proceedings of Student Mobility and ICT: Can E-LEARNING

More documents

Recommendations

Info

References De Laat, M., Lally, V., Lipponen, L., & Simons, R.-J. (2007). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instructional Science, 35(3), 257-286. Skyrme, G. (2007). Entering the university: the differentiated experience of two Chinese international students in a New Zealand university. Studies in Higher Education, 32(3), 357-372. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 188
Hybrid Learning as a Facilitator to Bridge Cultural Differences Christine Cope Pence, University of California, The Bourns College of Engineering, California, USA, Catharina Wulf, ESG/Paris Graduate School of Management, Paris, France cpence@engr.ucr.edu , catwulf@gmail.com Abstract: E-learning and student mobility are topics of concern to most universities. As learning is culturally and socially defined, delivery of academic learning is made more complex by the increasing mobility of the learner population. The notion of life-long learning may not be the same for everyone. As Europe moves towards a Pan European identity, it has to deal with biases, stereotypes and unresolved tensions between the countries and individual cultures. Educational systems are changing. Student learners are changing. Academic content and delivery methods are evolving. The authors present an analysis of a unique asynchronous discussion forum tool used in an MBA Business Ethics class in France as a facilitator for bridging cultural differences for future life-long learning. Introduction With increasing globalization, being savvy about others’ cultural background when engaging in business is a critical skill. Cross-cultural communication and communication styles continue to be central themes in research on cross border negotiations (Requejo & Graham, 2008). With Hall’s (1976) introduction of cultural context as an explanation for communication differences, research into understanding the process of intercultural communication increased the complexity of variables necessary to evaluate causal relationships. We now understand that verbal communication styles can be explained by message characteristics such as indirect/direct, elaborate/succinct, contextual/personal, and affective/instrumental (Luthans & Doh, 2009, p. 187). The importance of cultural context plays out in the way people communicate and process communication. According to Hall (1976), "A high-context communication or message is one in which most of the information is either in the physical context or internalized in the person, while very little is in the coded, explicit, transmitted part of the message. A low-context communication is just the opposite; i.e. the mass of the information is vested in the explicit code” (Hall, p. 91). When processing communication, culture will affect the accuracy of the sender-receptor exchange (Gudykunst, 2005). Globalisation and the wide adoption of information technologies make it evermore important for higher education to open up to multi-culturalism. In the classroom, the days of mono-culturalism are passé. Students are confronting their peers from all parts of the globe. It is indispensable for them to hone their interpersonal and cross-cultural competencies. To meet the needs of this changing and increasingly diverse student body, the instructor needs teaching materials which are adapted to the mixed cultural backgrounds. While the “one size fits all” offers of the textbook publishers are improving, they are not able to keep up with the speed with which the student body is changing. Additionally, institutional infrastructures are slow to adopt the communication tools of the modern student. There is little doubt that the integration of e-learning tools is beneficial for higher education. A substantial body of research has developed in recent years. According to Banks (2006), “E-learning is seen as part of globalization to build capacity in ‘borderless’ education (… ), thus improving the competitiveness and marketisation of higher education and impact on international cooperation and student mobility” (Banks, 2006, p. 72). Most providers of e-learning platforms, such as Pearson Education’s Course Compass, Blackboard or WebCT, use asynchronous online discussion (AOD) to create interaction among students as peers and students and their instructors. The AOD board is a virtual communication forum, which allows students to post and respond to messages at their own rhythm without temporal limits. AOD “enables groups that are separated in time and space to engage in the active production of shared knowledge by offering an opportunity to enhance collaboration and interaction” (Vonderwell, Xin, & Alderman, 2007). Other scholars suggest that online discussions are used more frequently in ‘traditional’ classroom settings to promote student critical thinking, knowledge construction and learning autonomy Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 189
Page 1 and 2:
Proceedings of Student Mobility and
Page 3 and 4:
Contributions listed per session We
Page 5 and 6:
Teaching Part-time Students Using C
Page 7 and 8:
Description of Practices of Knowled
Page 9 and 10:
