Cultural implications of e-learning access (& divides): Teaching an intercultural communication course online

Pauline Cheong, Judith N. Martin

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Scopus citations

Abstract

This chapter presents a case study of developing and teaching an intercultural communication (IC) course online, within the context of a department in a large research University in the U.S. In so doing, the authors discuss a broadened and recursive model of cultural access and divides in E-learning. Expanding on van Dijk's (2005) framework, the authors present several ways in which their IC course attempts to address multiple pathways of E-learning access, including motivational, material, skills and usage access. They describe both the successes and challenges of meeting the goals of e-learning access with specific examples of the content, activities, assignments, pedagogical strategies, and student assessment in this online course. Finally, they identify challenges of this e-learning at the micro and macro level context-in the course, university writ large and in the communication discipline.

Original languageEnglish (US)
Title of host publicationCases on Successful E-Learning Practices in the Developed and Developing World: Methods for the Global Information Economy
PublisherIGI Global
Pages79-91
Number of pages13
ISBN (Print)9781605669427
DOIs
Publication statusPublished - 2009

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ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Cheong, P., & Martin, J. N. (2009). Cultural implications of e-learning access (& divides): Teaching an intercultural communication course online. In Cases on Successful E-Learning Practices in the Developed and Developing World: Methods for the Global Information Economy (pp. 79-91). IGI Global. https://doi.org/10.4018/978-1-60566-942-7.ch006