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dc.contributor.authorKokkonen, Lotta
dc.contributor.authorJager, Romée
dc.contributor.authorFrame, Alexander
dc.contributor.authorRaappana, Mitra
dc.date.accessioned2022-08-29T05:57:02Z
dc.date.available2022-08-29T05:57:02Z
dc.date.issued2022
dc.identifier.citationKokkonen, L., Jager, R., Frame, A., & Raappana, M. (2022). Overcoming Essentialism? Students’ Reflections on Learning Intercultural Communication Online. <i>Education Sciences</i>, <i>12</i>(9), Article 579. <a href="https://doi.org/10.3390/educsci12090579" target="_blank">https://doi.org/10.3390/educsci12090579</a>
dc.identifier.otherCONVID_151815721
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/82855
dc.description.abstractThe fields of intercultural communication (IC) and intercultural education are in flux and the paradigmatic shift is away from essentialist approaches on culture and interculturality towards seeing IC and interculturality as flexible, fluid, contradictory, political, and ideological constructs. This study presents a virtual exchange project, a joint introductory course on IC between a Finnish university and a French university. One of the objectives of the course was to provide students with a more critical, non-essentialist perspective on interculturality. This study presents an analysis of 32 students’ texts (learning logs) that are processed qualitatively using content analysis to find answers to questions of (1) how students make sense of their experience of learning IC through multilingual online interactions, and (2) how different approaches on culture and interculturality are reflected in students’ leaning logs. The learning logs are written by participants during their six-week learning experience. The findings indicate that students gained confidence in interacting with people from diverse backgrounds and using multiple languages. How students reacted to and reflected on the more critical perspective on interculturality varied greatly, with many learning logs seeming to juggle between different approaches. The online environment was considered a major source of concern prior and at the beginning of the course, but as the course progressed it did not represent a barrier within the documented experiences. Our analysis aims to help teachers of IC to better address the needs of different learners. We also discuss the challenges and possibilities of a multilingual intercultural virtual exchange with a view to creating safe and motivating spaces for teaching and learning about interculturality.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherMDPI AG
dc.relation.ispartofseriesEducation Sciences
dc.rightsCC BY 4.0
dc.subject.otherinterculturality
dc.subject.otherstudent accounts
dc.subject.otherteaching–learning
dc.subject.othernon-essentialist approach
dc.subject.othercritical thinking
dc.subject.otherhigher education
dc.subject.othervirtual exchange
dc.titleOvercoming Essentialism? Students’ Reflections on Learning Intercultural Communication Online
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202208294384
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosMonikielisen akateemisen viestinnän keskusfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.contributor.laitosCentre for Multilingual Academic Communicationen
dc.contributor.oppiaineViestintäfi
dc.contributor.oppiaineCommunicationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn2227-7102
dc.relation.numberinseries9
dc.relation.volume12
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 by the authors. Licensee MDPI, Basel, Switzerland.
dc.rights.accesslevelopenAccessfi
dc.subject.ysokorkeakouluopiskelu
dc.subject.ysokorkeakouluopetus
dc.subject.ysovuorovaikutus
dc.subject.ysokulttuurienvälisyys
dc.subject.ysomonikulttuurisuus
dc.subject.ysokulttuurienvälinen vuorovaikutus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p13164
jyx.subject.urihttp://www.yso.fi/onto/yso/p1246
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p10645
jyx.subject.urihttp://www.yso.fi/onto/yso/p10647
jyx.subject.urihttp://www.yso.fi/onto/yso/p25798
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3390/educsci12090579
jyx.fundinginformationThis research was part-funded by The French National Research Agency (ANR), through the Future Investments Programme (PIA) reference ANR-19-GURE-0005.
dc.type.okmA1


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