Remediating Summer Classes and Diag
Page 11 and 12:
• For a bridging course of this s
Page 13 and 14:
computing and displaying geometrica
Page 15 and 16:
significant. For that reason, the f
Page 17 and 18:
Apparently, ‘new learning’ work
Page 19 and 20:
Delivering a Masters: from Paper to
Page 21 and 22:
1 or 2 days of face to face contact
Page 23 and 24:
MyDundee and the different forms of
Page 25 and 26:
Unified in Learning - Separated by
Page 27 and 28:
views. As the IOs staff has to coll
Page 29 and 30:
was to apply the newly gained knowl
Page 31 and 32:
Please provide an overall grade for
Page 33 and 34:
discussion forums promises to yield
Page 35 and 36:
Additionally to the CIS each course
Page 37 and 38:
system 5.9% and Blended Learning 10
Page 39 and 40:
Conclusion The survey shows that th
Page 41 and 42:
Competence Based Teaching and Evalu
Page 43 and 44:
Peer-assessment, according to Falch
Page 45 and 46:
90 80 70 60 50 40 30 20 10 0 Figure
Page 47 and 48:
and think“). Reliability deals wi
Page 49 and 50:
knowledge but also the skills of th
Page 51 and 52:
Explaining student learning prefere
Page 53 and 54:
• Practice (that is, the problems
Page 55 and 56:
processing strategies, metacognitiv
Page 57 and 58:
0.250 0.200 0.150 0.100 0.050 0.000
Page 59 and 60:
0.400 0.350 0.300 0.250 0.200 0.150
Page 61 and 62:
Selecting Educational Content in m-
Page 63 and 64:
Figure 2 How could we integrate the
Page 65 and 66:
Applying a Fact-oriented Knowledge
Page 67 and 68:
Table 2: List of definitions for su
Page 69 and 70:
One, of the most important assumpti
Page 71 and 72:
Inspecting the KSD in figure 2 reve
Page 73 and 74:
The Influence of Portfolio Media on
Page 75 and 76:
discussed the portfolio. The last h
Page 77 and 78:
Count 10 8 6 4 2 1 2 3 4 5 6 7 8 9
Page 79 and 80:
ased portfolio (n=177). Scoring a 6
Page 81 and 82:
An E-Portfolio for Post-Graduate Co
Page 83 and 84:
Evers, F. T., Rush, J. C. & Berdrow
Page 85 and 86:
Indicators of Needs for Preparatory
Page 87 and 88:
dependent on his/her background, ac
Page 89 and 90:
study programs. A wide choice of st
Page 91 and 92:
It may be presumed that the competi
Page 93 and 94:
Bean, J. P. ( 1985 ). Interaction e
Page 95 and 96:
Facing the Mathematics Problem, Two
Page 97 and 98:
mention the problems that they enco
Page 99 and 100:
gradually from the first to the las
Page 101 and 102:
45% 40% 35% 30% 25% 20% 15% 10% 5%
Page 103 and 104:
References Dijsselbloem, J., e.a. (
Page 105 and 106:
Findings So far, seventy-four stude
Page 107 and 108:
Students’ Mobility, Acculturation
Page 109 and 110:
Pedagogical Approaches Used For Pre
Page 111 and 112:
• the teacher is a learner togeth
Page 113 and 114:
learning. He pointed at the method
Page 115 and 116:
Wieland, A., Brouwer, N., Kaper, W.
Page 117 and 118:
The live learning lab was more than
Page 119 and 120:
For the audience site, the camera s
Page 121 and 122:
video/audio compression and competi
Page 123 and 124:
applications for a typical presenta
Page 125 and 126:
E-learning - Non-discovered Territo
Page 127 and 128:
References Badania potrzeb w zakres
Page 129 and 130:
Security Requirements and Goals for
Page 131 and 132:
The implications of using this tech
Page 133 and 134:
References Hinton, H., & Vanderwauv
Page 135 and 136:
This is mainly due to the fact that
Page 137 and 138: students from one class session to
Page 139 and 140: Social Presence, Web-videoconferenc
Page 141 and 142: facilities. As Figure 2 shows, web-
Page 143 and 144: Instruments Expectations of the cou
Page 145 and 146: Table 1 Comparison of course useful
Page 147 and 148: As group collaboration and the cour
Page 149 and 150: Literature Scan on Online Remedial
Page 151 and 152: Most recent studies have focussed o
Page 153 and 154: The implementation of online educat
Page 155 and 156: Lefgren (2004); Kozeracki (2002); L
Page 157 and 158: Establishing a European Framework o
Page 159 and 160: Modelling Mobile Agent Mobility in
Page 161 and 162: f11 = Addressing f12 = Encoding f13
Page 163 and 164: Naming services The Sun Microsystem
Page 165 and 166: Lamport, L & Melliar-Smith, P. M.(1
Page 167 and 168: lecturers see all lectures they hav
Page 169 and 170: Figure 3. A content page of the Tec
Page 171 and 172: Digitizing Courses for Flexible Edu
Page 173 and 174: Figure 1. Amount of fragment views
Page 175 and 176: elaborate on the fragments in sever
Page 177 and 178: engaged in family and/or work life,
Page 179 and 180: and Services contributes to interna
Page 181 and 182: Furture prospects Physical student
Page 183 and 184: Towards a Dutch Remedial Education
Page 185 and 186: Hollins, E. R. (1996). Culture in s
Page 187: To realise this goal a consortium o
Page 191 and 192: are commonly associated with high c
Page 193 and 194: Table 3. Individual forum participa
Page 195 and 196: ecause of the huge investment in de
Page 197 and 198: Pere, R. (1982). Ako: concepts and
Page 199 and 200: facility with technology as an empl
Page 201 and 202: The subject of the advertisement is
Page 203 and 204: M Pete Nevin October 10 at 8:46pm H
show all

proceedings of Student Mobility and ICT: Can E-LEARNING

Create successful ePaper yourself

Delete template?

Save as template?