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@article{ART002655307},
author={Yeonjeong Park and Barbara Lockee and David Moore},
title={Instructional Design Implications for International Graduate Students: Perceptions on Intercultural Communicative Competences and Socially Engaged Learning},
journal={Studies in Humanities and Social Sciences},
issn={1598-4230},
year={2020},
volume={63},
number={4},
pages={31-58},
doi={10.17939/hushss.2020.63.4.002}

TY - JOUR
AU - Yeonjeong Park
AU - Barbara Lockee
AU - David Moore
TI - Instructional Design Implications for International Graduate Students: Perceptions on Intercultural Communicative Competences and Socially Engaged Learning
JO - Studies in Humanities and Social Sciences
PY - 2020
VL - 63
IS - 4
PB - Institute of Humanities and Social Sciences
SP - 31
EP - 58
SN - 1598-4230
AB - The purpose of this study is to perceptions of international graduate students on intercultural communicative competence (ICC) and ID strategies for socially engaged learning (SEL). As an internal condition, ICC is a quality for those who enter a second language and culture. As an external condition, SEL includes recommended learning and instructional strategies for the students. SEL was derived from the review of existing and well-known social theories of learning. As a case study in a large university in the U.S., this study investigated perceptions on ICC and SEL with a sample of 208 non-native English speaking international graduate students coming from China, India, South Korea, and other diverse countries. Results of quantitative analysis showed that these students with different background characteristics, academic disciplines, cultural origins, and previous experiences perceived a moderately high level of ICC and generally had positive views on SEL strategies for socially engaged learning. Significantly different perceptions among sub-factors of ICC level and SEL framework across their backgrounds suggest that the instructional designers need to better understand students’ different intercultural competencies, to build a bridge in applying between generally-accepted versus culturally-specific instructional design principles, and finally to help students prepare their socially engaged learning successfully.
KW - Intercultural Communicative Competence;Socially Engaged Learning;International Students;Culture;Instructional design
DO - 10.17939/hushss.2020.63.4.002
ER -

Yeonjeong Park, Barbara Lockee and David Moore. (2020). Instructional Design Implications for International Graduate Students: Perceptions on Intercultural Communicative Competences and Socially Engaged Learning. Studies in Humanities and Social Sciences, 63(4), 31-58.

Yeonjeong Park, Barbara Lockee and David Moore. 2020, "Instructional Design Implications for International Graduate Students: Perceptions on Intercultural Communicative Competences and Socially Engaged Learning", Studies in Humanities and Social Sciences, vol.63, no.4 pp.31-58. Available from: doi:10.17939/hushss.2020.63.4.002

Yeonjeong Park, Barbara Lockee, David Moore "Instructional Design Implications for International Graduate Students: Perceptions on Intercultural Communicative Competences and Socially Engaged Learning" Studies in Humanities and Social Sciences 63.4 pp.31-58 (2020) : 31.

Yeonjeong Park, Barbara Lockee, David Moore. Instructional Design Implications for International Graduate Students: Perceptions on Intercultural Communicative Competences and Socially Engaged Learning. 2020; 63(4), 31-58. Available from: doi:10.17939/hushss.2020.63.4.002

Yeonjeong Park, Barbara Lockee and David Moore. "Instructional Design Implications for International Graduate Students: Perceptions on Intercultural Communicative Competences and Socially Engaged Learning" Studies in Humanities and Social Sciences 63, no.4 (2020) : 31-58.doi: 10.17939/hushss.2020.63.4.002

Yeonjeong Park; Barbara Lockee; David Moore. Instructional Design Implications for International Graduate Students: Perceptions on Intercultural Communicative Competences and Socially Engaged Learning. Studies in Humanities and Social Sciences, 63(4), 31-58. doi: 10.17939/hushss.2020.63.4.002

Yeonjeong Park; Barbara Lockee; David Moore. Instructional Design Implications for International Graduate Students: Perceptions on Intercultural Communicative Competences and Socially Engaged Learning. Studies in Humanities and Social Sciences. 2020; 63(4) 31-58. doi: 10.17939/hushss.2020.63.4.002

Yeonjeong Park, Barbara Lockee, David Moore. Instructional Design Implications for International Graduate Students: Perceptions on Intercultural Communicative Competences and Socially Engaged Learning. 2020; 63(4), 31-58. Available from: doi:10.17939/hushss.2020.63.4.002

Yeonjeong Park, Barbara Lockee and David Moore. "Instructional Design Implications for International Graduate Students: Perceptions on Intercultural Communicative Competences and Socially Engaged Learning" Studies in Humanities and Social Sciences 63, no.4 (2020) : 31-58.doi: 10.17939/hushss.2020.63.4.002