Collaborative Cell Groups: Bridging Separation in the Community of Inquiry in a Context of Internationalization at a Distance
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| Title: | Collaborative Cell Groups: Bridging Separation in the Community of Inquiry in a Context of Internationalization at a Distance |
|---|---|
| Language: | English |
| Authors: | Yun Yue, Jeannette Keser, Feng Li, Yishu Liu, Weijuan Yu |
| Source: | British Journal of Educational Technology. 2025 56(2):967-987. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cooperative Learning, Communities of Practice, Inquiry, Global Approach, International Education, Distance Education, Masters Programs, Graduate Students, Peer Relationship, Learner Engagement, Cross Cultural Training |
| DOI: | 10.1111/bjet.13561 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | The internationalization of higher education increasingly involves 'Internationalization at a Distance' (IaD), a modality that alters how students engage with learning communities across geographical and cultural divides. Despite its growing prevalence, the complexity of fostering student engagement in transnational settings remains underexplored. This study investigates the application of the Community of Inquiry (CoI) framework--comprising teaching, cognitive and social presence--within a transnational Master of Education programme delivered jointly by an Australian university and a Chinese educational institute. Findings reveal significant challenges in achieving robust CoI elements due to geographical separation and cultural disparities, which undermine effective engagement. In response, students developed Collaborative Cell Groups, informal, peer-led communities that enhance engagement by localizing knowledge, fostering social cohesion and supplementing teaching presence. These groups illustrate both the potential and limitations of informal peer support within formal learning structures. By critically examining the interplay between formal and informal learning communities, this study offers new insights into optimizing engagement in cross-cultural distance education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1460832 |
| Database: | ERIC |
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| Abstract: | The internationalization of higher education increasingly involves 'Internationalization at a Distance' (IaD), a modality that alters how students engage with learning communities across geographical and cultural divides. Despite its growing prevalence, the complexity of fostering student engagement in transnational settings remains underexplored. This study investigates the application of the Community of Inquiry (CoI) framework--comprising teaching, cognitive and social presence--within a transnational Master of Education programme delivered jointly by an Australian university and a Chinese educational institute. Findings reveal significant challenges in achieving robust CoI elements due to geographical separation and cultural disparities, which undermine effective engagement. In response, students developed Collaborative Cell Groups, informal, peer-led communities that enhance engagement by localizing knowledge, fostering social cohesion and supplementing teaching presence. These groups illustrate both the potential and limitations of informal peer support within formal learning structures. By critically examining the interplay between formal and informal learning communities, this study offers new insights into optimizing engagement in cross-cultural distance education. |
|---|---|
| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.13561 |
