Intercultural education through an online field course during the COVID-19 pandemic

ABSTRACT

During the COVID-19 pandemic, many traditional field-courses for intercultural education were suspended. In response, we developed and implemented an innovative online field course that leveraged live online field experiences. Drawing from Cognitive Load Theory and Four Components Instructional Design, our aim was to create an engaging online intercultural course that addressed the challenges of remote instruction. The course focused on introducing students to field challenges in rural India, equipping them with the necessary skills for conducting online field research. Throughout the course, we employed Action Research methodologies to study and refine our approach while monitoring student’s progress towards achieving the course objectives. While physical presence in the field is valuable for certain aspects of intercultural education, we found that online field courses, supported by live virtual field visits and online fieldwork, can provide students with a meaningful intercultural experience. To manage the cognitive load experienced by students, we emphasised carefully designed and flexible course content, as well as providing close supervision and feedback.

KEYWORDS:

• Action Research
• Information Literacy
• Intercultural Pedagogy
• Cognitive Load Theory
• Online Education

Introduction

The emergence of COVID-19 in 2019 disrupted instruction processes in Norway and elsewhere, leading to a shift from physical to online classes. While conventional classroom-based lectures adapted reasonably well to this shift, courses that require specialised infrastructure, physical interaction, and travel were mostly suspended.

Intercultural field courses, designed for immersive learning through travel, were particularly affected. Such courses are designed to achieve learning objectives in a relatively short period combining complex cognitive tasks. Our university’s pre-COVID-19 field course required a month-long immersion in rural India for 20 students from Norway. While highly valued by students, the field course required intense cognitive, physical, and psychological engagement. Such field courses were suspended during the COVID-19 pandemic due to the assumption that physical immersion through travel was essential. It was also assumed that technological solutions introduced during the pandemic could not provide the necessary experiences to meet course objectives. It was in this context that we decided to devise and organise a pilot online field course to test whether available technological tools could be used to achieve the objectives of field courses from a classroom.

The online field course aimed to achieve intercultural learning and acquisition of practical skills for implementing qualitative field research methods. Re-designing the course posed challenges in managing cognitive loads, fostering immersion through online technologies, and adapting to time and technological constraints.

The current literature on intercultural education explores the interface between different cultural groups in multicultural and multi-ethnic societies (e.g. Hortas 2008; Kyuchukov and New 2016; Lambrev 2020). It also examines approaches to fostering understanding between social groups including immigrants and marginalised groups (see e.g. Goldberg 2014). These interactions often take place in educational institutions (e.g. Gonçalves 2011; Stille 2015). Internationalisation of intercultural education is also a focus, particularly through exchange programmes (Sharma and Sande 2021) involving physical travel.

The use of technology for intercultural education has evolved with internet-based tools since 2000s (Schwartz, Lin, and Holmes 2003). Shadiev and Sintawati (2020) reviewed articles on technology-assisted intercultural education and found videoconferencing and email to be the most popular tools, followed by discussion boards, blogs, social media networks, and podcasts. Asynchronous tools were found to be more popular for interactions across time-zones. Some instructors employ technology for intercultural education (Li and Zhang 2015), while others use it to support in-person instruction (Ngai, Yoshimura, and Doi 2020). A review by Avgousti (2018) confirms that asynchronous tools like text, voice and video are commonly used for language acquisition in intercultural education. Building on these insights, our course uses technological tools to enable synchronous intercultural education across time-zones. Through real-time video conferencing, we foster dynamic and interactive experiences. In this paper, we discuss the challenges of organising an online intercultural field course across two countries in separate time zones. We explore innovations and strategies employed, drawing on action-research, participant feedback, and course adjustments.

Considering emerging evidence on online fatigue (e.g. Bullock, Colvin, and Jackson 2021), cognitive load, and university constraints, we adapted the course duration to five working days (rather than six in the field) with a reduced daily workload from eight to 12 hours in the field to six hours in the classroom. We modified the curriculum, objectives, and delivery methods to accommodate time constraints and technology. To replace physical immersion, we leveraged technological tools for live, interactive experiences to enable students to observe the field and gain practical skills in intercultural research. Cognitive Load Theory (CLT), and four-component instructional design (4C/ID) framework (Sweller, van Merriënboer, and Paas 2019, 40–41) guided our approach. Throughout the course we employed action research to evaluate the instructional techniques and learning outcomes.

This paper further explores the application of CLT in designing the online field course and discusses the use of action research to analyse student learning experiences, and future development for intercultural education in online field courses.

