Cross-cultural online encounters with peers from different countries

Eliyahu-Levi, Dolly

doi:10.1080/01587919.2020.1766948

Cited by 4 publications

(3 citation statements)

References 59 publications

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“…In order to explore ways to continue providing these international experiences, most universities have begun finding creative methods of using technology to foster the exchange of ideas and build partnerships with communities in the global world (Eliyahu-Levi, 2020). As the use of technology continues to expand, online collaborations or partnerships has led to social connections, sharing experiences, and creating new knowledge with rapid dissemination (Scott, 2015).…”

Section: Introductionmentioning

confidence: 99%

Collaborative Online International Learning (COIL): Fighting Hunger During a Global Pandemic

Spencer,

Salleh

2024

JEL

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Today, an increasing number of higher education institutions are recognizing the importance of preparing students to communicate, live, and work effectively with others from different cultural backgrounds (Appiah-Kubi, 2020; Eliyahy-Levi, 2020; Iuspa, 2019). Providing opportunities for students to travel abroad has been an integral part of the higher education experience for many years. However, with the global pandemic resulting in limited travel, universities are developing new and innovative ways to provide international experiences for students. The purpose of this cross disciplinary project was to explore an international virtual student collaboration between two universities, one in the United States and one in Southeast Asia. Twenty students were matched across universities to examine one of the U.N. Sustainable Development Goals: #2 Zero Hunger (https://sdgs.un.org/goals). Fighting hunger is not a new problem in our world, but the focus has been greater in the midst of a world-wide pandemic. Many people have lost jobs or had their income severely impacted. Students from both universities worked collaboratively to explore the issues of fighting hunger during a pandemic and focused on finding solutions that can last long after the end of this current pandemic.

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Section: Introductionmentioning

confidence: 99%

Collaborative Online International Learning (COIL): Fighting Hunger During a Global Pandemic

Spencer,

Salleh

2024

JEL

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“…While various staff and student exchanges, along with study-abroad programmes, resulted from this initial partnership agreement, two lecturers, 1 (first and second author) one from each university, shared a vision of building a more sustainable bridge across the political and cultural divides of their countries. This vision was not unique to the two lecturers, as universities across the globe were awakening to the potential and challenges of internationalised learning and transcultural studies for their students (MacKenzie & Meyers, 2012;Yasuhara, 2013;Shin, Lee & Kim, 2013;Eliyahu-Levi, 2020). Furthermore, there is an increasing awareness that intercultural exchange through mobility programmes remains exclusive (Woicolesco, Cassol-Silva & Morosini, 2022).…”

Section: Introductionmentioning

confidence: 99%

Cross-cultural collaboration through virtual teaming in higher education

Howard,

Ilyashenko,

Jacobs

2023

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Scholars from three universities in three different parts of the world – North America, Africa, and Eurasia – across different cultures, disciplines, and contexts, collaborated with the objective of advancing transversal skills and intercultural competences through immersing their students in international virtual teamwork. Students and lecturers represented the Appalachian State University (United States of America), University of the Free State (South Africa), and Novgorod State University (Russia). In this article, we share our lessons learned from the challenges we faced in the hopes of deepening understanding in higher education concerning what can be accomplished through remote learning across continents and cultures. This work allowed us to be ahead of the collapse of traditional teaching on campuses caused by the COVID-19 pandemic, as we had prior experience of online pedagogies reaching across international borders, cultures, time zones, and languages. Even during hard lockdown, when travelling abroad was impossible, our students experienced internationalised curricula, interacted with international scholars and staff, and were able to continue with the programme as planned. We began this work more than five years prior to the pandemic; therefore, these efforts led to successfully switching to online learning in other courses. We began with engaging staff members as well as students in ongoing, project-based collaboration across cultures from these institutions. This required the use of synchronous and asynchronous digital platforms, which would enable staff members and students to work collaboratively for six to eight weeks to create realistic projects. Staff members began to compile the collaborative co-creating courses that would be taught together, thus combining and adapting various pedagogical approaches. We then shared the responsibility for co-facilitating each course, despite different philosophies of teaching and learning. The result was a balanced blend of pedagogies, allowing students to collaborate successfully with students from the other universities. Students overcame a number of challenges: (a) cultural differences; (b) infrastructure for technology platforms; (c) time zones; (d) languages; (e) age and generational differences; (f) unfamiliarity with various pedagogies; (g) interaction with other cultures and settings; and (h) stereotypes fuelled by popular media. We share our journey and the strategies that addressed these challenges, including the use of technology and results from this continued collaboration.

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“…In this view, a strategic approach to incorporate an understanding towards multicultural sustainability should be taken into consideration in a particular way, through coordinating extensively on mutual acceptability [9]. As a fundamental principle, the mutual acceptance to achieve unity in diversity should be conceptualized in a proper way within political and social movements among nation states [10]. In this regard, one of the most significant approaches to maintaining harmony in a diverse society in both multicultural and religious aspects is to balance wise approaches and social justice, which must be enhanced in order to build unity in diversity [11].…”

Section: Introductionmentioning

confidence: 99%

Understanding of Multicultural Sustainability through Mutual Acceptance: Voices from Intercultural Teachers’ Previous Early Education

2021

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The objective of this article was to examine multicultural sustainability with reference to appropriate manners suitable for creating an atmosphere of mutual acceptability. The focus was on previous early education among the intercultural teachers. The participants included ten teachers, five Muslims and five non-Muslim, with intercultural backgrounds, who were selected to be involved in this study. A structured interview was employed, and a thematic analysis was performed on the basis of the research findings. The findings revealed that there were several themes resulting from conducted interviews that were centered around understandings of multicultural sustainability based on learning experiences in previous early education. When evaluating the intercultural awareness of mutual acceptability within the context of a multicultural background, among the themes operating as key strategic elements for achieving multicultural sustainability through mutual acceptance were situational experience, mutual understanding, mutual trust, and awareness of mutual responsibility with a view to maintaining intercultural relations. This study contributes to the expansion of strategies employed by intercultural teachers in a modern context, with respect to a meaningful concern for acceptance in ensuring the achievement of multicultural adaptability.

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Cross-cultural online encounters with peers from different countries

Cited by 4 publications

References 59 publications

Collaborative Online International Learning (COIL): Fighting Hunger During a Global Pandemic

Collaborative Online International Learning (COIL): Fighting Hunger During a Global Pandemic

Cross-cultural collaboration through virtual teaming in higher education

Understanding of Multicultural Sustainability through Mutual Acceptance: Voices from Intercultural Teachers’ Previous Early Education

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