Tele-collaboration as Inquire-based learning for enhancing Intercultural communications skills of Japanese students
| Project/Area Number |
19K23334
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| Research Category |
Grant-in-Aid for Research Activity Start-up
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| Allocation Type | Multi-year Fund |
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| Review Section |
:Education and related fields
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| Research Institution | University of Tsukuba |
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Principal Investigator |
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| Project Period (FY) |
2019-08-30 – 2022-03-31
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| Project Status |
Completed (Fiscal Year 2021)
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| Budget Amount *help |
¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
Fiscal Year 2020: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2019: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Keywords | telecollaboration / intra-cultural learning / inquiry-based learning / intercultural / communication / undergraduate students / Japan / Telecollaboration / Intercultural / students / inquiry-based-learning / tele-collaboration / College students |
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| Outline of Research at the Start |
This study explores the ways to enhance the intercultural communication skills of students in Japan by redesigning traditional online language exchanges (known as tele-collaboration) and incorporating the inquiry-based learning methods. As part of this study, the researcher will create several pilot courses at CEGLOC (Univ.Tsukuba) in which students will systematically interact with peers in foreign partner-universities via video-conferencing applications and conduct joint inquire-based projects aimed at better understanding each other’s culture and norms of communication.
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| Outline of Final Research Achievements |
This study explored inquiry-based strategies in developing students’ intra-cultural awareness to enhance intercultural communication. A quasi-experimental design (n=112) was developed to assess the effectiveness of inquiry-based telecollaboration in two groups. Quantitative results indicated that while several outcomes on telecollaborative tasks and intra-cultural learning were not significantly different across conditions, students learning in an inquiry-based environment reported higher levels of engagement and confidence toward intercultural communication. Qualitative results showed deeper intra-cultural learning in experimental group. The findings suggest that the integration of an inquiry-based framework could have additional positive effects on learner engagement, deeper learning, and confidence toward intercultural communication.
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| Academic Significance and Societal Importance of the Research Achievements |
本研究では、学生の異文化間コミュニケーションの質を高めるために、探究型ストラテジーを適用して学生の異文化間認識を高める可能性を探った。
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Report
(4 results)
Research Products
(19 results)
