The Reflection Is Personal And Should Address And Include ✓ Solved

The reflection is personal and should address and include

The reflection is personal and should address and include certain sections as discussed below. It is NOT A SUMMARY of each the chapters or lectures. Length: Your reflection should be 4-5 pages in length double spaced 12 point font. Structure: Your reflection should have a title, a brief introduction, all 3 sections listed and explained below (personal application reflection, class content reflection, and online class format/structure reflection) and a conclusion. Additional content of personal experience is welcome although not required.

Personal application reflection: this section should introduce and briefly explain one, two or three concepts from the chapter/s (e.g., ethnocentrism; high context; cultural shock…) this should not be more than half of a page in length at most. After you introduce the concept, you analyze it looking into how you may have seen it in your life and how; you should provide concrete examples from your life or that of other people close to you (e.g., gender roles, as I was growing up I was taught that…). If you disagree with the certain concept (e.g., the chapter says that Greek culture is high context in general and you disagree) you may provide arguments why you disagree. Please note that the sample personal application reflection is provided on blackboard and is a sample for content and not length nor in covers all required sections. Make sure that your transition between the concepts you choose to reflect on and discuss is smooth.

Class content reflection: in this section you will focus on the material discussed in class e.g., the lectures, chapters and text, video links, activities and self-assessments, guest speaker recorded lecture, discussion boards, speakers and topics for extra credit opportunities...etc. In this section you will write your own assessment of all or some of these.

Online class format/structure reflection: in this section please focus on the format of the class; you may discuss what worked for you? What did not work? What you liked and what you wished was different. While we all may have preferred the class to be face to face and you may mention this if you like, please focus in this section on the class’ online format itself. Other: you surely can add anything that you would like to share which you may not have mentioned in the other sections.

Conclusion: Please conclude with a brief paragraph assessing your overall experience in this class.

Paper For Above Instructions

Title: Reflection on Learning and Experiences

Introduction

This reflection provides a personal account of my experiences throughout the course, focusing on various concepts that were introduced, class content, and the online format of delivery. The course has been an enriching experience that has prompted introspection and a deeper understanding of communication in diverse contexts.

Personal Application Reflection

One significant concept I encountered in the course was ethnocentrism, which is the belief in the superiority of one's own culture while viewing others through the lens of one's cultural norms. This concept resonates with my experiences growing up in a culturally homogenous environment, where my understanding of the world was limited to what was familiar. For instance, during my formative years, I often found myself struggling to appreciate different cultural practices, particularly concerning gender roles. As I was taught that certain behaviors were appropriate for my gender, I perceived alternative practices with skepticism, believing them to be less valid. However, as I engaged with diverse peers during college, I realized the limitations of my ethnocentric views.

The realization came to fruition during a cultural exchange program I participated in, where I was paired with students from various backgrounds. It was in this environment that I confronted my biases, particularly regarding cultural behaviors I found strange or unwarranted. For example, my initial reaction to a peer's choice to wear traditional clothing to class was one of ridicule. However, upon engaging in discussions with him, I learned about the significance of that attire in his culture, reshaping my understanding and appreciation for diversity. This experience taught me the importance of approaching cultural differences with curiosity rather than disdain, which is crucial for effective communication in multicultural settings.

Class Content Reflection

The class content was a rich mixture of lectures, readings, videos, and interactive activities enhancing my understanding of intercultural communication. The guest speaker sessions were particularly insightful, offering real-world perspectives on academic concepts. For example, when our guest speaker discussed cultural shock, I reflected on my experiences traveling abroad, where I faced a stark contrast in social norms. It helped me contextualize the theories we studied in actual encounters. Additionally, the online discussion boards sparked engaging conversations that allowed me to consider different viewpoints and articulate my understanding of complex topics.

The use of multimedia resources, such as videos and articles, was beneficial in reinforcing the concepts discussed in class. The self-assessments provided a platform for self-reflection and helped me gauge my communication skills and areas needing improvement. Collaboratively, these elements created a comprehensive learning experience that facilitated my growth in intercultural awareness.

Online Class Format/Structure Reflection

Reflecting on the structure of the online class, I found that the flexibility of the format allowed me to manage my time effectively. The weekly modules were well-organized, which helped me keep track of discussions and assignments. However, I did encounter challenges regarding the lack of face-to-face interaction, which I believe limits the depth of engagement with peers and instructors. The technology issues, such as connectivity problems during live sessions, occasionally hindered my learning experience. Despite these challenges, the course management system provided various tools that compensated for the lack of physical presence, such as recorded lectures and interactive assignments.

Furthermore, while I appreciated the availability of resources and materials, I often wished for more opportunities for synchronous discussions or breakout sessions to foster a sense of community among classmates. The asynchronous format sometimes made it difficult to form rapport with peers, which is essential for collaborative learning.

Other Insights

Beyond the required sections, I would like to mention how this course has encouraged me to develop a habit of continuous reflection. I have learned that critical reflection on my experiences not only enhances my academic journey but also equips me with vital skills for personal and professional growth. The emphasis on understanding cultural differences has transformed my approach to interactions in diverse environments, making me more open-minded and adaptable.

Conclusion

In conclusion, this course has been a significant journey of learning and self-discovery for me. The concepts of ethnocentrism and cultural shock resonated deeply, prompting reflections on my background and experiences. The class content, from guest lectures to interactive activities, provided a robust framework for understanding intricate intercultural dynamics. While the online format presented certain challenges, it nonetheless offered flexibility and ample resources. Overall, my experience in this class has been positive, and I am optimistic about utilizing these insights in my future endeavors.

References

• Adler, R. B., & Towne, N. (2016). Interplay: The Process of Interpersonal Communication. Oxford University Press.
• Bennett, M. J. (1998). Basic Concepts of Intercultural Communication. Intercultural Press.
• Gudykunst, W. B. (2003). Bridging Differences: Effective Intergroup Communication. Sage Publications.
• Ting-Toomey, S. (2012). Communication across Cultures. Guilford Press.
• Neuliep, J. W. (2016). Intercultural Communication: A Contextual Approach. SAGE Publications.
• Hall, E. T. (1976). Beyond Culture. Anchor Books.
• Hofstede, G. (2001). Culture's Consequences: Comparing Values, Behaviors, Institutions and Organizations across Nations. SAGE Publications.
• Triandis, H. C. (1995). Individualism & Collectivism. Westview Press.
• Hammond, A. (2019). Understanding Cultural Diversity in Communication. Cambridge Scholars Publishing.
• Martin, J. N., & Nakayama, T. K. (2018). Intercultural Communication in the New Global Order. McGraw-Hill Education.