The Global Classroom Project: Troublemaking and Troubleshooting

Herrington, TyAnna K.

doi:10.2190/oegc16

Cited by 18 publications

(20 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Attempts to set up international collaborations between student groups from different countries have a long, growing history (Anderson, Bergman, Bradley, Gustafsson, & Matzke, 2010;Du-Babcock & Varner, 2008;Fitch, Kirby, & Greathouse Amador, 2008;Herrington, 2005Herrington, , 2008Herrington & Tretyakov, 2005;Kennon, 2008;Klein & La Berge, 2012;Moreno-Lopez, 2004;Stärke-Meyerring & Andrews, 2006;Thompson & Carter, 1973). An increasing body of research has demonstrated the benefits of having students learn international professional communication by working in CCVTs, linked through the Internet (Flammia, 2005(Flammia, , 2012Flammia, Cleary, & Slattery, 2010;Gerritsen & Verckens, 2006;Goby, 2007;Jarvenpaa & Leidner, 1999;Stärke-Meyerring, Duin, & Palvetzian, 2007).…”

Section: Managing Complexity: a Technical Communication Translation Cmentioning

confidence: 99%

Managing Complexity: A Technical Communication Translation Case Study in Multilateral International Collaboration

Maylath

Vandepitte

Isohella

et al. 2013

Technical Communication Quarterly

View full text Add to dashboard Cite

Section: Managing Complexity: a Technical Communication Translation Cmentioning

confidence: 99%

Managing Complexity: A Technical Communication Translation Case Study in Multilateral International Collaboration

Maylath

Vandepitte

Isohella

et al. 2013

Technical Communication Quarterly

View full text Add to dashboard Cite

“…Team members in this project adapted their discourse to accommodate differences between countries and professional fields. In yet another example, Herrington and Tretyakov [30] teamed US and Russian students. Regarding the authenticity of such projects, these authors commented, "[Students] may be driven by the need to complete assignments, but the actual communication that allows them to complete the assignments themselves, by necessity, is real" [30, p. 272].…”

Section: Similar Teaching Casesmentioning

confidence: 99%

Teaching and Learning in Cross-Disciplinary Virtual Teams

Brewer

Mitchell

Sanders

et al. 2015

IEEE Trans. Profess. Commun.

View full text Add to dashboard Cite

Background: Virtual teams collaborate across distances using information communication technologies (ICTs). A distinctive set of communication skills is needed by people who work successfully in virtual teams, and few universities or companies provide structured education and training in virtual teamwork. At a midsized southeastern Masters Comprehensive University, professors from the Colleges of Arts and Sciences, Business, and Education came together to explore how they might use cross-disciplinary student teams (groups comprised of students with different backgrounds and educational goals) to teach concepts in their own disciplines while providing students with the opportunity to become more proficient in virtual team communication. Research questions: (1) Can cross-disciplinary student team projects successfully support learning in virtual team communication as well as address the learning objectives of specific courses? (2) What can faculty learn from a cross-disciplinary teaching model that can be applied to virtual teams? Situating the case: Experiential learning is based on performing real tasks and reflecting on that process; it benefits learners by engaging them in complex, authentic situations. Virtual teams are significant because they support a great deal of the work currently taking place in our global economy; they are significant in higher education because students need to develop skills in international virtual communication before they are introduced to high-stakes work environments. In previous cases, students have collaborated across national cultures to develop project deliverables, such as websites, reports, and usability studies and present them in virtual environments using such tools as WebEx, Skype, and live streaming. How this case was studied: The findings from this case are based on individual student reflections, which were used to create a data matrix for each project, and instructor observation and evaluation. About the case: In Spring 2013, six faculty from the same university worked together to incorporate virtual teams into their classrooms. These six faculty members were divided into two groups of three with each group representing three colleges mentioned earlier. The faculty developed two interdisciplinary projects (one on infographics and another on social media) that enabled rich and diverse student collaboration. In both groups, the three faculty leaders worked together to define a project scope that students could achieve and that would relate to learning goals in each discipline. Conclusions: The lessons learned from this experience are that: (1) technical challenges will occur; (2) students from all disciplines must receive the same information; (3) instructors must balance respect for their colleagues and support for their students; (4) team assignments need to be consistent and fair; (5) instructors need to establish appropriate and fair assessment measurements for their own students; and (6) projects need to be realistic in order to show the students the value of vi...

show abstract

“…In this vein, several scholars have advocated • Partnerships between the U.S. and other countries (Rice & Lauren, 2014;Starke-Meyerring, Duin, & Palvetzian, 2007;Herrington & Tretyakov, 2005;Paretti, McNair, & Holloway-Attaway, 2007) • Collaborative online experiences or virtual teams (St. Amant, 2007;Starke-Meyerring & Wilson, 2008;Paretti & McNair, 2008) • Pedagogy of globalization (Hoft, 1995;Starke-Meryerring, 2010;.…”

Section: Glocalization and Adapting Content For Culturementioning

confidence: 99%

Glocalization in Website Writing: The Case of MNsure and Imagined/Actual Audiences

Breuch

2015

Computers and Composition

View full text Add to dashboard Cite

The Global Classroom Project: Troublemaking and Troubleshooting

Cited by 18 publications

References 0 publications

Managing Complexity: A Technical Communication Translation Case Study in Multilateral International Collaboration

Managing Complexity: A Technical Communication Translation Case Study in Multilateral International Collaboration

Teaching and Learning in Cross-Disciplinary Virtual Teams

Glocalization in Website Writing: The Case of MNsure and Imagined/Actual Audiences

Contact Info

Product

Resources

About