Material and methods

Theoretical framework

Using online technologies to deliver educational content involves visual information offering new opportunities for intercultural education. Emerging evidence of online fatigue during the COVID-19 pandemic, highlights the need to manage cognitive loads (Passantino 2021). For this purpose, CLT was used to design this course (Sweller, van Merriënboer, and Paas 1998; Sweller, van Merriënboer, and Paas 2019). Anchored in educational psychology (Ozcinar 2009), CLT has evolved from empirical research connecting human cognitive architecture and instructional techniques (Paas, van Gog, and Sweller 2010). Instructional designs based on CLT are concerned with the relationship between long-term memory (LTM) as the ‘central structure of human cognition’ (Paas, van Gog, and Sweller 2010, 116) and working memory (WM) (Paas et al. 2003). The key assumptions underlying CLT include the documented fact that WM has limited capacity (Miller 1956; Peterson and Peterson 1959), and that information is processed by the WM before it is stored in LTM (Paas, van Gog, and Sweller 2010). The capacity of the LTM is believed to be unlimited and contains a large amount of knowledge that is processed and arranged in schemas (Sweller 2010). Information stored in the LTM is also accessed and processed in the WM when required. New information is processed in the WM before being stored in the LTM, and since the capacity of WM is limited (Baddeley 1992; Miller 1956; Peterson and Peterson 1959), it is important to consider the presentation and structure of learning activities to maximise learning by understanding the resulting cognitive load it exerts on the learner. The cognitive load is high when the WM processes novel information. This load can be reduced and managed in different ways (Sweller, van Merriënboer, and Paas 2019). These insights have practical implications for course planning and design to increase the efficiency and effectiveness of learning new information.

CLT describes three categories of cognitive load: intrinsic, germane, and extraneous. When instructional material is processed by a learner, an interaction between these categories produces several ‘effects’ (Appendix 1) that interfere negatively or positively with their capacity to process and learn new information. These ‘effects’ derive from empirical studies on procedures through which information is conveyed to learners. Intrinsic cognitive load is determined by the information that needs to be processed, it is often subjective and governed by an interaction between the complexity of the material, and prior knowledge and expertise of the learner (Sweller, van Merriënboer, and Paas 2019). Extraneous load is determined by the presentation of the information that needs to be learned through instructional procedures that generate several effects on the learner (Sweller, van Merriënboer, and Paas 2019). Unlike intrinsic cognitive load, extraneous cognitive load can be regulated using instructional techniques that reduce cognitive load on learners. Germane cognitive load is ‘the cognitive load required to learn’ and is determined by WM resources a learner needs to deal with the intrinsic load. The germane cognitive load ‘redistributes working memory resources from extraneous activities to activities directly relevant to learning by dealing with information intrinsic to the learning tasks’ (Sweller, van Merriënboer, and Paas 2019, 264). We thus adapted learning procedures to reduce extraneous cognitive load to achieve effects that require a manageable allocation of WM resources to deal with intrinsic cognitive load while also accessing information in the learner’s LTM for enhanced retention of information and skills.

In recent years, CLT has drawn attention in digital and online learning (Skulmowski and Xu 2021). We used CLT to achieve course objectives by effective management of cognitive loads, considering particular challenges, insights on cognitive load of online learning especially in relation to immersion (Frederiksen et al. 2020), disfluency due to several presentation-related challenges (Eitel et al. 2014), and realism (Nebel et al. 2020; Skulmowski and Rey 2020, 2021).

Acquisition of practical skills for the design and application of qualitative research methodology is the main focus of the intercultural learning experience of this course. Thus, it was essential that participating students have some basic theoretical information (in their LTM) relating to research design from their methodology course. The course drew on students’ personal experiences and their participation in a diversity of courses including research methodology, environment and development studies, landscape architecture, and international relations. The course is thus designed to access information in the LTM of individual students while also tapping on the diversity of backgrounds of students to enrich the learning outcomes.

Four Components Instructional Design (4C/ID)

The overarching architecture of the course is based on the 4C/ID model and adapted to manage cognitive loads in complex instructional environments to acquire skills that can be applied in real contexts (van Merriënboer et al. 2002). The 4C/ID model provides an evidence-based approach to manage cognitive loads (van Merriënboer, Jelsma, and Paas 1992; van Merriënboer and Kirschner 2018). The model creates a design for complex learning by drawing attention to the ‘integration and coordination of task-specific constituent skills’, distinguishing between types and timing of information needed by learners, and incorporating part-task practices to support whole-task learning (van Merriënboer et al. 2002). In this sense, complex learning involves achieving an integrated set of goals and performance objectives, and deals with ‘learning to coordinate and integrate separate skills that constitute real-life task performance’ (van Merriënboer et al. 2002, 40). The model recognises that learning of complex tasks requires the acquisition and incorporation of skills on different hierarchies, and so focuses on learning constituent skills as a simultaneous process (van Merriënboer et al. 2002, 40–41).

The challenges faced by novice learners include high cognitive loads involved in the acquisition and mastering of skills that require simultaneous linkages. To address this challenge, manage cognitive loads, and reduce the mental effort involved, the model focuses on four components: learning tasks; supportive information; just-in-time (JIT) information; and part-task practice (van Merriënboer et al. 2002, 44). Learning tasks support the acquisition of constituent skills by performing real life tasks, which also support learning the relationship between tasks. To manage intrinsic loads, learning tasks are conveyed in an increased order of complexity with diminishing guidance to manage extraneous loads, and facilitate independence. Learners are also encouraged to work together and compare and discuss different tasks (Sweller, van Merriënboer, and Paas 2019). Supportive information exposes learners to systematic approaches that form the basis of non-recurrent aspects of learning. The supportive information increases with the complexity of tasks, and is introduced at an appropriate time to allow students to connect it with previous information stored in the LTM (Sweller, van Merriënboer, and Paas 2019). JIT are usually clear instruction and corrective feedback given at the right time to support automation needed by learners while performing other tasks. This aims at automation of knowledge about the steps required to complete the task. While part task practice also aims at knowledge automation, it requires higher level of interactivity than procedural information (Sweller, van Merriënboer, and Paas 2019). These tasks may include selective recurrent tasks needed to perform a main task that reduces the cognitive load when automatised.

