Can Social Media Impact Cultural Competence and How Do We Measure It: A Systematic Literature Review

AECT
Marianne Justus
Jodi Menees
Presentation Date: 
Tuesday, October 25, 2016
Event or Conference: 
AECT International Convention
Presentation Type: 
Paper Presentation
Boyer's Domain: 
Presentation Attachment(s): 
Presentation Location: 
Las Vegas, NV
United States
Abstract: 
There is increasing interest and debate within the research community on the role that collaborative virtual technology tools can play in online learning within culturally diverse student populations. Students who exhibit different learning goals and are motivated in different ways than those of the dominant culture may be challenged to identify as part of the learning community. Cultural perspectives affect an individual’s approach to learning and the level of classroom participation. Given the diversity of the global e-learning environment, seeking further evidence of how to support cultural competence by integrating virtual tools and social media remains an area of research interest. Along with increasing diversity in the classroom, adopting social media tools is a response to a new generation of technically skilled learners who have grown up with technology. Increasingly, researchers are questioning the levels of validity and reliability of current cultural competence assessments. The goal of this research was to understand the issues associated with the elements and constructs of cultural competence being tested, and to address these issues within the context of online environments that have integrated technology and social media. A comprehensive literature review revealed concepts and assumptions embedded into current instruments designed to measure cultural sensitivity, cultural competence and cultural intelligence. The review also revealed ways in which current measures can be adapted based on the inclusion of social media to allow for cultural competence to become a pervasive theme within the curriculum. By identifying these elements, educators and other professionals can support increased understandings of how to assess culturally competent language and behaviors within global educational contexts, improving the experiences of all marginalized groups when communicating in virtual environments. There is increasing interest and debate within the research community on the role that collaborative virtual technology tools can play in online learning within culturally diverse student populations. Students who exhibit different learning goals and are motivated in different ways than those of the dominant culture may be challenged to identify as part of the learning community. Cultural perspectives affect an individual’s approach to learning and the level of classroom participation. Given the diversity of the global e-learning environment, seeking further evidence of how to support cultural competence by integrating virtual tools and social media remains an area of research interest. Along with increasing diversity in the classroom, adopting social media tools is a response to a new generation of technically skilled learners who have grown up with technology. Increasingly, researchers are questioning the levels of validity and reliability of current cultural competence assessments. The goal of this research was to understand the issues associated with the elements and constructs of cultural competence being tested, and to address these issues within the context of online environments that have integrated technology and social media. A comprehensive literature review revealed concepts and assumptions embedded into current instruments designed to measure cultural sensitivity, cultural competence and cultural intelligence. The review also revealed ways in which current measures can be adapted based on the inclusion of social media to allow for cultural competence to become a pervasive theme within the curriculum. By identifying these elements, educators and other professionals can support increased understandings of how to assess culturally competent language and behaviors within global educational contexts, improving the experiences of all marginalized groups when communicating in virtual environments. There is increasing interest and debate within the research community on the role that collaborative virtual technology tools can play in online learning within culturally diverse student populations. Students who exhibit different learning goals and are motivated in different ways than those of the dominant culture may be challenged to identify as part of the learning community. Cultural perspectives affect an individual’s approach to learning and the level of classroom participation. Given the diversity of the global e-learning environment, seeking further evidence of how to support cultural competence by integrating virtual tools and social media remains an area of research interest. Along with increasing diversity in the classroom, adopting social media tools is a response to a new generation of technically skilled learners who have grown up with technology. Increasingly, researchers are questioning the levels of validity and reliability of current cultural competence assessments. The goal of this research was to understand the issues associated with the elements and constructs of cultural competence being tested, and to address these issues within the context of online environments that have integrated technology and social media. A comprehensive literature review revealed concepts and assumptions embedded into current instruments designed to measure cultural sensitivity, cultural competence and cultural intelligence. The review also revealed ways in which current measures can be adapted based on the inclusion of social media to allow for cultural competence to become a pervasive theme within the curriculum. By identifying these elements, educators and other professionals can support increased understandings of how to assess culturally competent language and behaviors within global educational contexts, improving the experiences of all marginalized groups when communicating in virtual environments.