Interaction, facilitation, and deep learning in cross-cultural chat: A case study

@article{citeulike:1365073, abstract = {This case study evaluates the potential of synchronous chat for deep learning in the context of a distance education program between two universities in different cultural contexts, with a focus on interaction and facilitation. Three rubrics--functional moves, social construction of knowledge, and teaching presence--were applied in a longitudinal content analysis of chat sessions between four adult learners in Azerbaijan and their two facilitators in the U.S. The findings reveal that although the quality of the interaction was limited by the nature of the task, language difficulties, and differing cultural expectations about instruction, conceptual negotiative activity increased over time. In conjunction with previous research on constructivist learning, these results support the view that synchronous chat can facilitate deep learning, but also suggest that the cost may outweigh the benefits, especially when language and cultural barriers must be overcome.}, author = {Osman, Gihan and Herring, Susan C. }, citeulike-article-id = {1365073}, doi = {http://dx.doi.org/10.1016/j.iheduc.2007.03.004}, journal = {The Internet and Higher Education}, keywords = {culture, interaction, technology}, number = {2}, pages = {125--141}, posted-at = {2007-06-05 06:43:10}, priority = {2}, title = {Interaction, facilitation, and deep learning in cross-cultural chat: A case study}, url = {http://dx.doi.org/10.1016/j.iheduc.2007.03.004}, volume = {10}, year = {2007} }

TY - JOUR ID - citeulike:1365073 L3 - citeulike-article-id:1365073 N2 - This case study evaluates the potential of synchronous chat for deep learning in the context of a distance education program between two universities in different cultural contexts, with a focus on interaction and facilitation. Three rubrics--functional moves, social construction of knowledge, and teaching presence--were applied in a longitudinal content analysis of chat sessions between four adult learners in Azerbaijan and their two facilitators in the U.S. The findings reveal that although the quality of the interaction was limited by the nature of the task, language difficulties, and differing cultural expectations about instruction, conceptual negotiative activity increased over time. In conjunction with previous research on constructivist learning, these results support the view that synchronous chat can facilitate deep learning, but also suggest that the cost may outweigh the benefits, especially when language and cultural barriers must be overcome. IS - 2 JF - The Internet and Higher Education EP - 141 TI - Interaction, facilitation, and deep learning in cross-cultural chat: A case study VL - 10 SP - 125 KW - culture KW - interaction KW - technology AU - Osman, Gihan AU - Herring, Susan PY - 2007/// UR - http://dx.doi.org/10.1016/j.iheduc.2007.03.004 ER -