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Issues of Chinese Long Distance Education in the U.S.

This presentation explores the current status of Chinese long distance education in the U.S. and compares it with the program at Waseda University in Japan. It discusses the advantages and difficulties of teaching Chinese using TV conferencing and the internet. The presentation also highlights some experimental projects and provides insights into the market demands and administration.

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Issues of Chinese Long Distance Education in the U.S.

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  1. Issues of Chinese Long Distance Education in the U.S. California State University, Long Beach Dr. Tim Xie txie@csulb.edu

  2. Introduction • Long distance education became a hot topic nowadays. Companies train their employees and universities offer their degree/non-degree courses using various techniques of long distance education. Some universities in the U.S. also begin to offer long distance Chinese language courses. This presentation will introduce Chinese language programs of five American universities and compares them with the long distance education program of the Waseda University, Japan. It is observed that the Chinese long distance education in the U.S. is not in full use and it is still in an early stage of development. Further discussion will include the advantages and difficulties of teaching Chinese using the TV conferencing and the Internet.

  3. Current Status • The registered students numbered 2.23 million in 2002 • 84.9% of colleges and 84.4% of universities offer various long distance education courses as of 2000 (DeVeaux, 2001)

  4. U.S. Virtual Universities • Capella University • University of Phoenix • Western Governors University • Jones International University

  5. At present 200 universities offer long distance education courses. Other 2000 universities are still contemplating the issue. “The reluctance is attributed to the lack of standardization, the lack of incentives for faculty, and the failure of academic administrations to see the strategic benefits that await the successful cyber programs. (Rivera, Eduardo and George Kostopoulos,2001)

  6. Enterprises and companies are interested in long distance education. • Xerox embarked on an enterprise-wide quality program, training hundred thousand employees, for years, and many tens of millions of dollars. • KPMG Consulting developed a hybrid course (web, CD-ROM, classroom) training over 22 thousand employees. (Aldrich, 2001)

  7. Chinese Education Online in the U.S. • Most Chinese programs in the U.S. have created their webpages introducing their programs, curricula and faculty. • Teachers created multimedia programs and online learning materials.These are valuable resources for teaching and learning. (Refer to http://www.csulb.edu/~txie/online.htm)

  8. Most online materials are supplemental for instructors and students to use. • There are few 100% online courses or long distance programs. • Four Chinese programs conduct(ed) long distance education: • Univ. of Wisconsin-Milwaukee • Univ. of Hawaii • Univ. Of Vermont • Kenyon College

  9. Univ. of Wisconsin-Milwaukee • Using TV conferencing to teach elementary and intermediate Chinese. • 5 units (first two semesters), 5 units (third and fourth semester) • Locations: Milwaukee campus and Stevens Point campus • Web activities for tutoring and communication (Chen, Yea-Fen. 2000. “Web-Supported Curriculum.” Hamilton College, Clinton, New York: The Conference of Technology & Chinese Teaching in the 21st Century.)

  10. Univ. of Hawaii • Two courses of Chinese reading at advanced levels. • Teaching materials: CD-ROM • Discussion board and email • Text communication. No audio devices. <http://nflrc.hawaii.edu/project/399info.html>

  11. Univ. Of Vermont • Conducted TV conferencing to teach Chinese for two years. • The course was offered through University Continuing Education (3 units) • The students were high schools teachers and students,enterprises administrators,restaurant owners,and senior citizens. (Yin, 2002. Personal communication)

  12. Kenyon College • TV conferencing and web pages. • Advanced Chinese “Empower Reading by Reading about China” • Locations: Kenyon College and Denison University. (Bai, Jianhua. (2002). “Curricular Innovations through Distance Learning Instruction”. Manuscript of the paper to be presented at Duke University Conference.）

  13. California State University, Long Beach • One year elementary Chinese (4 units each semester) • Teaching materials and homework delivered through web pages. Students studied by themselves and submitted their homework through email. Meeting with the instructor scheduled once a week. • Off-line tests and exams.

  14. Experimental Projects • Telephony tutoring (Georgia) • Online chat (UC Davis) • E-mail tutoring (Poland and New Zealand）

  15. Waseda University, Japan • Advance Chinese • Students interactions among four universities: Waseda, Beijing, Korean and Taiwan • Students-centered activities

  16. Advantages • No time and space limitations. • Benefit the students in the areas where Chinese teachers are not available. • TV conferencing provides real-time instruction. • Interaction between teachers and students.

  17. Difficulties • Market needs and administration • Computer technology and pedagogy • Development of teaching materials • Time difference

  18. Market demands and administration • Few students need Chinese long distance instruction. Search results in 506 Chinese programs available in North America as of Wednesday, March 26, 2003 through University of Minnesota (http://carla.acad.umn.edu/LCTL/db/search-wlw.html) • Administration: cross campus registration, payment, credit transfer and work load. • Chinese long distance education is not the focus of the most universities.

  19. Computer Technology and Pedagogy • Theoretical issues, lack of theories: what is the impact of long distance education on language teaching? • Course model: TV conferencing or Web-based courses? • Rapid change of computer technology • Students expectations and real situations.

  20. Course Development • What to teach: speaking or reading/writing? • Course development and human resources. Cross campus cooperation must be encouraged. • Lack of experience from teachers. Computer literacy needs to be added into teacher training curriculum.

  21. Time difference • Three hours time difference within the U.S. • It is difficult to schedule an on-line session between Chinese and American universities. • China, Japan and Korean are within the same time zone.

  22. Predictions • Long distance education will become more widely used in teaching Chinese. • More theoretical reach will appear. • New technology (speech recognition and synthesis) will provide new means of teaching. • Teachers will be more competent in using computer.

  23. Fourth Annual ConferenceTeaching OntheNet 2003 http://www.teachingonthenet.org/conference/

  24. Thank You!

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