Raising Students’ Intercultural Awareness in Videoconferencing
Communication. Teacher’s Observations and Students’
Reflections.

C 2018

Raising Students’ Intercultural Awareness in Videoconferencing Communication. Teacher’s Observations and Students’ Reflections.

KATRŇÁKOVÁ, Hana

Basic information

Original name

Raising Students’ Intercultural Awareness in Videoconferencing Communication. Teacher’s Observations and Students’ Reflections.

Name in Czech

Zvyšování povědomí studentů o interkulturních otázkách při videokonferenční komunikaci.Pozorování učitele a studentské reflexe.

Authors

KATRŇÁKOVÁ, Hana

Edition

2018

Publisher

CERCLES

Other information

Language

English

Type of outcome

Kapitola resp. kapitoly v odborné knize

Country of publisher

Portugal

Confidentiality degree

není předmětem státního či obchodního tajemství

Publication form

electronic version available online

References:

URL

Organization unit

Language Centre

Keywords (in Czech)

interkulturní komunikace, postřehy učitele, reflexe studentů

Keywords in English

intercultural awareness, teacher's observation, students reflection

Abstract

ORIG CZ

V originále

The chapter is based on our experience with international videoconferencing (VC) used for tertiary level students. The aim is to provide the theoretical background for VC and share good practices - activities, language challenges and soft skills development. The background for the experience lies in the results of the INVITE project (http://invite.cjv.muni.cz), designed for the consortium of a manufacturing company, academic and non-academic institutions in 2006. Since then we have been using VCs in a variety of settings, for different purposes, with students studying different study programs etc. and the chapter describes the most frequent forms of VC use in the classroom as it allows students to practise and develop a range of skills in multicultural communication. Within a virtual classroom, communication becomes more authentic and students seem to be motivated to use English as a lingua franca. VC synchronous communication is accompanied by asynchronous communication with the help of social media. The chapter includes students’ point of view, their expectations before the course and their feedback after the course. One of the subsections is devoted to cultural stereotypes and students’ challenges, another to linguistic observations illustrating differences in expressing modality and different strategies in argumentation. The use of VC in education is a fairly recent phenomenon and a variety of studies have been conducted on the use of VC within a learning environment.

In Czech

Kapitola odráží naši zkušenost s mezinárodními videokonferencemi pro terciární sféru. Cílem kapitoly je poskytnout teoretické zázemí pro videokonference a sdílet dobrou praxi - ukázkami aktivit, jazykovými postřehy a výzvami v oblasti měkkých manažerských dovedností.

Citovat

KATRŇÁKOVÁ, Hana. Raising Students’ Intercultural Awareness in Videoconferencing Communication. Teacher’s Observations and Students’ Reflections.. Online. CERCLES, 2018.

@inbook{1501958,
   author = {Katrňáková, Hana},
   keywords = {intercultural awareness, teacher's observation, students reflection},
   howpublished = {elektronická verze "online"},
   language = {eng},
   publisher = {CERCLES},
   title = {Raising Students’ Intercultural Awareness in Videoconferencing Communication. Teacher’s Observations and Students’ Reflections.},
   url = {http://www.cercles.org/EN-H30/news/121/the-reclespt-call-for-proposals-has-been-extended-to-31-october.html},
   year = {2018}
}

TY  - CHAP
ID  - 1501958
AU  - Katrňáková, Hana
PY  - 2018
TI  - Raising Students’ Intercultural Awareness in Videoconferencing Communication. Teacher’s Observations and Students’ Reflections.
PB  - CERCLES
KW  - intercultural awareness, teacher's observation, students reflection
UR  - http://www.cercles.org/EN-H30/news/121/the-reclespt-call-for-proposals-has-been-extended-to-31-october.html
N2  - The chapter is based on our experience with international videoconferencing (VC) used for tertiary level students. The aim is to provide the theoretical background for VC and share good practices - activities, language challenges and soft skills development. The background for the experience lies in the results of the INVITE project (http://invite.cjv.muni.cz), designed for the consortium of a manufacturing company, academic and non-academic institutions in 2006. Since then we have been using VCs in a variety of settings, for different purposes, with students studying different study programs etc. and the chapter describes the most frequent forms of VC use in the classroom as it allows students to practise and develop a range of skills in multicultural communication. Within a virtual classroom, communication becomes more authentic and students seem to be motivated to use English as a lingua franca. VC synchronous communication is accompanied by asynchronous communication with the help of social media. The chapter includes students’ point of view, their expectations before the course and their feedback after the course. One of the subsections is devoted to cultural stereotypes and students’ challenges, another to linguistic observations illustrating differences in expressing modality and different strategies in argumentation. The use of VC in education is a fairly recent phenomenon and a variety of studies have been conducted on the use of VC within a learning environment.
ER  -

KATRŇÁKOVÁ, Hana. \textit{Raising Students’ Intercultural Awareness in Videoconferencing Communication. Teacher’s Observations and Students’ Reflections.}. Online. CERCLES, 2018.

Detailed Information on Publication Record