Centering cultural knowledge in tpack— evidence from a collaborative online international learning collaboration

HIGHLIGHTS

• What: In this qualitative study the authors analyzed the processes of a collaborative online international learning (COIL) between two higher institutions in Japan and the United States from the perspective of the technological pedagogical and content knowledge (TPACK) framework. The research question this study aimed to address was: What is the utility of the TPACK framework as a lens of analysis for this online cultural exchange? While affective outcomes can be hard to measure qualitatively, the authors show in the section how participants were able to identify missed opportunities for cultural exchange because of the pedagogical design . . .
  

   

  

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