Learning through the dialogical self in intercultural encounters: A case study of Chinese-Finnish virtual exchanges in higher education
DOI:
https://doi.org/10.36366/frontiers.v38i1.1055Keywords:
Dialogical self theory, identity development, identity negotiation, intercultural learning, interculturality, reflection, virtual exchangesAbstract
This article explores the benefits of international online platforms in fostering intercultural learning within higher education. Reflexive writing, a core component of virtual exchange, helps students develop the self-awareness and empathy essential for engaging in interculturality. Data were gathered from students (N = 39) at two universities (one in China and one in Finland) who participated in a month-long online course. As part of their collaborative tasks, students were prompted to reflect on their experiences and feelings about interacting with one another. The analysis, guided by Hermans’s interdisciplinary, realistic and fluid Dialogical Self Theory (DST), examined how students made sense of their encounters and negotiated situations they deemed significant. The findings reveal that students often used internal dialogue between different personal positions to advance their intercultural learning, although this was not unanimous amongst them. The study also highlights the importance of well-designed prompts for intercultural learning, showing how self-reflection could enhance students’ intercultural self-awareness and empathy.
Abstract in FinnishTämä artikkeli tutkii kansainvälisten verkkoalustojen hyötyjä kultuurienvälisen oppimisen mahdollistajana osana korkeakouluopetusta. Verkkovaihtojen keskeisenä osana toimiva refleksiivinen kirjoittaminen auttaa opiskelijoita kehittämään itsetuntemusta sekä empatiaa, mitkä ovat välttämättömiä kulttuurienvälisyydelle. Tutkimusdata kerättiin kahden yliopiston (yksi Kiinassa ja toinen Suomessa) opiskelijoilta (N = 39), jotka osallistuivat kuukauden mittaiselle verkkokurssille. Osana heidän kurssitehtäviään, opiskelijoita ohjeistettiin reflektoimaan yhteistyön luomia kokemuksia ja tunteita. Hermansin monitieteisen, realistisen ja muovautuvan dialogisen minäteorian (DST) pohjalta tehdyssä analyysissä tarkasteltiin, miten opiskelijat tulkitsivat kohtaamisiaan ja neuvottelivat tilanteita, joita he pitivät merkittävänä. Tulokset paljastavat, että opiskelijat hyödynsivät sisäistä dialogia eri henkilökohtaisten positioiden välillä edistääkseen kulttuurienvälistä oppimistaan, mutta tämä ei ollut aina yhtenäistä opiskelijoiden välillä. Tutkimus korostaa hyvin suunnitellun ohjeistuksen roolia osana kulttuurienvälistä oppimista ja osoittaa, kuinka itsereflektio voi parantaa opiskelijoiden kulttuurienvälistä itsetuntemusta ja empatiaa.
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