Methods

Action Research enables the examination of a practice in real-time, assessing alignment with intentions and facilitating necessary adjustments. Well-suited for education, it involves both action and reflection (McNiff 2013). Action research in teaching links pedagogy and course plans through careful observations, employing a teacher action research framework (Pine 2009, 234–262) to assess and improve the implementation of the course. We used participatory action research to monitor, understand and manage cognitive loads in the course design based on the 4C/ID model.

Research questions

The research aimed to evaluate the effectiveness of an online field course for intercultural education and practical research skill development. It utilised sequenced action-reflection cycles (Figure 1) and focused on three research questions:

Figure 1. Sequenced action-reflection cycles (adapted from: McNiff 2013).

1. How can an intercultural education field course be executed online from a classroom?

2. How can teachers use an adaptive plan to manage cognitive loads and achieve the course objectives?

3. What is the extent of cultural immersion possible from a classroom?

We utilised quantitative and qualitative data collection methods to inform action-reflection cycles, enhancing the course application to achieve the objectives. This included participant observation, questionnaires, group discussions, informal conversations, and text evaluation. We also drew on a structured feedback questionnaire filled by all students and a standardised course feedback questionnaire administered by the university.

Data collection

Participant observations, class-based group discussions and feedback sessions

We used participant observations throughout the course. When one of the teachers was interacting with the class, the second teacher actively observed and evaluated the presentation and content with special attention to the way the students interacted with the content. The observing teacher would intervene with clarifications and questions based on the reaction of students to provide additional clarity and adjust the content as needed. When external lecturers interacted with the class, both teachers conducted this evaluation, and noted needed interjections which were provided to students soon after the external lecture. Observations were written as action notes, shared in real time over private social media channels to determine if any immediate intervention was required, and discussed between the teachers at the end of each day to introduce structural adjustments to the course if needed. These observations were supplemented by class-based group discussions after each session with the students, every day of the course.

Participant observations were also used during all group exercises. Each teacher conducted observations of the process, interactions between students, and their engagement with the material presented.

It is important to highlight that two types of class-based groups discussions were employed for the data collection. The first type involved observing students actively engaging with course content through various tasks and exercises. During these observations, we evaluated their comprehension of the subject matter and tasks, considering the instructional methods used, as well as their interactions, drawing upon individual experiences and knowledge to foster a deeper understanding among the entire group. We also participated in discussions where we clarified issues and enhanced understanding as needed.

The second type of class-based group discussions typically followed the first type or were conducted separately each day on our initiative. These discussions were designed as feedback sessions, during which teachers discussed the applied teaching methods, their effectiveness in honing students’ required skills, and perceptions of clarity in instructional materials. In both types of sessions, we observed and interacted with students through the lens of CLT, evaluating interactions between students and between students and ourselves, while considering the teaching method and the associated CLT effects we aimed to address (Table 1 and appendix A).

Table 1. Course design and implementation strategy incorporating CLT, 4C/ID and skills acquisition.

Course Objective	Course Phase, Learning Objective and Methods	4C/ID and CLT Effects					Skill to be Acquired by the Students
		Learning Task	Supportive Information	Just In Time Information	Part-Task Practice	CLT Effects to Consider
Intercultural learning and acquisition of skills to conduct research in intercultural contexts	Phase 1 Introduction to development, India, challenges in rural India, and intercultural communication Lectures, videos, live field visits, and reflection exercises.	Apply the knowledge about India’s geography, history, cultural diversity unique features and modes of communication and interaction with respondents in the field, to devise an effective research design	Literature; Video clips	Glossary of Indian words and examples of use; India facts and their application for communication; Short videos with examples	Analysis of a documentary movie featuring research in India: extracting and analysing communication challenges featuring in the movie.	Split attention effect; modality effect; element interactivity effect.	Identify context and modes of communication to facilitate interaction and understanding between cultures, especially through research
	Phase 2 Thematic challenges in Rural Rajasthan and how to study such challenges. Reports, video clips, observations, and interaction with local people through live online field visits to rural India	Delve into thematic challenges in rural India (Environment & Livelihood; Water & Sanitation; Health; Community Initiatives; Gender; Education); study challenges through live visits; choose a research interest and question and design, formulate it in a statement and design methodology to study it.	Reports; live field visits; Online access to Indian experts for advice	Video clips; How to formulate a research statement; worked example of research statement for group analysis	Individual analysis of worked research statement (worked example); exercise: individual formulation of parts of research statements for evaluation (partially solved example); group formation based on thematic interests and group exercises to formulate research agenda (apply knowledge from solved and partially solved examples)	Modality effect; collective memory effect; completion problem effect; guidance fading effect; worked example effect	Formulate a research agenda; design methodology to collect data; identify respondents; create a plan for implementation.
	Phase 3 Practical research skills and their application in the field. Design research; Implement research through live audio-visual fieldwork; write up research	In groups: apply data collection methods to achieve research objectives and answer research questions; Perform analysis of the data and write up a research report; present research report to class and engage in discussions	Steps in conducting interviews; group observing all interviews	Concrete immediate post-interview debriefs with observing teacher	Introduction during interview; tone, body language and field notes practice	collective memory effect; guidance fading effect; Expertise reversal effect	Learn how to conduct interviews for data collection in intercultural settings; Learn how to modify and adjust interview guide based on how respondents understand questions; learn how to select relevant respondents to answer research questions; analyse data and compile a report that addresses research questions and objectives; present the procedure and findings and discuss with class what you have learned; answer questions.

