Abstract
Purpose: Providing culturally responsive care for a diverse patient population is critical for future speech-language pathologists and audiologists. Prior studies have shown gains in intercultural competence (ICC) from study abroad programs, face-to-face classes, and online courses; however, limited studies have investigated differences between face-to-face and online modes of delivery in speech-language pathology and audiology. The purpose of this study was (a) to evaluate whether there are quantitative differences in development of ICC in a direct comparison of a face-to-face and 100% asynchronous online introductory in communication dis-orders, and (b) to describe participants learning through the structural intercultural learning activities embedded into the course using a qualitative approach. Method: The study used a mixed-methods approach collecting both quantitative (Intercultural Development Inventory) and qualitative (final reflection papers) data. Data analysis included t tests and clustering analysis of quantitative data and scoring and thematic analysis of qualitative data. Results: Results demonstrated statistically significant increases in IDI scores for participants in both the online and face-to-face classes. Qualitative analysis indicated that all participants, regardless of change in score, demonstrated growth in ICC as seen in their comments. Conclusions: Overall, structured intercultural learning activities embedded within a course can be an effective means of facilitating intercultural growth in undergraduate participants in both face-to-face and online instructional modalities. Additionally, participants whose quantitative scores declined had similar qualitative comments suggesting intercultural growth in all participants independent of changes in quantitative scores.
Date of this Version
2023
Recommended Citation
Jaiswal, Aparajita; Masters, Christi; Jin, Lan; Inani, Tanvin; Schenkel, Annika; Sapkota, Muna; and Krishnan, Lata, "It's Never Too Soon! Comparing Intercultural Learning Outcomes of Undergraduate Students via Face-to-Face and Online Teaching Modalities" (2023). Department of Speech, Language, and Hearing Sciences Faculty Publications. Paper 7.
https://docs.lib.purdue.edu/slhspubs/7
Comments
This is the author-accepted manuscript of Jaiswal, A; Masters, C; Jin, L; Inani, T; Schenkel, A; Sapkota, M; and Krishnan, L. (2023) It’s Never Too Soon! Comparing Intercultural Learning Outcomes of Undergraduate Students via Face-to-Face and Online Teaching Modalities. Perspectives of the ASHA Special Interest Groups, 8(4): 761-781. Published by the American Speech-Language-Hearing Association, the version of record is available at DOI: 10.1044/2023_PERSP-23-00015.