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It's Never Too Soon! Comparing Intercultural Learning Outcomes of Undergraduate Students via Face-to-Face and Online Teaching Modalities.
- Source :
- Perspectives of the ASHA Special Interest Groups; Aug2023, Vol. 8 Issue 4, p761-781, 21p
- Publication Year :
- 2023
-
Abstract
- Purpose: Providing culturally responsive care for a diverse patient population is critical for future speech-language pathologists and audiologists. Prior studies have shown gains in intercultural competence (ICC) from study abroad programs, faceto- face classes, and online courses; however, limited studies have investigated differences between face-to-face and online modes of delivery in speech-language pathology and audiology. The purpose of this study was (a) to evaluate whether there are quantitative differences in development of ICC in a direct comparison of a face-to-face and 100% asynchronous online introductory in communication disorders, and (b) to describe participants learning through the structural intercultural learning activities embedded into the course using a qualitative approach. Method: The study used a mixed-methods approach collecting both quantitative (Intercultural Development Inventory) and qualitative (final reflection papers) data. Data analysis included t tests and clustering analysis of quantitative data and scoring and thematic analysis of qualitative data. Results: Results demonstrated statistically significant increases in IDI scores for participants in both the online and face-to-face classes. Qualitative analysis indicated that all participants, regardless of change in score, demonstrated growth in ICC as seen in their comments. Conclusions: Overall, structured intercultural learning activities embedded within a course can be an effective means of facilitating intercultural growth in undergraduate participants in both face-to-face and online instructional modalities. Additionally, participants whose quantitative scores declined had similar qualitative comments suggesting intercultural growth in all participants independent of changes in quantitative scores. [ABSTRACT FROM AUTHOR]
- Subjects :
- ONLINE education
TEACHING methods
RESEARCH methodology
SELF-evaluation
CURRICULUM
MACHINE learning
REGRESSION analysis
LEARNING strategies
UNDERGRADUATES
PSYCHOLOGICAL tests
T-test (Statistics)
SPEECH therapy education
QUESTIONNAIRES
SCALE analysis (Psychology)
DESCRIPTIVE statistics
RESEARCH funding
HEALTH equity
CLUSTER analysis (Statistics)
THEMATIC analysis
Subjects
Details
- Language :
- English
- ISSN :
- 2381473X
- Volume :
- 8
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Perspectives of the ASHA Special Interest Groups
- Publication Type :
- Academic Journal
- Accession number :
- 169983826
- Full Text :
- https://doi.org/10.1044/2023_PERSP-23-00015