Throughout these sessions, teachers took action notes, sought clarifications about student’s experiences, and provided input and advice. Group-based feedback sessions were also conducted to assess student’s application of knowledge, such as during the application of semi-structured interviews. This allowed all students in a group to listen, observe their peers’ interviews, and participate in a feedback session with teachers, focusing on interview technique and content. These feedback sessions provided valuable insights into the student’s interview experiences and ways to improve their interview skills. We concentrated on enhancing student’s abilities and observing their interaction with the feedback and knowledge provided, using it as data to inform the effectiveness of this technique in addressing various CLT effects and adjusting the cognitive load.

Informal conversations

Informal conversations are a widely acknowledged qualitative research method (Swain and King 2022) that was used here in two forms: general informal conversations with individuals or groups of students during breaks, as well as before and after each day; specific informal conversations with groups and individuals to address individual or group challenges. Informal conversations comprised unplanned and unstructured discussions with individual students and groups, occurring before and after classes and during breaks. Many of these chats revolved around course feedback content, knowledge delivery, students’ preferences, dislikes, and further interests, as well as questions for deepening knowledge. Notably, some students who usually remained reserved in formal settings were sometimes more at ease during these conversations. The fruitful exchange of information during these interactions provided valuable insights into students’ personal learning experiences and their perceptions of the applied teaching methods. We utilised this feedback for reflection and made necessary adjustments as part of the action research process. Data gathered through informal conversations was written as field notes.

Evaluation of texts generated through course activities

Students were required to complete certain tasks, which also contained qualitative information that we assessed. These texts served as indicators of the students’ mastery of the exercises, highlighting areas of strength and weakness, and revealing the effectiveness of our teaching techniques and cognitive load adjustment objectives. We used this information to determine whether additional information and clarifications were necessary for the entire class or individual students, and to adjust the course accordingly. Although each exercise provided insights on an individual level, evaluating the entire body of exercises in conjunction allowed us to identify common issues, struggles, and weaknesses. These findings guided us in improving clarity of course content and considering alternative techniques or supplementary methods to ensure that all students grasped the instructions and objectives of the exercises. While we acknowledged varying quality outputs (which factored into scoring), our primary focus on the material as data was on assessing alignment with the exercise objectives and students’ understanding of the tasks against the teaching technique and the CLT effects we aimed to address, rather than solely the individual quality of the outputs. The texts were evaluated by both teachers with the specific objective of identifying if the individual student or group understood the premises of the exercise and managed to produce a text that achieved the objective of the exercise in the context of the information and instructions conveyed to them, against the teaching technique and the CLT effects they aimed at addressing.

Structured questionnaires

Two structured questionnaires were administered during the course; a structured feedback questionnaire (mid-term evaluation) devised by the teachers and administered mid-way during the course. A second standardised questionnaire was administered by the university (summative evaluation).

• Structured Feedback Questionnaire (mid-term): The mid-term evaluation questionnaire (non-anonymous) comprised of seven questions. Five questions were structured (scale 1-5 where 1 is the lowest score and 5 the highest), with an option to elaborate on the score given. Two questions required a descriptive answer. 100% of participating students answered the questionnaire. The questionnaire covered questions relating to the usefulness of the background material presented through lectures and readings; the student’s understanding of the course structure, objectives, and the link between them; access to online materials for the course; and the use of technology for intercultural experiences. The responses were analysed by the two main teachers, and the results were discussed with the students. The analysis and subsequent discussions were recorded as action notes and used as data.

• Standardised Course Feedback Questionnaire Administered by the University: At the end of each course the university sends students a standardised summative structured questionnaire comprised of seven questions with answers on a scale from 1 (small degree) to 6 (large degree). This questionnaire is anonymous and a total of 69.57% of participating students answered this questionnaire. We used the answers to triangulate our analysis of the data and the results from the mid-term evaluation questionnaire we administered earlier. Questions in this questionnaire addressed the content of the course against the student expectations; course structure; the quality and contributions of lecturers to achieving the course objective; the effectiveness of additional teaching methods such as field visits, supervision and feedback; the students’ own evaluation of the learning experience and student satisfaction with the course.

Data analysis

The analysis aimed to assess the effectiveness of the course design based on the CLT and 4C/ID model. The participant observations, class-based group discussions and feedback sessions allowed us to capture real-time interactions between teachers and students, observe students’ engagement with course content and tasks, and assess the effectiveness of the instructional method employed. The qualitative data obtained were analysed thematically (Braun and Clarke 2006). We Identified patterns and themes related to student interactions and comprehension of the subject matter through the impact of the 4C/ID components we used to address CLT effects on the learning process (Sweller, van Merriënboer, and Paas 2019). Specific attention was given to instances where teachers intervened to adjust the content based on student’s reactions, facilitating deeper understanding and reducing the cognitive load.

