Nine Considerations to Ensure that an Intercultural Intercollege Collaboration Leaves you on Cloud Nine and Isn't a Nine Day Wonder

ID: 35064 Type: Brief Paper
  1. Elaine Hoter, Talpiot College of Education and the Mofet Institute, Israel
  2. Asmaa Ganayem, Al quasami academic college of education and the Mofet Institute, Israel
  3. Miri Shoenfeld, The Kibbutzim College of Education and the Mofet Institute, Israel

Tuesday, March 6 11:30-11:50 AM Location: Capitol C View on map

Presider: Marilyn Ochoa, Middlesex County College, United States

Abstract: Online intercultural connections among students are often part of teacher training programs as future teachers may be required to carry out online intercultural projects in their classrooms.These connections and joint learning projects can prepare students for a culturally diverse reality, help build mutual respect and reduce stereotyping. Allport (1954) in his contact hypothesis set conditions for reducing group anxiety in F2F meetings. His hypothesis claims that group anxiety can be reduced through long term communication based on equal status, common goals, cooperation rather than competition, and institutional support. Allport’s conditions and our ensuing research are presented in this paper, which offers nine considerations to be taken into account to carry out successful online intercollege intercultural collaborative projects.


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