，但学生们一致赞成将这两个方面结合起来，声称“连接计划”帮助他们在现实生活中培养批判性，并且在线交流更有效，因为他们在课堂上培养了批判性的观点。研究结果支持将理论和实践在线部分结合起来，培养学生关键的跨文化沟通技能，并利用行动研究为调整这两个部分提供信息，以提高结果。

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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Integrating the Soliya Connect Program into a Classroom Course on Critical Intercultural Communication

ABSTRACT This paper presents a two-year pedagogical, teacher-as-researcher, action research project at the Faculty of Arts and Humanities, University of Sousse, Tunisia, which investigates how the integration of the Soliya Connect Program, a facilitated dialogic online exchange programme, with a theoretical course on critical intercultural communication helped students develop critical interculturality. Despite some initial concern about the extra time commitment, students were unanimously positive about integrating the two aspects, claiming that the Connect Program helped them to develop criticality in real life, and that the online communication was much more effective because they participated with the critical perspective developed in class. The findings support the integration of theoretical and practical online components in developing students’ critical intercultural communication skills, and the use of action research to inform adjustments to both components in order to improve the outcomes.

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来源期刊

Educational Action Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis. The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.