Informal conversations provided insights into student’s personal learning experiences, preferences, challenges, and perceptions of applied teaching methods. These conversations allowed for a deeper understanding of individual learning needs and reflections on the teaching approach. The data from informal conversations were analysed through content analysis (Swain and King 2022). Themes and categories emerged from these conversations, allowing us to gain valuable qualitative insights. These insights were used for reflection and making necessary adjustments to improve the course based on student feedback (McNiff 2013, 77–88).

The evaluation of texts generated by students during course activities allowed us to assess the effectiveness of teaching techniques and cognitive load adjustment objectives. It provided evidence of student’s comprehension and mastery of the exercises. For the evaluation of texts, a content analysis approach was used. The texts were evaluated against the exercise objectives and the CLT effects targeted (Sweller, van Merriënboer, and Paas 2019). This analysis provided valuable data on whether students understood the tasks and achieved the exercise objectives in alignment with the applied teaching method.

The structured questionnaires, both mid-term and summative, offered quantitative data on student’s perceptions of the course, teaching methods, and learning outcomes. The data from the structured questionnaires were analysed using descriptive statistics. We calculated means, medians, and standard deviations for the scale-based responses. Open-ended responses were analysed qualitatively through content analysis. The results from the questionnaires were triangulated against the qualitative data collected throughout the course to validate findings and gain comprehensive understanding of the course impact (Cohen, Manion, and Morrison 2018, 337f).

The data obtained from various methods were integrated and triangulated to gain a comprehensive view of the course’s effectiveness. Qualitative and quantitative data were combined to identify common patterns, strengths, and weaknesses and to draw conclusions.

Data analysis enabled us to evaluate the impact of the 4C/ID model and cognitive load theory on managing the course. The findings from the analysis provided insights into strength and limitations of the instructional design, leading to informed adjustments and improvements throughout the course, and a final evaluation of the suitability of teaching a field course from a classroom using live online technologies. The integration of data provided a holistic understanding of the learning experience.

Results and discussion

Course design and implementation

Structure

The course consisted of three modules that progressively explored India’s cultural and environmental diversity (Table 1). The first module introduced India and Rajasthan through lectures, short clips, and documentaries, while the second module focused on specific challenges in rural Rajasthan through online lectures by thematic experts from India and live online audio-visual field visits to allowing students to ‘experience’, observe challenges and interact with members of local communities through a facilitator in the field in India. The third module focused on practical field research skills, starting with individual exercises and culminating in group exercises wherein students practiced designing a research and data collection through live online audio-visual interactions with local people in rural Rajasthan.

To enhance coordination between Norway and India, two teachers in each country collaborated online throughout the course. The Norwegian team managed the overall structure, execution, content, and direct interaction with the students, while the Indian team coordinated the interactive elements such as lectures, live transmissions and fieldwork coordination based on the student’s research designs. Prior to the course, both teams met in India to refine the course structure, visit field locations, align expectations, and test the technology. This helped reduce sources of extraneous cognitive load associated with coordination, technology, and course progression.

Teaching techniques, CLT and 4C/ID

The teaching techniques used integrated insights from the 4C/ID model and CLT (Table 1) along with action research findings, to effectively handle students’ cognitive load. Emphasis was placed on accessing knowledge and skills from LTM and engaging WM through tasks related to complex research skills. Flexibility was incorporated into the structure to manage cognitive load levels through real-time feedback mechanisms, and personalised support for students. Action research proved invaluable in assessing cognitive loads and introducing adjustments to avoid overload. For example, the course began with theme-based lectures providing an overview of current knowledge on specific sub-topics. Despite COVID-19 protocols, the university allowed students the option to attend these classes in person or online. Feedback sessions after each lecture allowed students to express difficulties and seek clarifications. The responses ranged from difficulties related to new accents, speed of delivery, technology, use of jargon, overload of information etc. To overcome the challenges, teachers in Norway and India maintained constant real-time communication through private social media channels to address challenges and introduce proactive adjustments to manage extraneous load factors. Observations and feedback were shared with subsequent lecturers to ensure appropriate changes were incorporated.

CLT effects and management of cognitive loads

We employed various teaching methods to manage cognitive load levels, incorporating audio-visual material such as short clips and medium-length documentaries into online and in person lectures, discussions and literature. This approach helped us to address the split attention effect (Tarmizi and Sweller 1988) and reduce cognitive loads by presenting an integrated picture. To manage the modality effect (Mousavi, Low, and Sweller 1995), we replaced written text with visual and auditory explanations effectively reducing cognitive loads. By strategically utilising supplementary audio-visual components at the right time, we aimed to anchor transient information (Leahy and Sweller 2011) and promote effective transfer of the knowledge to LTM. Moreover, we organised live interactive audio-visual sessions from the field in India, allowing students to experience real-life movement and to explore the field with facilitators, thus enhancing learning through the cognitive load effects associated with audio-visual presentations (Paas and Sweller 2012; Passantino 2021).

