A Study of a Scaffolding Support Strategy for Effective Global Interactive Learning: Global Interactive Learning Practice between Japanese Children and Korean Adults

Abstract

Information and Communication Technology (ICT) possesses the potential for drawing out an effective understanding of other cultures by supporting interactive exchange through its use. Cross-cultural awareness education which utilizes ICT comprises learning activities that are conducted remotely by connecting Japanese schools with foreign schools through advanced ICT tools. The international exchange education aims at „understanding other cultures,‟ which is a necessary ability for living in a diversified global community. However, in the case of children, the question has been raised whether understanding of different cultures has actually been accomplished, or whether it remains a surface-level information exchange. This study investigates scaffolding as a means to promote active, high-level learning activity to solve these problems. In order to achieve the research goals, a qualitative research method was chosen to study a one month global interactive learning process between Japanese children and Korean graduate students. The effectiveness of a scaffolding strategy provided by the Korean graduate students, who served as the adults of the partnering nation, was studied. The effective scaffolding support strategies resulting from this research are as follows: first, proper questions must be provided so that the partnering children can learn through self-direction; second, the scaffolding must be provided by considering the intellectual capabilities, performance, comments, and motivations of each partnering child; and third, the provision of scaffolding is more effective if the provider possesses abundant knowledge regarding the cultures of both countries and has diverse life experience which can stimulate the learning process.