Tensions Within a Cross-Cultural Online Course PROCEEDINGS
Christopher Devers, Indiana Wesleyan University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this paper was to explore tensions within a single cross-cultural online course. Participants were enrolled in the course “Teaching and Learning about Africa, at either a Midwestern United States university or a South African university. The tensions within the course: cross-cultural and online, cross-cultural and multicultural, reading and experience, problem-posing education and banking education, quality dialogue and quantity dialogue, synchronous and asynchronous, and a positive participant and a negative participant, were explored using the theoretical framework of Dewey (1902, 1915, 1916) and Freire (1970). The construct of tensions may be useful when developing or evaluating future courses.
Devers, C. (2011). Tensions Within a Cross-Cultural Online Course. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (pp. 1890-1894). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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