This ethnographic case study explores intercultural and ethnographic engagement by undergraduate Hong Kong students enrolled in an Intercultural Communication course at a public research university. Ethnographic projects originated from virtual exchanges with undergraduates in a professional writing course at a private research institution on the…

This proposal presents findings from the large-scale study "Literacy Teacher Educators: Their Backgrounds, Visions, and Practices" which includes 28 literacy/English teacher educators (LTEs) from four countries. Five LTEs who use a constructivist approach are presented. Three aspects of their constructivism are discussed: knowledge is…

While some geographers have embraced active learning as a means to engage students in a course, many others stick to conventional teaching methods. They are often deterred by suggestions that it can be difficult to implement active learning where students have no prior knowledge of a subject, that active learning requires too much work of…

This qualitative study explores the factors that contributed to limited interactional involvement in a telecollaborative project linking two groups of participants: 12 advanced-level students of English in northeastern Germany and 9 advanced-level students of German in the southwestern United States. Drawing on data from online transcripts,…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…