The Creation of Virtual and Face-to-Face Learning Communities: An International Collaboration Experience

Lajoie, Susanne P.; García, B. Fierro; Berdugo, Gloria; García-Márquez, Luis Jorge; Espíndola, Susana Mabel; Nakamura, Carlos

doi:10.2190/1g77-3371-k225-7840

Cited by 24 publications

(9 citation statements)

References 17 publications

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“…Technology can create communities of learners across international boundaries (Ertmer et al, 2011;Lai & Law, 2006;Lajoie et al, 2006;Peters & Slotta, 2010) but working in nonwestern cultures can pose challenges (e.g., Hmelo-Silver, 2012; see Hung & Loyens, 2012). We examine the manner in which online communities evolve by using the Community of Inquiry (COI) framework that describes learning from a social-constructivist approach (Garrison, Anderson & Archer, 2000).…”

mentioning

confidence: 99%

Using Online Digital Tools and Video to Support International Problem-Based Learning

Lajoie¹,

Hmelo‐Silver²,

Wiseman³

et al. 2014

Interdisciplinary Journal of Problem-Based Learning

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The goal of this study is to examine how to facilitate cross-cultural groups in problem-based learning (PBL) using online digital tools and videos. The PBL consisted of two video-based cases used to trigger student-learning issues about giving bad news to HIV-positive patients. Mixed groups of medical students from Canada and Hong Kong worked with facilitators from each country along with an expert facilitator. The study used AdobeConnect to support the international model through synchronous video interaction and shared applications. This study examines strategies and challenges in facilitating PBL across distance and cultures. Discourse was analyzed using both an inductive and deductive approach where the later used the Community of Inquiry coding scheme. The international context provides a way to facilitate multiple perspectives about how to communicate bad news to patients from different cultural backgrounds. In addition, we present the results of an exploratory analysis of pre and post tests using a standardized patient that demonstrate that the students' pattern of communication showed qualitative change. Several conjectures were developed for future research.

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confidence: 99%

Using Online Digital Tools and Video to Support International Problem-Based Learning

Lajoie¹,

Hmelo‐Silver²,

Wiseman³

et al. 2014

Interdisciplinary Journal of Problem-Based Learning

Self Cite

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“…Teachers who are shown examples on how to provide constructive critiques and how to properly challenge each other may be more productive and comfortable participating in the online discussion as time progresses. For instance, existing research has indicated Modeling activities such as the consideration of others' ideas before posting messages can result in a more comfortable environment and in more interactive dialogues in the online settings (Lajoie, Garcia, Berdugo, Marquez, Espindola, & Nakamura, 2007). Likewise, modeling reciprocal and active participation may lead to quality online dialogues (Reinhart, Slowinski, & Anderson, 2001).…”

Section: Discussionmentioning

confidence: 99%

Assisting Teachers' Thinking and Participation Online

Kale

Brush

Saye

2009

Journal of Educational Computing Research

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This study examines online messages in a discussion forum that a group of K-12 history teachers used to discuss curriculum implementations as part of their professional development. It has 3 main research foci. First, it focuses on identifying the types of assistances provided to the teachers in an online forum. Second, it examines teachers' cognitive thinking levels exemplified in their online messages. Third, it investigates the relationship between the assistance provided to teachers and the thinking levels they exemplified online. In addition, the study presents data from interviews with forum users to help validate findings attained through examining the online messages. Findings show that various assistance types and forum users' perceptions of online communication may have influenced teachers' levels of thinking during online discussions.

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“…As well, cultural differences have the potential to impact projects in various ways. The communication and work styles of the participants as well as differences in interpretation of situations and directions, and significant language barriers can cause issues (Lajoie et al 2006).…”

Section: Principles Of Creativity and Group Collaborationmentioning

confidence: 99%

Key Learnings from an International Social Entrepreneurship Collaboration: Songs to Change Our World

Herzig¹,

Kelman²,

Krikun³

et al. 2018

MEIEA Journal

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This project is an international collaboration between music industry educators at higher education institutions in the United States, Australia, and New Zealand. The main goal of the project was to provide a case study and guidelines for collaborative pedagogical practices in higher education music programs in order to promote intercultural understanding, creativity, and social entrepreneurship. After the educators completed their initial planning work, the project was conducted in three phases. During the first phase, groups of songwriting students collaboratively wrote a set of songs that commented on a range of contemporary social issues. The second phase addressed the challenges encountered in successfully realizing international collaborations. In the final phase of the project, entrepreneurship and music industry students evaluated the original songs and incorporated a selection of these songs into student-driven collaborative social entrepreneurship projects. Finally, music industry students came up with promotional strategies to move the final successful project forward. The 38 Vol. 18, No. 1 (2018) following identifies and discusses the social, cultural, educational, and logistical issues we encountered during the project, and concludes with our recommendations on how to mitigate and avoid these difficulties in similar projects.

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The Creation of Virtual and Face-to-Face Learning Communities: An International Collaboration Experience

Cited by 24 publications

References 17 publications

Using Online Digital Tools and Video to Support International Problem-Based Learning

Using Online Digital Tools and Video to Support International Problem-Based Learning

Assisting Teachers' Thinking and Participation Online

Key Learnings from an International Social Entrepreneurship Collaboration: Songs to Change Our World

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