Aligning Blended Culture and Blended Learning: Toward Enhancing Teacher and Learner Performance Outcomes PROCEEDINGS
Siew Mee Barton, Deakin University, Australia ; Jason Sargent, University of Sydney, Australia ; Daniel Novotny, Monash University, Czech Republic
Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)
This paper reports findings from a qualitative study of a group of multicultural staff and a majority of international students. The research examines ways in which academics from different cultural mix or blended cultures impact on the performance of teaching and learning in a very large mix of international students. The study examines the operation of trust and cultural awareness in networking and teamwork in the cross cultural awareness academics environment in enhancing the learning and teaching outcomes of academics and students. The key findings of this research are that the social capital dimensions of trust and reciprocity, and honesty and friendship can assist individuals and institutions to better understand ways in which to optimize teaching and learning. The recommendation is a pool of academics who have become change-agents by inspiring a network of their peers in using components of a collective cultural toolkit as a culture reference point.
Barton, S.M., Sargent, J. & Novotny, D. (2010). Aligning Blended Culture and Blended Learning: Toward Enhancing Teacher and Learner Performance Outcomes. In Z. Abas et al. (Eds.), Proceedings of Global Learn 2010 (pp. 1382-1393). Association for the Advancement of Computing in Education (AACE).
© 2010 AACE