Examinando por Autor "Elexpuru Albizuri, Iciar"

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    Developing business students’ intercultural competence through intercultural virtual collaboration: a task sequence implementation
    (Emerald Group Holdings Ltd., 2021) Ferreira Lopes, Luana; Elexpuru Albizuri, Iciar; Bezanilla, María José
    Purpose: Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students’ intercultural competence. This study aims to explore students’ perceptions towards the implementation of a research-based task sequence in a project in which undergraduate Business students from Spain collaborated virtually with undergraduate business students from The Netherlands during a semester. More specifically, this paper investigates what intercultural competence indicators were mostly developed by the sequence implemented; how much each task from the sequence in question developed different intercultural competence indicators; and how much students enjoyed participating in each task. Design/methodology/approach: Data was collected through after-task reflection questionnaires. A quantitative analysis of Likert-type questions was carried out and open-ended responses were used to illustrate findings. Findings: Results reveal that the task sequence developed different dimensions of students’ intercultural competence and, particularly, fostered a positive attitude towards intercultural relationships, increased students’ cultural knowledge and awareness and equipped students with skills to work in diverse teams. It also showed that as complexity grew along the sequence, the average students’ perception of their intercultural competence development tended to decrease. The majority of students’ very much liked participating in the different tasks. Originality/value: Designing telecollaborative projects can be very challenging and understanding the learning potential of different pedagogical strategies for virtual collaborative environments can help teachers to take better-informed decisions.
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    Espacios de telecolaboración para el desarrollo de la competencia intercultural
    (Octaedro, 2019) Ferreira Lopes, Luana; Elexpuru Albizuri, Iciar; Bezanilla, María José; Narvaiza Cantín, Lorea; Larreina Díaz, Mikel
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    Integrating intercultural competence development into the curriculum through telecollaboration: a task sequence proposal for higher education
    (Universidad de Murcia, Departamento de Psicología Evolutiva y de la Educación, 2018-10) Ferreira Lopes, Luana; Bezanilla, María José ; Elexpuru Albizuri, Iciar
    Despite its demonstrated potential to enhance students’ Intercultural Competence and other 21st century skills, telecollaboration still fails to befullyintegrated into university courses. Literature shows that there is a need for developingsustainable instructional design models for this purpose. Hence, the main goal of this work is to propose a theory-informed task sequenceto facilitate theintegration of telecollaborationinto university courses for the development of Intercultural Competence. Based on the typology of tasks from O’Dowd & Ware (2009)and enriched with contributions from other authors, the task sequence: (1) facilitates the development of Intercultural Competence according to EMICmodel and adds a new block to its composition in order to approach the specificities of virtual teamwork, (2) contains detailed instructions for each task, (3) provides guidelinesonimplementation, on the selection of technologyand on the integration of tasks to the syllabiand(4) offers an assessment plan, accompanied by a list of learning evidences that are expected to be manifested by students per task. This sequence can serve as a reference forfurther adaptations to diverse contexts.It is currently being pilotedin two telecollaborative projects andthe results are expected to contribute to future improvements
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    Integrating SDG 12 into business studies through Intercultural Virtual Collaboration
    (MDPI, 2022-08) Ferreira Lopes, Luana; Van Rompay-Bartels, Ingrid; Bezanilla, María José; Elexpuru Albizuri, Iciar
    Intercultural Virtual Collaboration (IVC) has been a growing field in recent decades as it allows students from different cultures to work together without having to move physically. Besides providing students with an authentic experience that they are going to encounter in their future professional careers in increasingly globalised and digitised workplaces, more recently, IVC has also been used as a means to engage university students from different cultures in social and political issues that are common across societies. In this paper, we present an analysis of an IVC project that involved undergraduate Business students from a university in Spain and a university in the Netherlands where students from both universities were asked to collaborate online to develop a business case to analyse how companies communicate about the way they integrate SDGs in the different cultures involved. A content analysis of group reports delivered by students was carried out. In addition, intercultural competence development was measured through a questionnaire. Results show that the IVC project contributed to raising students’ awareness of how companies approach SDGs and adapt their products to different cultures. Students were also perceived to have developed intercultural knowledge, intercultural virtual teamwork, intercultural attitudes and intercultural awareness.
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    Intercultural virtual collaboration in perspective: overall conclusions and developments from two international inter-university collaborations
    (Octaedro, 2022) Ferreira Lopes, Luana; Bezanilla, María José; Elexpuru Albizuri, Iciar
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    Revisiting the Belmont Report’s ethical principles in internet-mediated research: perspectives from disciplinary associations in the social sciences
    (Springer Netherlands, 2019-06-15) Anabo, Icy Fresno; Elexpuru Albizuri, Iciar; Villardón Gallego, Lourdes
    The purpose of this article is to illuminate the conceptualisations and applications of the Belmont Report’s key ethical principles of respect for persons, beneficence, and justice based on a document analysis of five of the most relevant disciplinary guidelines on internet research in the social sciences. These seminal documents are meant to provide discipline-specific guidance for research design and implementation and are regarded as key references when conducting research online. Our analysis revealed that the principles of respect and beneficence were explicitly conveyed in the documents analysed, offering nuanced interpretations on issues of informed consent, privacy, and benefits and risks as well as providing recommendations for modifying traditional practices to fit the online setting. However, the invocations of the principle of justice were rather implicit and reflect an important shift from the Belmont Report’s protectionist ethical position towards more situational and dialogic approaches. With the rapidly evolving nature of internet technologies, this analysis is projected to contribute to the ongoing developments in research ethics in the social sciences by outlining the tensions and implications of the use of the internet as a methodological tool. We also seek to provide recommendations on how disciplinary associations can proceed to facilitate ethically sensitive internet research.
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    Young users of social media: an analysis from a gender perspective
    (Frontiers Media SA, 2024) Aran Ramspott, Sue; Korres, Oihane; Elexpuru Albizuri, Iciar; Moro, Álvaro; Bergillos García, Ignacio
    One of the major challenges for edu-communication research is to analyze the influence of social media on young and adolescent users. This article examines the evaluation of gender inequalities – real and symbolic – in the consumption of social networks such as YouTube and Instagram among young people. Within the framework of a Research & Development & innovation (R&D + i) project, it presents a discursive-theoretical analysis of how young users of social media perceive the presence and representation of gender on social media and whether such digital representations can be associated with an empowering gender perspective. This study presents results from 14 focus groups (N = 83), composed of students aged 12 to 18, drawn from three Spanish Autonomous Communities (Catalonia, the Balearic Islands and the Basque Country). The results show that gender issues arise in participants’ conversations, especially among female participants, who perceive the importance of physical appearance on platforms such as Instagram and TikTok. Female participants feel more pressure in terms of appearance and dress compared to male participants. Among male participants there are more expressions of self-affirmation and more mentions related to fun and social prestige. Both male and female participants express concern about the impact of that pressure on younger girls. The influence of social media on self-image is more evident among female participants, who make frequent mention of the importance of self-esteem in relation to beauty standards and exposure to idealized body images. Notably, there were no comments by male participants that acknowledge any influence of social media on their self-image. The findings are in line with existing research and taken as a whole gives rise to concern as to the gender disparities observed in the use of social media, which do not constitute a picture of female empowerment. This research underlines the importance of promoting a respectful and equitable environment in relation to gender equality within digital spaces. Thus, this study provides support for the need to develop and implement edu-communicative initiatives to foster critical thinking around the influence of social media in this context and the evaluation of the impact of such initiatives in future research.