The course aimed to train inexperienced students in field research methods within intercultural contexts. We employed worked examples to initiate the training, enabling students to work through solved problems using information stored in their LTM (Sweller and Cooper 1985). As an illustration, we presented a research statement to the students and instructed them to analyse it in groups, harnessing the collective memory of participants. The collective working memory effect, as described by Kirschner, Paas, and Kirschner (2009), reduces the cognitive load and enhances learning through collaborative tasks by tapping into the memories of all group members, which we consistently observed during the course.

We used examples to encourage students to apply insights to complete partially solved problems. Students tackled simplified and progressively more challenging research design and methodology tasks, drawing on their stored knowledge and skills. By following the example, students synthesised specific information into a research statement and then individually applied the example to their own research interest and the challenges in rural India. Our goal was to achieve the completion problem effect (van Merriënboer and Krammer 1987) by connecting solved problems to partially solved ones and reducing cognitive loads to enhance learning. We provided individual feedback on the research statements. Later, students used this experience in groups to develop a research agenda and methodology for implementation in the field in India through live online interactions, with just-in-time information support. This information, concise and related to the worked example, tapped into their acquired knowledge of research method stored in their LTM (van Merriënboer and Krammer 1987).

The online platform facilitated intercultural education by providing unique opportunities to enhance learning. In addition to an open glossary of terms used in South Asia, students were exposed to new terms through interaction with people in India. To address the transient nature of information acquired through online interactions, we used the chat function in the video conferencing tool to clarify words, concepts and provide additional explanations. This approach aimed to prevent the split-attention and modality effects (Mousavi, Low, and Sweller 1995; Tarmizi and Sweller 1988), enhancing understanding, clarifying transient information, and providing a written record. Consequently, students were able to understand and engage in discussions more effectively, without having to wait for further explanation.

Through active cognitive load management, students effectively engaged their WM to process and acquire insights from new information, using skills and knowledge already stored in their LTM. While most students benefited from this approach, a subset initially found the volume of new information challenging. To support them, we offered individualised sessions. As the course progressed, these students gradually tapped into the lectures and discussions, leveraging relevant knowledge and insights.

Following the lectures module, we presented the class with a set of challenges aimed at fostering research skills and enhancing the understanding developmental processes within an intercultural framework. The challenges consisted of simplified stages for developing research methodology, progressively increasing the levels of autonomy and transitioning from individual to group-based activities.

Finally, the students conducted research through live online interactions with respondents in India. They worked in groups, with each student taking turns leading discussions and receiving support from other group members. Each group coordinated with their assigned facilitator in India, who was briefed about the required respondent profile. The groups had autonomy in dealing with challenges they faced, while receiving supervision and support when needed. Challenges included late facilitator arrival, difficulty in reaching facilitators, misunderstandings of the target group, and translation issues. Teachers provided guidance and suggestions to address communication challenges, drawing parallels to experiences from real fieldwork situations. The teachers observed group interactions, provided immediate feedback, and held debriefing sessions where groups shared their experiences with the whole class. The facilitators received additional instructions based on these observations and discussions.

We gradually reduced guidance to students as they became more proficient, particularly during the implementation of data collection via live online interviews. Using the guidance fading effect (Renkl and Atkinson 2003), students progressed requiring less assistance in managing cognitive loads compared to when they initially began conducting interviews. Their focus shifted from learning interview techniques to interpreting the gathered information, which was done collectively in groups (collective memory effect). Using complete and partially complete examples previously practiced by the students facilitated data analysis, allowed students to understand the process, and helped identifying gaps in the data for collection of additional information. The analysis process occurred alongside the ‘fieldwork’ with active supervision and guidance from teachers. Feedback from both classmates and teachers in India and Norway was provided as each group analysed the data and presented their report. Furthermore, an open session was conducted to allow the students to offer feedback on the course and its processes. Finally, the students concluded the course by submitting a group report.

Feedback and suggestions for improvement

Feedback for the course was predominantly positive, with some suggestions for improvement. In an anonymous course evaluation conducted by the university, 16 out of 23 students (69.57%) participated. Among the respondents, 14 students (87.5% of all respondents) rated the course with the highest score of six, while two respondents (12.5%) gave it a score of five. The average score for the course was 5.88, significantly surpassing the faculty average of 4.89. These results align with the responses to the question regarding overall satisfaction with the course. Out of all respondents, nine students (56.25%) rated it with the maximum score of six, six students (37.50%) scored it as five, and one student (6.25%) scored it as four. The average score for this question was 5.50, higher than the faculty average of 4.80.

All 23 students (100%) actively participated in the mid-course non-anonymous evaluation that we used to gauge different aspects of the course. Their responses indicated a strong understanding of the course structure, objectives and their interrelation with average scores of 4.72, 4.47 and 4.45 respectively (on 1–5 scale where 1 represents ‘not at all’ and 5 is ‘very useful’). Valuable feedback from students was discussed in class, leading to clarifications and subsequent improvement in the course.

The reports written by the groups demonstrated a high academic standard, reflecting the student’s engagement and success in overcoming course challenges through the application of knowledge from their LTM for skills development and application in intercultural learning.

