Designing Collaborative Learning with Oversea for Promoting Sustainable Interest in Different Cultures and Global Issues: Based on the Collaborative Learning with Oversea Volunteers

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  • 生徒の意識の変容を促す海外との交流学習のデザイン―青年海外協力隊との交流学習の事例から―
  • セイト ノ イシキ ノ ヘンヨウ オ ウナガス カイガイ ト ノ コウリュウ ガクシュウ ノ デザイン : セイネン カイガイ キョウリョクタイ ト ノ コウリュウ ガクシュウ ノ ジレイ カラ

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Abstract

<p>This paper suggests elements for designing collaborative learning with overseas people and for promoting learners to have sustainable interest in different cultures and global issues. To identify these elements, processes to promote learners to have sustainable interest and active attitudes toward intercultural understanding and global issues are clarified based on interview data from eleven high school students, who participated in collaborative learning with oversea volunteers. Data was analyzed based on the Grounded Theory Approach. As a result of analysis, nine categories related to the processes were generated. The categories were grouped into four stages; (1) obtaining a more realistic view and greater empathy towards different cultures and global issues, (2) focusing on their interest and having intrinsic motivation to learn about different cultures and global issues, (3) constructing concepts on different cultures and global issues and (4) developing greater interest and more active attitudes toward different cultures and global issues. Based on the findings, the authors suggested four elements for designing collaborative learning with overseas: (A) take advantage of those who can connect audio-visual media with learning topics through their experiences, (B) provide opportunities to communicate with those who encourage students to question and have curiosity concerning learning topics by connecting them to their daily lives, (C) use various types of resources to investigate and think about issues from multiple viewpoints, (D) provide opportunities to express their idea and encounter different opinions, so students are able to construct (reconstruct) their ideas and values.</p>

Journal

  • Intercultural Education

    Intercultural Education 35 (0), 118-133, 2012-03-31

    Intercultural Education Society of Japan

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