ABSTRACT

The purpose of this study is to examine if providing an intercultural online collaboration experience is beneficial to enhance pre-service teachers’ self-efficacy for technology integration, intercultural sensitivity, and communication and collaboration skills. The authors compared the experiences of two groups (intercultural group vs. same-culture group) by using mixed-design ANOVA and content analysis. A total of 115 pre-service teachers from two universities in the USA and one university in South Korea participated. The results indicated that students in both groups significantly improved their self-efficacy for technology integration and technology skills after participation. Although no significant difference between groups was found in quantitative data, qualitative analysis showed that students in the intercultural group demonstrated a more in-depth understanding of effective ways to communicate with people from different cultures online. We conclude that intercultural online collaboration enhanced pre-service teachers’ confidence in working with overseas partners and provided them with authentic collaboration opportunities.

摘要

这项研究的目的是检验提供一种跨文化的在线协作体验是否有益于提高职前教师的技术集成，跨文化敏感性以及沟通和协作技能的自我效能。作者使用混合设计方差分析和内容分析比较了两组（跨文化组与同文化组）的经验。来自美国两所大学和韩国一所大学的115名职前教师参加了会议。结果表明，两组学生参与后，其技术整合和技术技能的自我效能显着提高。尽管在定量数据中两组之间没有显着差异，定性分析表明，跨文化群体的学生对在线与不同文化背景的人进行有效交流的方式有了更深入的了解。我们得出的结论是，跨文化在线合作增强了职前教师与海外合作伙伴合作的信心，并为他们提供了真正的合作机会。