Multisensory experiential learning for intercultural education

Sweller, van Merriënboer, and Paas (2019) argue that visualisations depicting human movements facilitates superior learning compared to static information. While typically applied to movement-oriented cognitive tasks, we assumed that live audio-visual transmissions from the field in India could partially simulate intercultural immersion. To ensure a dynamic and multisensory intercultural experience in the classroom, we consciously integrated audio-visual elements like videos, photographs, and live interactions. To address the dissonance of being simultaneously located in India and Norway, we incorporated videos, photographs, and recorded site visits provided by our Indian collaborators and previous courses to re-create the ‘in-field’ experience.

The live field visits and real-time interactions with respondents during the course provided the most engaging intercultural education experience. These visits took place at six different locations, allowing students to observe various aspects of the sites and engage with people in India. Through live feed and spontaneous interactions, students gained a better understanding of concepts and experiences compared to traditional lectures. This required extensive preparations over several weeks to minimise potential challenges, despite some unavoidable issues such as poor internet connectivity. The preparations involved conducting trial sessions with facilitators to streamline the process. Students were informed in advance about the exercise, expectations, diverse roles, objectives and potential challenges. The main goal was to engage their WM and LTM simultaneously, connecting theoretical concepts from previous courses to their practical application in a specific socio-cultural context.

In the third module of the course, students had a week-long experience of similar multisensory interaction. They applied their research design to collect data through semi-structured interviews conducted online with respondents in India, working in groups to transform their ideas into a research project. This project included data collection, analysis, and presentation of findings. The process involved two stages: supervised acquisition of interview skills, which, once mastered, was followed by dedicating their cognitive resources to analyse the data collected in relation to their recently acquired knowledge of challenges in rural India. This final component of the course allowed students to apply their knowledge and skills, with fading supervision incorporating the collective working memory effect (Kirschner, Paas, and Kirschner 2009). Peers within the group observed the interview process and provided feedback alongside teachers.

Discussing possible challenges in implementing the proposed method

Implementing the proposed method for intercultural education presents several potential challenges that need to be carefully addressed to ensure its successful execution and meaningful outcomes. While the approach offers innovative ways to enhance intercultural education, certain obstacles may arise during its implementation.

Live audio-visual transmission and online interaction relies on internet connectivity, both in the classroom and the field location. In countries where internet reliability can vary, ensuring consistent access might be challenging. Technical glitches, disruptions, and potential delays in real-time interactions could hinder the intended immersive experience. Organising live field visits and real-time interactions involves arrangements, including scheduling, coordination, time zone differences and equipment (such as cameras, microphones, and streaming devices) are in place. Logistical coordination is imperative to minimise disruptions to the learning process. In addition, immersive cultural experiences include awareness of cultural sensitivity, which requires careful training of facilitators and participants on respectful communication to prevent unintended consequences.

Maintaining student’s interest and motivation can be challenging when using online communication. Some students might struggle to connect theoretical concepts to practical applications, especially when facing the complexities of online intercultural interactions. Facilitators who lead the live interactions and guide students through the immersive experience need to be well-prepared and skilled in managing dynamic, real-time situations, and be able to handle unexpected challenges during interactions.

While the method described offers rich intercultural experiences, ensuring its sustainability and scalability relies on developing a framework that allows for ongoing improvement, adaptation, and expansion while maintain its effectiveness.

Conclusion

CLT and 4C/ID were valuable pedagogical tools for shaping an engaging online field course oriented towards theory application and research skills in an intercultural context. We employed CLT strategies to manage the cognitive load and achieve course objectives. The adaptation of the CLT and 4C/ID framework in online field course design holds promise as a model for travel-free field courses for intercultural education. This experimental course demonstrates the potential of CLT and 4C/ID for intercultural education and serves as a starting point to explore hybrid structures and technological innovations for addressing challenges in field-based courses such as travel limitations, climate impacts, economic factors, social, and political obstacles, and health and security risks for students.

Despite the uncertainties imposed by the COVID-19 pandemic, long days in a classroom, and significant time spent online, participants in the online field course have successfully acquired the skills and knowledge to meet the course objectives. Our integrated action research design enabled us to monitor and adjust various aspects of the course, ensuring a conducive learning environment where cognitive loads are sensibly managed.

The incorporation of online channels has introduced novel dimensions, affording real-time clarifications, fostering increased student autonomy in seeking guidance and addressing inquiries. Instructors utilising these interactive avenues have been able to finely calibrate the cognitive load, thereby optimising learning outcomes.

Through the incorporation of a dynamic framework and the integration of live online audio-visual elements for field visits and research methodologies, the students gained a meaningful socio-cultural experience of rural India – all from a vantage point of a classroom in Norway. While certain tactile and sensory may have been absent, the course’s core objectives, emblematic of intercultural education, were successfully achieved. This achievement could potentially encourage the design of hybrid courses, blending on-site and online participation where the technology is available, integrating field experiences with captivating live online audio-visual encounters and interactions, while mitigating risks, costs, and environmental impacts associated with travel-based methods. This endeavour thus offers a subtle but promising shift in the landscape of intercultural education, with potential benefits extending beyond our immediate academic spheres.

