Investigating Intercultural Group Communication in Digital Higher Education: A Qualitative Analysis of Self- and Group-Assessment

Abstract

This chapter presents findings from an exploratory longitudinal study with four points of measurement (n1 = 54; n2 = 46; n3 = 49; n4 = 50) using grounded theory for qualitative analysis to investigate how a culturally and linguistically diverse digital setting impacts effective group work. Conducted as part of the Cooperation Germany-Israel-Hungary (CoGI + H) project, this research aims to identify factors shaping successful collaboration by investigating the role of Intercultural Communicative Competence (ICC) (Deardorff, 2020) within this context. The analysis challenges the conventional view of digital group settings as passive facilitators, highlighting their active role in nurturing ICC and successful group work. Key findings emphasize the significance of personal connections and peer-support, the interplay between social interactions and content creation, as well as the contextual impact of language and culture on group communication and group productivity. This chapter offers insights for researchers and educators seeking to optimize online projects in diverse group settings. In an increasingly globalized world, where ICC is paramount, this study investigates a deeper understanding of factors contributing to successful collaboration as well as students’ ICC growth in cooperative learning scenarios.