Teaching Strategies for Developing Students’ Leadership and Interaction Skills through Collaborative Learning in Intercultural Virtual Teams
AbstractThe purpose of this paper is to discuss strategies for increasing the effectiveness of collaborative learning in virtual intercultural teams of students enrolled in the “Global Leadership” course at East Carolina University (ECU, United States) and Ural State Pedagogical University (USPU, Russia). Developing students’ leadership and intercultural skills is one of the learning objectives of the “Global Leadership” course. These skills are elements of “collaboration competency” – one of the key competencies for sustainability (Rieckmann, 2017). For effective development of collaborative competence, it is necessary to take into account socio-psychological factors – small group dynamics and distribution of roles in the team. Teaching strategies were developed on the basis of Tuckman’s (1965) scheme for group development (forming–storming–norming–performing) and Kolb’s (1984) four-stage learning cycle (concrete learning, reflective observation, abstract conceptualization, and active experimentation), taking into account specific learning environments and objectives of the “Global Leadership” course. Practices are described for six teaching strategies: 1) forming teams (based on students' interests); 2) encouraging and supporting interpersonal relationships (for faster passage through the initial stages of team development); 3) providing leadership experience within the team; 4) increasing all team members’ responsibility for group discussions and outcomes; 5) planning teamwork; and 6) reflecting on experiences.
The Global Partners in Education Journal (the “Publisher”) and the Author(s) agree as follows:
1. Author(s) hereby grant to Publisher all right, title, and interest in and to the Work, including copyright to all means of expression by any method now known or hereafter developed, including electronic format. If Publisher does not publish the Work within two (2) years of the Effective Date, copyright shall revert back to the Author. Publisher agrees to always credit Author(s) as the author(s) of the Work.
2. Publisher hereby grants Author a royalty-free, limited license for the following purposes, provided the Work is always identified as having first been published by Publisher.
• The right to make and distribute copies of all or part of the Work for use in teaching;
• The right to use all or part of the material contained in the Work in a book by the Author(s), or in a collection of the Author(s)’s work;
• The right to use and distribute the Work internally at the Author(s)’s place of employment, and for promotion and any other non-commercial purposes;
• The right to use figures and tables from the Work for any purpose;
• The right to make presentations of material from the Work;
• The right to use and distribute the Work on the Author(s)’s Web site and on the Author(s)’s university’s institute repository;
Such license shall be effective when the Work is first published in the Journal of Curriculum and Instruction.
3. The Author(s) represents and warrants that the Work: (a) is the Author(s)’s original work and that Author(s) has full power to enter into this agreement; (b) does not infringe the copyright or property right of another; (c) contains no materials which is obscene, libelous, defamatory or violates another’s civil right, right of privacy, or is otherwise unlawful; and (d) has not been previously published, in whole or in part. Author(s) shall indemnify and hold Publisher harmless against loss or expenses arising from breach of any such warranties.