Bridging intercultural differences in online collaborative learning

The research reported in this dissertation explored the process of collaborative learning among culturally diverse students in terms of attitudes, behaviour, and learning outcomes in higher education.

Promovendus V (Vitaliy) Popov
Promotor prof.dr. M (Martin) Mulder
Copromotor dr. HJA (Harm) Biemans
Copromotor prof. dr A Kouznetsov
Organisatie Wageningen University, Education and Competence Studies

di 8 oktober 2013 16:00 tot 17:30

Locatie Auditorium, building number 362
Generaal Foulkesweg 1
6703 BG Wageningen
Students at international universities like Wageningen University need to develop both face-to-face and online intercultural competence because they frequently have to work together in culturally diverse groups as part of their university education but also because they will probably be employed in a context in which international cooperation is required, either face-to-face and/or online in the future.
Vitaliy Popov

Intercultural online collaborative learning

Five empirical studies were conducted to identify and respond to the cultural issues influencing collaborative learning in both face-to-face and online modes of communication. The total sample for the present research included over 500 university students representing a total of 55 countries. The ultimate goal of the fives taken together was to develop an instructional script (i.e., guidance of students with regard to the learning task) for fostering collaboration and bridging intercultural differences in culturally diverse groups engaged in online collaborative learning. The so-called interculturally-enriched collaboration script was implemented and found to facilitate intercultural online collaborative learning.