Weblog-based Blended Learning: Crossing Cultural Barriers Gently

1. Crossing Cultural Barriers Using Technology and E-Learning Weblog-based Blended Learning: Crossing Cultural Barriers Gently Chen, WeiChao Peking University, China

2. Outline • Overview: Needs, Goals, and Targets • Design of Weblog-based blended Learning • Research and Evaluation approach • Schedule (Tentative) • Special Issues

3. Overview • Asia as major sender of foreign students Data from Hugo(2005): Proportion of foreign students from Asia, 2002 Source: OECD 2004, Education at a Glance Table C3.7

4. Overview • It has been repeatedly reported (Chen, X. 1994; Jones 1999; Tatar 2005a; Tatar 2005b) that Asian students face a series of challenging adaptation issues, esp. in academic group discussion at class

5. Goal • Target Groups • Asian students pursuing further education opportunities at higher education institutes in English-speaking developed countries. English is not their mother tongue, and they have never lived in English-speaking countries before they go abroad for study. • Goals • We hope through Weblog-based blended learning, Asian students could enjoy a class with supportive atmosphere of learning community, and get enough scaffolds that help them participate actively in class group discussion.

6. ABC Model Adapted from Ward, Bochner & Furnham (2001)

7. Asian students in group discussion

8. Challenge • A major challenge for educators and social capital developers is how they can construct a model of cultural competence that recognizes cultural differences without promoting cultural stereotypes at the same time, and a model that will protect cultural minorities from the harmful effects of stereotype threat while simultaneously empowers cultural minorities. (Chiu & Hong, 2006)

9. Weblog-based Blended Learning:A promising Terms • Blended Learning: a key future trend in higher education • Weblog and its implications for education • Weblog: New Trends of Online Activities • Weblog: instructional candidate • Establishment of a learning community, development of writing habits (Chen, W. & Bonk 2007) • Cultivation of reflection habits (Shoffner 2006; Chan & Ridgway 2006)

10. Design of Weblog-based blended Learning • Building of learning community. • Supportiveness, Harmony and mutual understanding • Improving preparedness and relevancy of group discussion. • Posting discussion summary. • Meta-communication thinking.

11. Mix-Approach: Probing, Evaluation & Improving

12. Mix-Approach: Probing, Evaluation & Improving2 • Formative evaluation • looking for information to guide decisions about how to improve the system (Reeves & Hedberg 2003) • observe blogging behaviors, collaborate with instructor, interview • Summative evaluation • content analyses of blogging posts • online survey

13. Schedule (tentative)

14. Special Considerations… • Integrating with educational practices • Weblog: Throw out there and see what sticks? • Complex Educational Practices: full of adjustments and compromises • Differences among Asian students from different nations • Differences between Weblog culture and Asian culture

15. Stay in harmony while tolerating differences • All things are nourished together without their injuring one another. The courses of the seasons, and of the sun and moon, are pursued without any collision among them. Some sayings from Confucianism

16. Acknowledgements • Heartfelt thanks to Pro. Curtis. J. Bonk for his encouragement, kind help and suggestion • Many thanks to friends’ helps and encouragements during research. • And thank you for all the people making this wonderful trip possible.

17. Little me and Mum before TianAnMen Square of Beijing

18. Happy Chinese New Year!