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Emic etic interaction: Processes of ...

Vissicaro, Pegge.

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Emic etic interaction: Processes of cross-cultural dance study in an online learning environment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Emic etic interaction: Processes of cross-cultural dance study in an online learning environment./
作者:	Vissicaro, Pegge.
面頁冊數:	225 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3588.
Contained By:	Dissertation Abstracts International64-10A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3109623
ISBN:	9780496571642

Emic etic interaction: Processes of cross-cultural dance study in an online learning environment.
Vissicaro, Pegge.

Emic etic interaction: Processes of cross-cultural dance study in an online learning environment. - 225 p.

Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3588.

Thesis (Ph.D.)--Arizona State University, 2003.

The premise of this study suggests that people living in a culturally heterogeneous nation, such as the United States, need tools or strategies for organizing and making sense of greater amounts of new and diverse information. One field informing that issue is cross-cultural or comparative studies, where researchers explore emic and etic perspectives to investigate different knowledge systems. The etic approach utilizes analytical frameworks to universally compare various cultural phenomena, such as dance, while the emic approach explores internal views of individual cultural knowledge systems. Insight pertaining to the impact of context on comparative processes is valuable for promoting learning environments that facilitate understanding of different ideas, values, and beliefs.

ISBN: 9780496571642Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Emic etic interaction: Processes of cross-cultural dance study in an online learning environment.
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520 $a The premise of this study suggests that people living in a culturally heterogeneous nation, such as the United States, need tools or strategies for organizing and making sense of greater amounts of new and diverse information. One field informing that issue is cross-cultural or comparative studies, where researchers explore emic and etic perspectives to investigate different knowledge systems. The etic approach utilizes analytical frameworks to universally compare various cultural phenomena, such as dance, while the emic approach explores internal views of individual cultural knowledge systems. Insight pertaining to the impact of context on comparative processes is valuable for promoting learning environments that facilitate understanding of different ideas, values, and beliefs.
520 $a This factor motivated an interpretive dissertation project that examined processes of cross-cultural dance study by 27 members in an asynchronous online undergraduate course using computer-mediated communication. Literature from the disciplines of online distance education, sociology, psychology, and anthropology provided background for the research. Methods of inquiry involved a mix of qualitative and quantitative data collection and analysis techniques to reveal how all comparative strategies begin with the observer's or researcher's personal emic cultural knowledge to situate understanding. Studying patterns and characteristics of required responses submitted to discussion forums indicated that interaction between an individual's personal emic and a universal framework led to a derived etic. This type of monochronic, low context communication formed a gesellschaft social organization that was purposive and goal-oriented. However, characteristics of nonrequired responses illustrated an imposed etic based on interaction between two individuals' personal emic knowledge. The result of polychronic, high context information transfer was a gemeinschaft social organization formed by free will and without expectation of a grade or other remuneration.
520 $a Both types of interaction are valuable and therefore a balanced approach to structuring comparative studies education is necessary. That idea informs the design of a model for online cross-cultural study learning environments pertaining to dance and other disciplines. This instructional model acknowledges the importance of social knowledge construction to create communities of learners, which facilitate the development of new ideas and sharing of multiple perspectives.
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