Cultural Implications of E-learning Access (& Divides): Teaching an Intercultural Communication Course Online

Cultural Implications of E-learning Access (& Divides): Teaching an Intercultural Communication Course Online

Pauline Hope Cheong (Arizona State University, USA) and Judith N. Martin (Arizona State University, USA)
DOI: 10.4018/978-1-60566-942-7.ch006
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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.

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