Building a Shared Virtual Learning Culture: An International Classroom Partnership

Autor/inn/en	Starke-Meyerring, Doreen; Andrews, Deborah
Titel	Building a Shared Virtual Learning Culture: An International Classroom Partnership
Quelle	In: Business Communication Quarterly, 69 (2006) 1, S.25-49 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1080-5699
DOI	10.1177/1080569905285543
Schlagwörter	Foreign Countries; Student Exchange Programs; Cooperative Learning; Partnerships in Education; Intercollegiate Cooperation; Virtual Classrooms; Educational Environment; Intercultural Communication; Distance Education; Management Development; Course Descriptions; Instructional Development; Instructional Effectiveness; International Educational Exchange; Canada; United States + Suchen Sie Ihr Suchwort? Ausland; Schüleraustausch; Kooperatives Lernen; Hochschulpartnerschaft; Hochschulkooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interkulturelle Kommunikation; Distance study; Distance learning; Fernunterricht; Kursstrukturplan; Teaching improvement; Unterrichtsentwicklung; Unterrichtserfolg; Internationaler Austausch; Kanada; USA
Abstract	Business professionals increasingly use digital tools to collaborate across multiple cultures, locations, and time zones. Success in this complex environment depends on a shared culture that facilitates the making of knowledge and the best contributions of all team members. To prepare managers for such communication, the authors designed and implemented a semester-long intercultural virtual team project between a management communication course in the United States and one in Canada. To prevent faultlines between subgroups on each campus, the authors set a clear outcome for students' research, established equity between the two sites, structured assignments so that students worked interdependently across sites, and encouraged inclusive communication. Faculty considering such a partnership should incorporate a robust collaborative workspace, incorporate preliminary exercises before a large project, provide intensive mentoring and instruction on peer review, arrange for a real visit or videoconference between locations, and expect the project to be both fun and demanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10