Cross-cultural online encounters with peers from different countries | Culture and communication in digital worlds

Author(s): Dolly Eliyahu-Levi

Year of publication: 2020

Keywords: Intercultural competence, Online collaborative learning, Multicultural dialogue, Peer dialogue, Ethnocultural dialogue

Methodology/Sample: qualitative interpretative study/47 undergraduate students

Reference: Eliyahu-Levi, D. (2020). Cross-cultural online encounters with peers from different countries. Distance Education, 41(3), 402-423. https://doi.org/10.1080/01587919.2020.1766948

Abstract

Multicultural dialogue has an important socio-educational role in light of demographic changes. Research shows that attracting international students to campus or sending them abroad is not enough (Ashwill, 2004; de Hei et al., 2019). Therefore, the higher education system should design programs that expose students to international contexts (Fabregas et al., 2014; Roorda et al., 2011). The aim of this qualitative interpretative study was to examine the types of dialogue created between 47 undergraduate students from Israel and other countries. Data were collected from a portfolio written by all the students and were analyzed using content analysis (Creswell, 2012). The study was based on online encounters between two groups: Israeli and other countries. The findings indicated that the students deepened their understanding and shaped intercultural competence. The open and flexible curriculum enabled them to hold three types of dialogue: personal, disciplinary, and ethnocultural (Dotger, 2015; Phillion & Malewski, 2011).

> Summary

The study examines multicultural dialogue’s socio-educational role amid demographic changes, emphasizing the need for authentic peer interactions in higher education.
It highlights the importance of experiential learning in developing students’ intercultural competence and understanding of diverse perspectives.
The research involved qualitative-interpretive methods, analyzing student perceptions through personal interviews and written portfolios.
Findings suggest that building personal relationships across cultures enhances awareness and addresses challenges of heterogeneity in education.
The course was co-taught by lecturers from different countries, promoting a collaborative learning environment.

> Problem statement

The paper discusses the challenge of multicultural dialogue in higher education amidst demographic changes and the need for effective intercultural competence development.
It highlights that attracting international students alone is insufficient without structured programs to foster meaningful dialogue.
The study aims to examine the types of dialogue created between Israeli students and their international peers, addressing intercultural understanding.
It reveals the tension between pluralistic views and assimilationist expectations in Israeli educational discourse.
The findings emphasize the importance of personal relationships in overcoming cultural heterogeneity challenges.

> Methods used

The study employed qualitative-interpretive research to examine student perceptions through personal interviews across diverse cultures.
It focused on understanding communication and dialogue in a peer-teaching model from firsthand experiences.
Content analysis was utilized to analyze students’ written portfolios, emphasizing their knowledge and perspectives.
The research aimed to explore intercultural competence through online encounters between Israeli and international students.
The curriculum model allowed for personal, disciplinary, and ethnocultural dialogues among students.

> Practical implications

The study suggests designing programs that expose students to international contexts to enhance intercultural competence.
Higher education institutions should implement courses based on authentic teaching models with international peers.
Experiential learning is crucial for developing students’ intercultural skills and social consciousness.
Online tools can facilitate peer dialogue and enhance motivation for cross-cultural engagement.
The findings emphasize the importance of personal relationships in overcoming cultural heterogeneity.
The research highlights the need for curricula that promote intercultural dialogue among diverse student groups.