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Critical Reflection on Cultural Difference in the Computer Conference

Antioch University McGregor

Adult educators have a strong interest in designing courses that stimulate learning toward critical, more inclusive cultural perspectives. Critical reflection is a key component of both intercultural learning and a growing medium of instruction, the asynchronous computer conference (CC). This study combined qualitative methodology with a framework for assessment of intercultural reflection to examine interactions between intercultural experience and issues and cognitive and affective approaches to reflection in a graduate course exploring cultural difference taught through the CC medium. Results revealed that beliefs about cultural difference were mediated through critical self-reflection approaches through which students linked cultural positions to inequity, embraced negative emotions, questioned prejudices, reframed underlying premises, and linked experiences to previously learned habits. Online discussion was strongly influenced by the topics of race and, secondarily, by experience as marginalized biculturals or international sojourners.

Key Words: critical reflection • transformational learning • intercultural relations • distance learning • adult education • distance learning • reflection assessment

Adult Education Quarterly, Vol. 56, No. 1, 39-64 (2005)
DOI: 10.1177/0741713605280161


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