Cross-Cultural Practices of Adult Educators in Blended Global Education

Autor/in	Gironda, Linda Ann
Titel	Cross-Cultural Practices of Adult Educators in Blended Global Education
Quelle	(2019), (263 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Teachers College, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-1418-3
Schlagwörter	Hochschulschrift; Dissertation; Adult Educators; Educational Practices; Blended Learning; Cultural Awareness; Cooperative Learning; Adult Students; Teacher Attitudes; Cultural Differences; Global Approach; International Cooperation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Cultural identity; Kulturelle Identität; Kooperatives Lernen; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Lehrerverhalten; Kultureller Unterschied; Globales Denken; Internationale Kooperation; Internationale Zusammenarbeit
Abstract	This qualitative study explores how adult educators use a blended teaching format, that is, the use of face-to-face teaching combined with online technology, to promote cross-cultural understanding between students from different cultures. This study is based upon the following assumptions: (1) cross-cultural understanding can be achieved through blended global education; (2) technology and online international education can help students achieve the benefits of cross-cultural understanding; and (3) by promoting cross-cultural understanding, students will learn to challenge assumptions, create new perspectives, gain global competence, and embrace international diversity.This study examines the dedicated work of adult educators who participated in an online international teaching program, to have students from different countries, use technology to collaborate on shared projects in order to foster and promote cross-cultural understanding. The primary sources of data were: in-depth interviews with 20 adult educators, 10 from the United States and 10 from Mexico; a focus group of related academic and university professionals; and documentary analysis. The bounded case study examined, among other things, the adult educators' perceptions of differences in teaching in a face-to-face, online, and blended global format; the activities used within a blended global context to promote understanding among students from different cultures; the ways in which adult educators learned how to teach in this environment; and finally, those factors that facilitated or inhibited the process of cross-cultural understanding within this blended global format. Key findings included the power paradox of synchronicity; the blended cultural diversity paradigm; the impact of international collegial partnerships; and the anxiety and embrace of language challenges. A key finding was that, based upon the level of technology interaction coupled with the academic content of the collaborative work, students can achieve different levels of cross-cultural understanding from awareness to appreciation to advocacy. A primary recommendation from this study is that adult educators and institutions should embrace technology as a creative and innovative way to help students achieve cross-cultural understanding and global competence in today's changing economy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01