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Intercultural Communications 

Learners engage in scaffolded opportunities for communication among intercultural virtual team members.

Review These Explanations

Cultural differences impede learners’ ability to communicate effectively, according to a substantial body of research (Kayworth & Leidner, 2000; Sarker & Sahay, 2002; Van Ryssen & Hayes Godar 2000). The level of communication is limited by itself because it lacks non-verbal social cues like gestures, facial expressions, and body language that are “readily appreciated in face-to-face discussions” as well as prosodic features and paralinguistic elements like intonation, stress, and pitch, which can be used for emphasis and contrast in verbal communication (Kim, et al., 2007, p.338; Vignovic & Thompson, 2010). Being aware of these cues allows Co-instructors to identify and migrate microaggressions. Additionally, identifying and acknowledging cultural work ethics while addressing cultural stereotypes helps to mitigate microaggressions and cultural biases.

References:

Ackerman, S.A. (2007). Developing Positive Team Collaborations. Bulletin of the American Meteorological Society, 88(5), 627–629.  

Appiah-Kubi, P. & Annan, E. (2020). A Review of a Collaborative Online International Learning. International Journal of Engineering Pedagogy (IJEP), 10(1), 109. 

Barkley, E.F., Major, C.H. & Cross, K.P. (2014). Collaborative Learning Techniques: A Handbook for College Faculty. 2nd ed. John Willey & Sons.

Gapinski , A.J., et al.,  (2018). Assessment of effectiveness of teamwork skills learning in collaborative learning. The Journal of Management and Engineering Integration, 11(2). Winter 2018.

Garson, K.B, ourassa. E. & Odgers, T.  (2016). Interculturalising the curriculum: faculty professional development, Intercultural Education, 27:5, 457-473.

Kuh, G. D. (2008). High-impact educational practices : what they are, who has access to them, and why they matter. ([Monograph]). Association Of American Colleges and Universities.

Luc, K. (2022, April 13). How Effective is unconscious bias training?  Culture Amp.

O’Dowd, R. (2007). Evaluating the outcomes of online intercultural exchange. ELT Journal, Volume 61, Issue 2, April 2007, Pages 144–152.

Rubin, J. (2022). Introduction. In J. Rubin & S. Guth (Eds.), The Guide to COIL Virtual Exchange. Stylus. (https://youtu.be/DJYLLYFq7Bg?si=BID1__8_KjjkdKMt)

Ward, H. (2016). Connecting classrooms: Using online technology to deliver global learning. Internationalization in Action: Special edition. American Council on Education, Washington, DC.

Washington, E. (2022, May 10). Recognizing and responding to microaggressions at work. Harvard Business Review.

Refresh Your Course with These Ideas

General Suggestions

1. Create opportunities for learners to be introduced to, identify, and acknowledge cultural biases.
2. Design intercultural ice-breaking activities and cross-cultural activities that assist learners to begin to identify and mitigate their own cultural biases and understand one another’s cultural identities. 
3. Create opportunities for learners to be introduced to, identify, and acknowledge cultural microaggressions and how to work toward mitigating cultural microaggressions.
4. Recognize subcultures within multicultural teams.
5. Encourage open and inclusive communication by creating space for teammates.
6. Provide opportunities for team members to interact and build relationships outside of work. This  can enhance understanding and trust.
7. Create opportunities for cross-cultural interactions and knowledge sharing, such as team-building activities or cultural exchange programs.
8. Provide diversity and inclusion training to enhance understanding of different cultural perspectives and practices.

Cross-Cultural Considerations

Explore Related Resources

• Chimamanda Ngozi Adichie’s  – The Danger of a Single Story
• Intercultural Interactions (USA) Connecting Domestic and International Students
• Project Implicit:  The goal of the organization is to educate the public about hidden biases and to provide a “virtual laboratory” for collecting data on the Internet.
•  “Are You Aware of Your Biases?” provides practical advice on how to recognize and manage your unconscious biases.
• Harvard Business Publishing Education: Provide resources that discuss how to anticipate, identify, and neutralize the biases of others
• Learning for Justice: Offers a test to measure unconscious bias.This project offers materials and activities that can be used at your company or organization to counteract bias.
• NICHQ (National Institute for Children’s Health Quality): Provides a brief that includes three resources to support your work to address your own implicit biases.
• Maryville Online: Discusses how to address implicit bias and provide a link to Project Implicit’s Implicit Association Tests.

Share What You Know

The COIL Standards have been developed by a community of COIL online practitioners interested in quality online course design and international virtual experiences. There are numerous opportunities for community members to offer suggestions, donate resources, and help with future development.

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