Many researchers have focused on online collaborative learning, cross-cultural communication, project-based learning, digital literacy, and digital storytelling but there is no pedagogical framework that incorporates these elements for English as Foreign Language (EFL) teaching. This study based on the qualitative design established a pedagogical framework from three different types of cross-cultural collaborative projects with the collected data including students’ artifacts and project structures. We have found that the pedagogical framework proposed here serves as a guide to facilitate different types of cross-cultural projects in their classrooms. The multiple cases of cross-cultural online collaborative projects in an EFL class were taught according to the theories of project-based learning and content language integrated learning alike, proved to follow this pedagogical framework. Implementation is also described to give more details on how the projects were conducted. In the end, opportunities and challenges are provided for future implementation of online collaborative EFL projects.
Managing and understanding the environment and its issues is not limited to one environmental discourse but to numerous discourses. It is created through histories which result in contradictions as narratives may oppose each other. This opposition is considered an important aspect of discourse. This article explores how biodiversity and sustainable development were discursively constructed by indigenous women living in an agricultural society with distinct cultural practices closely linked to rice farming and examined the outcomes arising from their construction of biodiversity and sustainable development. Seven women farmers were interviewed and conversations were transcribed, coded and analyzed through discourse analysis using Maarten Hajer's conceptual tool. Five major discourses emerged from this study: conserving biodiversity through the notion of contrasting views on farming responsibilities, conserving biodiversity through a sense of community, sustainability of government initiatives, negotiating cultural heritage and economic benefits, and articulating sustainable development.
As internationalization of higher education has become more prevalent, the search for approaches to support quality learning within multicultural classrooms has become critical. In this study, we presented a blended and collaborative learning (BCL) method and discussed its potential as a viable learning approach for graduate classrooms with culturally-diverse students. We first discussed implementation of a BCL approach in a multicultural graduate course, then explored learnings gained from the BCL experience in terms of three interdependent Community of Inquiry elements: teaching, cognitive, and social presences, and in terms of its implementation in a multicultural setting.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.