职前教师跨文化有效性的发展与其虚拟交流体验之间的关系

IF 4.6 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Recall Pub Date : 2023-03-09 DOI:10.1017/S0958344023000046
Irina Rets, B. Rienties, T. Lewis
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引用次数: 0

摘要

一些研究发现,虚拟交流(VE)对跨文化有效性(IE)的发展具有积极的影响。然而,很少有VE研究使用来自多个VE和混合方法的数据来衡量和解释VE在这一领域的感知学习收益。在本研究中,我们在两次交流中探讨了VE对职前教师感知IE发展的影响。使用k-均值聚类分析报告的IE收益,我们确定了三组报告高-中-低IE收益的学生。聚类分析为我们定性分析学生对VE的反思提供了依据。在分析了486篇日记中连续四次时间测量的数据后,我们确定了三个对学生感知IE发展至关重要的因素:学生在VE期间克服挑战的能力,与合作伙伴的互动程度,以及对文化差异的参与。这些发现揭示了VE的经历如何影响参与者对跨文化学习的看法。该研究为在线协作学习课程(如VE)的设计提供了建议,这可能有助于满足学生的多样化需求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Untangling the relationship between pre-service teachers’ development of intercultural effectiveness and their experiences in virtual exchange
Abstract Several studies have found that virtual exchange (VE) has a positive impact on intercultural effectiveness (IE) development. However, few VE studies have measured and unpacked perceived learning gains from VE in this area using data from multiple VEs and mixed-methods approaches. In this study, we explored the impact of VE on perceived IE development among pre-service teachers in two exchanges. Using k-means cluster analysis of reported gains in IE, we identified three groups of students who reported high-medium-low IE gains. Cluster analysis informed our qualitative analysis of students’ reflections on VE. Having analysed data from 486 diary entries at four successive time measurements, we identified three factors critical to students’ perceived IE development: students’ ability to overcome challenges during VE, level of engagement with their partners, and engagement with cultural difference. These findings shed light on what experiences in VE influence participants’ perceptions of their intercultural learning. The study provides recommendations for the design of online collaborative learning programmes, such as VE, that might help address students’ diverse needs.
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来源期刊
Recall
Recall Multiple-
CiteScore
8.50
自引率
4.40%
发文量
17
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