Abstract

abstract:

This article discusses how intercultural communication theory informed an approach to information literacy support for the University of New Brunswick's online MEd program in Trinidad and Tobago. By applying established frameworks for understanding and comparing cultural values across national groups, the author designed and implemented a hybrid support model that combines in-person workshops with regular online contact. The aim of this approach is to establish a context in which the motivations and learning preferences of students and support personnel are mutually acknowledged prior to navigating the online learning environment.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 431-450
Launched on MUSE
2018-07-07
Open Access
No
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