Ethical statement

The course and research underwent rigorous review, and all ethical dimensions were approved in accordance with the required processes at our university. The course approval process involved the following steps: first, the course’s content and structure were presented and approved by the Program Committee during the planning phase. Next, the application of action research for formative evaluation, both for the course and students, received approval from the Head of the Program, the Program Committee, Head of Department, and Dean of the Faculty. This study was conducted as part of a teaching improvement methodology under the category of action research, specifically as a pilot course during the COVID pandemic. At the outset, all participants were informed that they were taking part in a pilot course, and the teachers would continually evaluate their progress, gathering feedback directly from the students. All participants were well-informed about the application of action research and gave their consent. All participants were made aware and consented that the data collected by the teachers would be used to study and improve the course, with the findings potentially resulting in a peer-reviewed publication. The names of participants were kept confidential.

To engage the local community, a local NGO with 25 years of experience in various development projects facilitated their participation. The collaboration between the university and the NGO for the field course in India has spanned several years and was established through a Memorandum of Understanding (MoU) between the entities. The MoU outlines the content and procedures for the course, as well as its application within the community in the field. The university reviews, evaluates and grants approval for these aspects as per agreed upon terms in the MoU. This collaboration involves educational programmes to enhance student’s understanding of rural India’s realties and participatory processes conducted by the Government of India and civil society to improve development initiatives. Before any interaction with the local community, the facilitators directly working with the students provided an introduction in the local language, obtained oral consent from all participants, and translated information given by the students about the purpose of the interaction.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work was supported by the International Funding Scheme at the Norwegian University of Life Sciences (Project Number 1211130114), which funded the stay abroad in India for the preparation of the course.

Notes on contributors

Shai André Divon

Shai André Divon is an Associate Professor of Global Studies, and the former Director of the Department of International Environment and Studies at the Norwegian University of Life Sciences.

Sunetro Ghosal

Sunetro Ghosal is a visiting fellow at various universities and teaches courses on global environment and development.

Appendix 1:

Effects interacting with cognitive load and related methods used in the course design Adapted from Sweller, van Merriënboer, and Paas (2019)

Table

Effects considered	Description	First described in:	Methods used in the course related to the effect
Split Attention Effect	Occurs when multiple sources of information needed for understanding are not integrated and given simultaneously leading to search processes that increase cognitive load.	(Tarmizi and Sweller 1988)	Simultaneous glossary and real-time concept clarifications appearing on-screen when complex information was provided orally to reduce the need for learners to engage in parallel searches of information.
Modality Effect	Occurs when multiple sources of information that cannot be understood in isolation comes simultaneously from a written source and a visual source, increasing the cognitive load. (It also has impacts on the Split Attention effect).	(Mousavi, Low, and Sweller 1995)	Online field visits where students observed challenges that were described orally, thus replacing written information about socio-cultural and environmental challenges and integrating spoken and visual information.
Collective Working Memory Effect	Occurs in collaborative tasks where learners become a collective processing unit. In such set-ups, not all learners need to possess all the relevant knowledge. The collaborative work allows simultaneous access to all memories, reducing individual cognitive loads.	(Kirschner, Paas, and Kirschner 2009)	Successive group tasks, each requiring achieving simple steps towards building competence to integrating all steps to achieve a collective objective. All group work was closely supervised to reduce cognitive load through interventions when adjustments were needed.
Worked Example Effect	Aimed at lowering cognitive loads by providing a solved problem for low-expertise students to study.	(Sweller and Cooper 1985)	Full example of step-by-step process-oriented example towards a final research statement; combined with group and whole classroom analysis. Followed by partially solved problems exercises (see below).
Completion Problem Effect	The Completion Problem Effect presents a partial solution that a learner must complete. If introduced after a worked example, a learner must study the worked example to complete the partially-solved problem.	(van Merriënboer and Krammer 1987)	Partial research statement exercises where learners’ worked in groups to complete a research statement by reverting to the worked example to understand the process better.
Expertise Reversal Effect	Once students improve their expertise levels, a new learning procedure must be introduced to fit a higher level of expertise to further improve learning. If suitable procedures for improved expertise are not introduced, Expertise Reversal Effect occurs, negatively impacting the learning process.	(Kalyuga et al. 2003)	Students were asked to prepare individual research agendas after mastering worked examples and problem completion. At that point, as they gained expertise, they were asked to address the problem using a different procedure (formulating group research agendas)
Element Interactivity Effect	This effect occurs when element interactivity levels are not suited to the level of expertise of learners. When learners are at a novice stage, element interactivity should be low to decrease cognitive loads and increase learning. As students develop expertise, element interactivity should increase to stimulate further learning.	(Sweller 1994)	Throughout the course, element interactivity increased as students acquired knowledge and skills. Single task examples evolved to complex multi-dimensional tasks that combined several mastered tasks. They graduated from learning single elements such as a research statement, to applying all elements in one exercise to develop, design, apply, analyse, and present research.
Guidance Fading Effect	Linked to element interactivity and reversed expertise, this compound effect is also related to changing levels of expertise. Novice learners benefit from close guidance that helps reduce the overall cognitive load. As their level of expertise increases and information is transferred from the WM to LTM. When this occurs, guidance can be faded accordingly as learners access their LTM to perform WM tasks.	(Renkl and Atkinson 2003)	Throughout the course, guidance levels decreased at students mastered the tasks assigned to them until they were performing the assigned tasks independently (in groups).