阿拉伯和犹太学生之间的在线合作:恐惧和焦虑

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Multicultural Education Pub Date : 2019-03-04 DOI:10.18251/IJME.V21I1.1726

M. Ahmad, Elaine Hoter

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引用次数: 3

摘要

这项研究调查了一个为期一年的在线合作大学间课程中的学生。来自以色列五所教育学院的阿拉伯和犹太学生组成虚拟团队。数据包括调查前和调查后的问卷，以及开放式问题和正在进行的反思性期刊。t检验结果表明，犹太和阿拉伯参与者对该组其他参与者的感知显著改善——4.38。这得到了定性数据的支持。起初，学生们对与其他文化的人一起工作表示担忧，并担心离开自己的舒适区。

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Online Collaboration between Arab and Jewish Students: Fear and Anxiety

This study examines students in an online, collaborative, yearlong intercollege course. Arab and Jewish students from five colleges of education in Israel worked in virtual teams. The data includes pre and post questionnaires as well as open ended questions and ongoing reflective journals. The results of the t-test indicated that the perception of other participants in the group improved significantly among Jewish and Arab participants -4.38. This was backed up by the qualitative data. Initially, the students expressed apprehension towards working with people from the other culture and fear of leaving their comfort zone.

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来源期刊

International Journal of Multicultural Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

12.50%

发文量

期刊介绍： International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation (some special issues may publish quantiative studies); (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories. We accept submissions of high quality from the global community. Reviews of visual arts, professional and children''s books, and multimedia resources will be published until the end of 2015 (submissions are on invitation only).