Recognizing and Avoiding Intercultural Miscommunication in Distance Education. A Study of the Experiences of Canadian Faculty and Aboriginal Nursing Students
College of Nursing, The University of Tennessee Health Science Center, Memphis, TN 38163, USA.Journal of professional nursing: official journal of the American Association of Colleges of Nursing (Impact Factor: 0.95). 11/2007; 23(6):351-61. DOI: 10.1016/j.profnurs.2007.01.021
Language differences and diverse cultural norms influence the transmission and receipt of information. The online environment provides yet another potential source of miscommunication. Although distance learning has the potential to reach students in cultural groups that have been disenfranchised from traditional higher education settings in the past, intercultural miscommunication is also much more likely to occur through it. There is limited research examining intercultural miscommunication within distance education environments. This article presents the results of a qualitative study that explored the communication experiences of Canadian faculty and Aboriginal students while participating in an online baccalaureate nursing degree program that used various delivery modalities. The microlevel data analysis revealed participants' beliefs and interactions that fostered intercultural miscommunication as well as their recommendations for ensuring respectful and ethically supportive discourses in online courses. The unique and collective influences of intercultural miscommunication on the experiences of faculty and students within the courses are also identified. Instances of ethnocentrism and othering are illustrated, noting the effects that occurred from holding dualistic perspectives of us and them. Lastly, strategies for preventing intercultural miscommunication in online courses are described.
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ABSTRACT: For the past decade, researchers affiliated with the National Science Foundation-funded High Performance Wireless Research and Education Network (HPWREN) have been working with Native American education communities on an array of Internet-enabled activities, including the Live Interactive Virtual Explorations (LIVE) pilot project. One of the communities involved with the pilot LIVE project is the Pala Native American Learning Center, which is located in rural San Diego County, California. This paper discusses five case studies encompassing LIVE activities between Pala tribal community members and field scientists/educators throughout southern California. Using laptops equipped with off-the-shelf accessories and freeware, the five pilot case studies demonstrate the advantages and disadvantages of utilizing the LIVE concept for real-time distance education programs at rural Native American communities.
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ABSTRACT: Abstract Indigenous knowledge (IK) has the potential to complement the dominant epistemologies central to nursing curricula. Acknowledging IK as a thriving set of worldviews, we discuss how nursing educators might access and integrate IK in ways that are respectful and sustainable. IK is highlighted as an entry point for understanding concepts such as cultural safety, ethical space, and relational practice and as a strength-based approach to learning about Aboriginal people's health. As with any use of knowledge, consideration must be given to issues of ownership, misappropriation, institutional responsibility, Indigenous protocol, and the creation of partnerships. Recommendations are provided for educators wishing to explore how to incorporate IK into nursing curriculum. With appropriate partnerships, protocols, and processes in place, the incorporation of IK may provide educators and students an opportunity to explore divergent epistemologies, philosophies, and worldviews, thereby encouraging broader perspectives about the world, ways of being, various types of knowledge, and nursing care.
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