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Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams

Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams

Nicholas Bowskill, David McConnell
Copyright: © 2010 |Pages: 13
ISBN13: 9781605668765|ISBN10: 1605668761|ISBN13 Softcover: 9781616924294|EISBN13: 9781605668772
DOI: 10.4018/978-1-60566-876-5.ch014
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MLA

Bowskill, Nicholas, and David McConnell. "Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams." Cases on Online Tutoring, Mentoring, and Educational Services: Practices and Applications, edited by Gary A. Berg, IGI Global, 2010, pp. 172-184. https://doi.org/10.4018/978-1-60566-876-5.ch014

APA

Bowskill, N. & McConnell, D. (2010). Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams. In G. Berg (Ed.), Cases on Online Tutoring, Mentoring, and Educational Services: Practices and Applications (pp. 172-184). IGI Global. https://doi.org/10.4018/978-1-60566-876-5.ch014

Chicago

Bowskill, Nicholas, and David McConnell. "Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams." In Cases on Online Tutoring, Mentoring, and Educational Services: Practices and Applications, edited by Gary A. Berg, 172-184. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-876-5.ch014

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Abstract

This chapter looks at processes for conducting collaborative reflection in action and collaborative reflection on action. The authors examine this in the context of globally distributed inter-cultural course teams. From a review of the literature, they identify the significance of openness, structure and dialogue as factors that support collaborative reflection. The authors consider these factors in our own experience of global online teaching. They explore and focus upon one technique used in our collaborative inter-cultural reflective practice. This technique involves having one tutor maintain and share an online journal with the other tutors in the course team. This process combined reflective writing and discussion in action. The authors suggest that having one tutor author and share a learning journal may provide facilitation and structure that supports reflective dialogue in inter-cultural globally distributed teams. They consider the influence of cultural pedagogy on inter-cultural reflection. The authors’ technique is culturally sensitive in that it respects the right of others to read the journal and to comment only if they wish. Finally, the authors close with a look at instrumentalist versus developmental collaborative reflective practice.

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