Twenty-eighth International Conference on Learning

Abstract

With the growth of online courses in the humanities, a digital and innovative best practice are through offering students online collaborations. Academic researchers have been evaluating the academic viability of online offerings over the decades. Using data collected across a cross-country online collaboration (across the U.S. and Korea) discussing current and controversial issues in American politics, I assess whether students are “academic/reflectivity” in their discussions with each other. “Academic reflectivity” was computed as a compound variable measuring deliberative, reflective posts and responses, using class or text references, posing questions that furthered academic discussions and the length of the post suggesting thorough discussions. I statistically confirm that their discussions are academically reflective, without class differences or gender bias, and that these discussions are academically reflective across any type of question (theoretical or controversial) asked over the semesters. This study showcases e-collaborations as an innovative e-pedagogy that is also a digital best practice as students deliberate with vigor and academic reflectivity across countries. Online collaborations can certainly be taught across the humanities discipline and globally.