Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/96068
DC Field | Value | Language |
---|---|---|
dc.contributor | Service-Learning and Leadership Office | en_US |
dc.contributor | Department of Computing | en_US |
dc.creator | Weaver, GC | en_US |
dc.creator | Hiltebrand, G | en_US |
dc.creator | Ngai, G | en_US |
dc.creator | Chan, S | en_US |
dc.date.accessioned | 2022-11-04T09:23:18Z | - |
dc.date.available | 2022-11-04T09:23:18Z | - |
dc.identifier.issn | 2162-3104 | en_US |
dc.identifier.uri | http://hdl.handle.net/10397/96068 | - |
dc.language.iso | en | en_US |
dc.publisher | Open Journals in Education | en_US |
dc.rights | ©Journal of International Students | en_US |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (https://creativecommons.org/licenses/by-nc-nd/4.0/). | en_US |
dc.rights | The following publication Weaver, G., Hiltebrand, G., Ngai, G., & Chan, S. (2022). Faculty perceptions of building collaborative teaching capacities within a transnational virtual exchange: A collaborative autoethnography. Journal of International Students, 12(S3), 135-148 is available at https://doi.org/10.32674/jis.v12iS3.4633 | en_US |
dc.subject | International education | en_US |
dc.subject | Teacher collaboration | en_US |
dc.subject | Virtual classrooms | en_US |
dc.subject | Virtual exchange | en_US |
dc.title | Faculty perceptions of building collaborative teaching capacities within a transnational virtual exchange : a collaborative autoethnography | en_US |
dc.type | Journal/Magazine Article | en_US |
dc.identifier.spage | 135 | en_US |
dc.identifier.epage | 148 | en_US |
dc.identifier.volume | 12 | en_US |
dc.identifier.issue | S3 | en_US |
dc.identifier.doi | 10.32674/jis.v12iS3.4633 | en_US |
dcterms.abstract | The 2019/2020 academic year brought historic opportunities for faculty to manage virtual exchanges (O’Dowd, 2021), yet limited research exists on how teachers develop their capacity within these programs. As educators collaborating on a transnational virtual exchange, we aim to investigate the process that teachers go through as they co-develop and collaborate in a transnational virtual exchange from our experiences and perceptions. We ask: To what extent do previous lived experiences mediate the process of teacher capacity building in a transnational virtual, collaborative exchange? This collaborative qualitative autoethnography case study explores our experiences as four instructors from the United States and Hong Kong, reflecting our experiences as they relate to teacher capacity building in transnational virtual exchange. The data suggests that previously lived international experiences assisted the instructors in capacity building within a virtual exchange and brought into question the role of cultural humility. | en_US |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | Journal of international students, 2022, v. 12, no. S3, p. 135-148 | en_US |
dcterms.isPartOf | Journal of international students | en_US |
dcterms.issued | 2022 | - |
dc.identifier.scopus | 2-s2.0-85138405981 | - |
dc.identifier.eissn | 2166-3750 | en_US |
dc.description.validate | 202210 bckw | en_US |
dc.description.oa | Version of Record | en_US |
dc.identifier.FolderNumber | a1768 | - |
dc.identifier.SubFormID | 45914 | - |
dc.description.fundingSource | Self-funded | en_US |
dc.description.pubStatus | Published | en_US |
dc.description.oaCategory | CC | en_US |
Appears in Collections: | Journal/Magazine Article |
Files in This Item:
File | Description | Size | Format | |
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Weaver_Faculty_Perceptions_Building.pdf | 156.92 kB | Adobe PDF | View/Open |
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