Identities, borders, change: A case study of (trans) cultural learning in mediated learning communities | Culture and communication in digital worlds

Author(s): Sébastien Dubreil

Year of publication: 2012

Keywords: Identity, Transcultural learning, Global citizenship, Cultural constructs, Online telecollaboration, Identity negotiation, Technology-mediated learning, Transnational education, Cultural introspection, Learning trajectory

Methodology/Sample: Single case study/One student

Reference: Dubreil, S. (2012). Identities, borders, change: A case study of (trans) cultural learning in mediated learning communities. International Journal of Virtual and Personal Learning Environments (IJVPLE), 3(3), 60-80. https://doi.org/10.4018/jvple.2012070104

Abstract

The purpose of this case study was to examine one learner’s (Keira) personal trajectory in an online, transnational telecollaborative learning environment, focusing on how she negotiated (1) her own sense of identity, (2) her perspective on French and American cultures, and (3) the possibility of a transcultural dialogue. The data (observations, journals, interviews) showed that early on, Keira’s expectations of the class shifted drastically. Consequently, she began to engage her own conception of self and being American through introspection and, ultimately, a redefinition of her own subjectivity. Keira progressively developed her own transcultural stance and reached a point where her sense of the conditions of possibility of culture learning and the transcultural encounter, buttressed by a much deeper and nuanced knowledge of both culture(s), led to a completely new understanding and repositioning of her posture in this encounter, which she called “an opportunity for liberation.” This study supports the effectiveness of technology-mediated learning communities (MLCs) in fostering transcultural learning seen as a developmental process, a dynamic trajectory.

> Summary

The paper emphasizes the importance of intercultural competence in education for effective communication across cultures.
It discusses Byram’s framework, which includes critical cultural awareness and the ability to interpret cultural events.
The research highlights the evolving nature of literacy skills in a multicultural and multimedia context.
It underscores the role of technology in enhancing cultural and electronic literacies.
The ultimate goal of education is to enable students to participate fully in community and economic life.

> Problem statement

The paper discusses the challenge of understanding diverse perspectives in a globalized world, emphasizing the need for intercultural citizenship education.
It highlights the discomfort learners face when confronting their identities and the necessity of overcoming this for successful intercultural communication.
The problem of establishing consensus across cultures is addressed, as it is essential for transcultural learning and identity construction.
The overarching issue is the difficulty in reconciling personal truths with the complexities of cultural diversity.
The mission of education is framed as ensuring all students can participate fully in diverse community and economic life.

> Methods used

The study employs qualitative research methodology for in-depth exploration of participants’ experiences in the learning environment.
Data sources include learners’ self-reflective journals, final projects, and semi-structured interviews.
Journals were used to encourage self-reflective practice, focusing on course experiences.
A coding process was established to analyze data, using Atlas TI software.
Triangulation of various data sources was performed to enhance result accuracy.
The study emphasizes the importance of repeated exposure to participants for comprehensive understanding.
The research aims to understand the intricacies of human interaction and behavior.
The abstract highlights the mission of education to ensure full participation in community and economic life.

> Practical implications

The paper highlights the potential of telecollaborative learning environments to foster interpersonal connections and cultural learning.
It emphasizes the importance of developing transcultural learning skills for global citizenship.
The findings suggest that such environments can enhance language development and problem-solving abilities.
Educators are encouraged to create learning opportunities that bridge cultural divides.
The research underscores the significance of identity formation in language learning contexts.
Overall, the paper advocates for a community of inquiry approach in language education.
The abstract states that education should enable full participation in community and economic life.