MOOC Teaching Assistants' Global-engaged Learning in the United States and China.
Saved in:
| Title: | MOOC Teaching Assistants' Global-engaged Learning in the United States and China. |
|---|---|
| Authors: | Yue Li1, Armstrong, Anne K.2, Krasny, Marianne E.3 |
| Source: | Online Learning. Dec2024, Vol. 28 Issue 4, p147-171. 25p. |
| Subject Terms: | *Critical thinking, *Chinese-speaking students, *Online education, Virtual communities, China-United States relations, Implicit bias, Cultural competence |
| Abstract: | How can we create a "global-at-home" learning experience for university students to engage them in serving global professional communities online? This study applied global engagement surveys alongside interviews and focus groups in online contexts to examine engaged learning outcomes of U.S. and Chinese university students who served as MOOC teaching assistants for course participants from over 50 countries. Findings from pre and post surveys showed that TAs significantly increased their scores on efficacy, political voice, conscious consumption and critical reflection. Further, qualitative analysis showed that TAs worked to adapt their language in communication with course participants, a key aspect of intercultural competence, and that they gained self-efficacy in online communication and in their ability to make a difference. TAs described affordances of online global-engaged learning, including accessibility, time for reflection, lack of implicit bias, creating long-term connections, and reaching large audiences. They also reflected on challenges, including lack of emotional connection, lack of response from participants, language barriers, and perceived lack of expertise. This study offers recommendations for designing online learning and community engagement experiences that can provide opportunities for university students to gain intercultural competence, efficacy, and reflection skills. [ABSTRACT FROM AUTHOR] |
| Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 182558080 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: MOOC Teaching Assistants' Global-engaged Learning in the United States and China. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yue+Li%22">Yue Li</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Armstrong%2C+Anne+K%2E%22">Armstrong, Anne K.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Krasny%2C+Marianne+E%2E%22">Krasny, Marianne E.</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Online+Learning%22">Online Learning</searchLink>. Dec2024, Vol. 28 Issue 4, p147-171. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Chinese-speaking+students%22">Chinese-speaking students</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+communities%22">Virtual communities</searchLink><br /><searchLink fieldCode="DE" term="%22China-United+States+relations%22">China-United States relations</searchLink><br /><searchLink fieldCode="DE" term="%22Implicit+bias%22">Implicit bias</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+competence%22">Cultural competence</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: How can we create a "global-at-home" learning experience for university students to engage them in serving global professional communities online? This study applied global engagement surveys alongside interviews and focus groups in online contexts to examine engaged learning outcomes of U.S. and Chinese university students who served as MOOC teaching assistants for course participants from over 50 countries. Findings from pre and post surveys showed that TAs significantly increased their scores on efficacy, political voice, conscious consumption and critical reflection. Further, qualitative analysis showed that TAs worked to adapt their language in communication with course participants, a key aspect of intercultural competence, and that they gained self-efficacy in online communication and in their ability to make a difference. TAs described affordances of online global-engaged learning, including accessibility, time for reflection, lack of implicit bias, creating long-term connections, and reaching large audiences. They also reflected on challenges, including lack of emotional connection, lack of response from participants, language barriers, and perceived lack of expertise. This study offers recommendations for designing online learning and community engagement experiences that can provide opportunities for university students to gain intercultural competence, efficacy, and reflection skills. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182558080 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.24059/olj.v28i4.4567 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 147 Subjects: – SubjectFull: Critical thinking Type: general – SubjectFull: Chinese-speaking students Type: general – SubjectFull: Online education Type: general – SubjectFull: Virtual communities Type: general – SubjectFull: China-United States relations Type: general – SubjectFull: Implicit bias Type: general – SubjectFull: Cultural competence Type: general Titles: – TitleFull: MOOC Teaching Assistants' Global-engaged Learning in the United States and China. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yue Li – PersonEntity: Name: NameFull: Armstrong, Anne K. – PersonEntity: Name: NameFull: Krasny, Marianne E. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 24725749 Numbering: – Type: volume Value: 28 – Type: issue Value: 4 Titles: – TitleFull: Online Learning Type: main |
| ResultId | 1 |
