Welcome to the InfoSci Platform
Reference Hub4
Promoting Peer-to-Peer Synchronous Online Discussions: Case Study of Intercultural Communication in Telecollaboration

Promoting Peer-to-Peer Synchronous Online Discussions: Case Study of Intercultural Communication in Telecollaboration

Sumei Wu, Paige Ware, Meei-Ling Liaw
Copyright: © 2020 |Pages: 28
ISBN13: 9781799832928|ISBN10: 1799832929|EISBN13: 9781799832935
DOI: 10.4018/978-1-7998-3292-8.ch012
Cite Chapter Cite Chapter

MLA

Wu, Sumei, et al. "Promoting Peer-to-Peer Synchronous Online Discussions: Case Study of Intercultural Communication in Telecollaboration." Handbook of Research on Online Discussion-Based Teaching Methods, edited by Lesley Wilton and Clare Brett, IGI Global, 2020, pp. 283-310. https://doi.org/10.4018/978-1-7998-3292-8.ch012

APA

Wu, S., Ware, P., & Liaw, M. (2020). Promoting Peer-to-Peer Synchronous Online Discussions: Case Study of Intercultural Communication in Telecollaboration. In L. Wilton & C. Brett (Eds.), Handbook of Research on Online Discussion-Based Teaching Methods (pp. 283-310). IGI Global. https://doi.org/10.4018/978-1-7998-3292-8.ch012

Chicago

Wu, Sumei, Paige Ware, and Meei-Ling Liaw. "Promoting Peer-to-Peer Synchronous Online Discussions: Case Study of Intercultural Communication in Telecollaboration." In Handbook of Research on Online Discussion-Based Teaching Methods, edited by Lesley Wilton and Clare Brett, 283-310. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3292-8.ch012

Export Reference

Mendeley
Favorite

Abstract

This chapter examines ways to support peer-to-peer synchronous discussions that move beyond the basic exchange of information toward complex online intercultural communication. It begins by providing an overview of the affordances and challenges of online communication tools. It then explores how tasks and facilitation protocols were structured into small-group interactions through the lens of a case study in which teachers from Taiwan and the United States collaborated for 13 weeks in an online project, for which a structured facilitation protocol was designed based on a framework from teacher education, the Principled Use of Video. It draws on examples from the teachers' peer-to-peer interactions to highlight ways in which the tasks and protocols elicited intercultural discussions focused on topics of importance to their unique contexts. It ends by summarizing key takeaways with an emphasis on pedagogical implications and suggestions for future research.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.