Exploring Power Distance, Classroom Activity, and the International Classroom Through Personal Informatics

Research shows the benefits of active learning in American college classrooms. International graduate students in American universities may face difficulties in teaching students with different cultural dispositions. The current research uses power distance to explore cultural juxtapositions in classrooms and personal informatics design to propose an adaptive system for cultural acquisition. The work shows that even though instructors are aware of the distinctly Western value of speaking up in class, they do not employ it in their own classes. They show surprise at the amount of time they spend lecturing, but they express ambivalence about the importance of vocal contributions from the students. We describe a technical system design that supports the development of cultural fluency by providing ITAs with feedback such as visualizations of time spent lecturing and suggestions for strategy selection in culturally challenging scenarios. The system would reflect changes in classroom activity over time as a way for TAs to reflect on their own professional development.