The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Cultural Implications of E-learning Access (& Divides): Teaching an Intercultural Communication Course Online
Author(s): Pauline Hope Cheong (Arizona State University, USA)and Judith N. Martin (Arizona State University, USA)
Copyright: 2010
Pages: 14
EISBN13: 9781613500057
Purchase
View Sample PDF
Abstract
This chapter presents a case study of developing and teaching an intercultural communication (IC) course online, within the context of a department in a large research University in the U.S. In so doing, the authors discuss a broadened and recursive model of cultural access and divides in E-learning. Expanding on van Dijk’s (2005) framework, the authors present several ways in which their IC course attempts to address multiple pathways of E-learning access, including motivational, material, skills and usage access. They describe both the successes and challenges of meeting the goals of e-learning access with specific examples of the content, activities, assignments, pedagogical strategies, and student assessment in this online course. Finally, they identify challenges of this e-learning at the micro and macro level context—in the course, university writ large and in the communication discipline.
Related Content
|
Ariadna Angulo-Brunet, Oscar Lecuona.
© 2022.
23 pages.
|
|
Tracy L. Mulvaney, Kathryn L. Lubniewski.
© 2020.
16 pages.
|
|
Neyire Deniz Sarier.
© 2011.
13 pages.
|
|
Tammy Whalen, David Wright.
© 1999.
14 pages.
|
|
Shu-Fen Hung Lin, Hsueh-Hua Chen.
© 2014.
33 pages.
|
|
|