International ESL Graduate Student Perceptions of Online Learning in the Context of Second Language Acquisition and Culturally Responsive Facilitation

Autor/inn/en	Tan, Fujuan; Nabb, Lee; Aagard, Steven; Kim, Kioh
Titel	International ESL Graduate Student Perceptions of Online Learning in the Context of Second Language Acquisition and Culturally Responsive Facilitation
Quelle	In: Adult Learning, 21 (2010) 1-2, S.9-14 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
Schlagwörter	Technology Uses in Education; Adult Education; Higher Education; Access to Education; Educational Opportunities; Foreign Students; Second Languages; English (Second Language); Cultural Differences; Student Attitudes; Context Effect; Online Courses; Learning Processes; Culturally Relevant Education; Electronic Learning; Graduate Students; Cultural Awareness; Language Skills; Culture Conflict + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Second language; Zweitsprache; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Schülerverhalten; Online course; Online-Kurs; Learning process; Lernprozess; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Cultural identity; Kulturelle Identität; Language skill; Sprachkompetenz; Kulturkonflikt
Abstract	The development of technology has made adult and higher education learning opportunities increasingly more accessible to a growing number of people. With the number of courses steadily increasing to meet students' needs and demands, and because programs are likewise changing to incorporate more online learning opportunities, international, English as Second Language (ESL) students are more frequently encouraged or required to take online courses to complete their programs of study at U.S. colleges and universities. Despite popular clamor for more diversity and diversity sensitivity in the classroom, little research exists regarding how cultural differences and student perceptions affect online learning, particularly with respect to ESL students. Research in this area could inform the production of cultural awareness and culturally responsive education and thus promote more effective educational practice. In the interest of such results, this study collected and examined ESL graduate student perspectives concerning online learning experiences and how such experiences affect the development of English language skills. (ERIC).
Anmerkungen	American Association for Adult and Continuing Education. 10111 Martin Luther King Jr. Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: aaace10@aol.com; Web site: http://www.aaace.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10