Student Teaching Assistants’ Global Engaged Learning Through MOOCs

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Abstract

This study applied global engagement surveys in online contexts to examine engaged learning outcomes of US and Chinese university students who served as MOOC teaching assistants. Findings from pre and post surveys showed that TAs significantly increased their scores on efficacy, political voice, conscious consumption and critical reflection. The US TAs reported higher scores on communication, self-awareness and critical reflection compared to Chinese TAs. Further, qualitative analysis showed that TAs worked to adapt their language in their communication with participants, a key aspect of intercultural competence, and that they gained self-efficacy in online communication and in their ability to make a difference.

Authors

• Yue Li, University of Florida

• Anne Katherine Armstrong, Worcester State University

• Marianne E. Krasny, Cornell University