This paper presents a point of some learnings and reflections from the experience of a virtual classroom, within the GETT project, made of 20 Italian students, who worked cooperatively through videoconference and chat and email with some 20 students from your university, and 20 from Lebanon and 20 more from US. Moreover the research faces some critical issues starting from a flash on globalisation and its impact on educational systems; then moving to the knowledge society and presenting the cooperative learning as a model to build international and trans-cultural virtual communities. Focus of the study is the issue of group dynamics in virtual classes, which do play a crucial role in the effectiveness of the VCs themselves. Finally, mentioning some of the most recent studies on the impact hypothesis (Eller & Abrams, 2004; Molina, Wittig & Giang, 2004; Zagefka & Brown, 2002), it is discussed how the GETT project has highlighted similarities between real and virtual groups working to reduce mutual prejudices.

Multicultural distant education: virtual communities as group models for a peaceful cohabitation / Mineo, Roberta. - STAMPA. - (2006), pp. 10-15. (Intervento presentato al convegno Tempus Project and Distance Learning tenutosi a Dniepropetrovsk nel 20-23 march 2006).

Multicultural distant education: virtual communities as group models for a peaceful cohabitation

MINEO, Roberta
2006

Abstract

This paper presents a point of some learnings and reflections from the experience of a virtual classroom, within the GETT project, made of 20 Italian students, who worked cooperatively through videoconference and chat and email with some 20 students from your university, and 20 from Lebanon and 20 more from US. Moreover the research faces some critical issues starting from a flash on globalisation and its impact on educational systems; then moving to the knowledge society and presenting the cooperative learning as a model to build international and trans-cultural virtual communities. Focus of the study is the issue of group dynamics in virtual classes, which do play a crucial role in the effectiveness of the VCs themselves. Finally, mentioning some of the most recent studies on the impact hypothesis (Eller & Abrams, 2004; Molina, Wittig & Giang, 2004; Zagefka & Brown, 2002), it is discussed how the GETT project has highlighted similarities between real and virtual groups working to reduce mutual prejudices.
2006
Tempus Project and Distance Learning
Dniepropetrovsk
20-23 march 2006
10
15
Mineo, Roberta
Multicultural distant education: virtual communities as group models for a peaceful cohabitation / Mineo, Roberta. - STAMPA. - (2006), pp. 10-15. (Intervento presentato al convegno Tempus Project and Distance Learning tenutosi a Dniepropetrovsk nel 20-23 march 2006).
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11380/620378
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