This chapter focuses on learning in the context of cross-cultural video-conferencing and aims at exploring how cross-cultural video-conferencing can be best organized to engage students in learning, especially language learning. Based on her experiences of organizing different types of cross-cultural video-conferences as classroom activities, the author uses principles of grounded theory to explore elements that contribute to successful video-conferencing. In this chapter, the author collected data from different types of cross-cultural video-conferencing that she has experienced, including native speakers of English vs. non-native speakers of English and language majors vs. nonlanguage majors, and from the Educational Resources Information Center (ERIC) database. Based on principles and steps employed in the grounded theory method, qualitative data collected from different cross-cultural video-conferences were analyzed and coded to generate significant elements that might contribute to successful crosscultural video-conferencing. Analysis of the data showed that timing, reciprocity, cultural awareness, and language proficiency could be crucial elements that contribute to successful video-conferencing. In addition to outlining how video-conferencing can be best organized, the author further reminds educators who use video-conferencing as part of classroom activities of some essential factors that must be taken into consideration in response to an era of globalization.
E-Learning: New Technology, Applications and Future Trends, pp.241-256