proceedings of Student Mobility and ICT: Can E-LEARNING

(Lim & Chai, 2004; Marra, Moore & Klimczak, 2004; Wang & Woo, 2007). Overall, research associates
asynchronous discussions with deep and critical learning (Kanuka & Garrison, 2004; Osman & Herring,
2007). This type of “deep learning”, which entails seeking understanding by relating new information to
existing knowledge and experience, is an improvement on rote learning (Osman & Herring, 2007).
Cultural difference and asynchronous online discussion
Educational behaviour can never be completely dissociated from a learner’s cultural background.
In asynchronous online discussion, often based on written communication in English, participants from
high context cultures may be hesitant to express their opinions in a direct fashion. It might be easier for
them to write their thoughts rather than to submit themselves to classroom confrontation, which might lead
to the loss of face. Native English language speakers and students with fluent English skills are at a
considerable advantage over their less able peers who may be unfamiliar with the direct communication
often associated with the English language.
The advantages of AOD include that they engage students in discussions, which promote critical
thinking, problem solving and knowledge construction (Marra, Moore, & Klimczak, 2004; Wang & Woo,
2007). It has also been pointed out that participants succeed in establishing meaningful interpersonal
connections before they are asked to engage in cognitive tasks (Beuchot & Bullen, 2005). Virtual
discussion can be seen as a bonding exercise with a positive impact on the general in-classroom
atmosphere. Students who might not have discovered each other in-class often will begin a relationship
virtually through the use of a discussion board forum. According to Morse (2003), characteristics of good
discussion forums include: flexibility, equality of opportunity for participation, openness of discussion,
potential for post participation review. Additionally, the discussion forum can be used for team-building
skills, since it can be set up so that students belonging to the same group/team can collaborate with each
other.
There are drawbacks to discussion forums. Research by Tiene (2000), Wang and Woo (2007) has
shown that there are four problematic areas: (1) Access- referring to technology frustrations; (2) Timing-
AOD is time-consuming, as learners need more time to reflect upon their responses; (3) Mode of
expression-written communication does not convey the nuances of the voice, which might be more
significant than the content of the message; and (4) Visual cues- people rely a lot on gestures or body
language when interpreting verbal messages.
As DeVito argues (DeVito, 2007, p. 181), the absence of body kinesics and notably the lack of
affect displays and facial expressions, might be confusing resulting in students spending excessive time and
energy trying to decipher the meaning of a particular message. Emoticons are helpful, but on the whole,
they reveal insufficiently the subtleties of human communication. Communication is three-dimensional
and “meanings are in people...words don’t mean, people mean” (DeVito, 2007, p. 136).
Asynchronous online learning in a multi-cultural MBA environment
Drs. Wulf and Pence have collaborated since 2002, experimenting with the use of hybrid learning
in classes of internationally diverse students. While both professors are natives of low context culture
countries, they have extensive experience living and working around the world. Professor Wulf is German
and was educated in the USA, Canada, and France. Professor Pence is American, born in Japan, and was
educated in Italy and the USA. As children and now as adults, sensitivity to cultural differences has been
an essential part of their personal skill sets. Both have had extensive experience in the business world, Dr.
Wulf in television and Dr. Pence in international trade. The motivation to use hybrid learning techniques in
the classroom settings has come from these years of experience in bridging cultural communication
differences.
In general, cultural context communication does not lend itself to spontaneous, in-class
interactivity. We have found that critical reflection is easier to obtain through written communication. In
this study, we used AODs for four basic reasons: (1) In-class time was insufficient to finish student debates
concerning complex ethical issues; (2) In order to stimulate critical thinking and to encourage those
students who were disinclined to express themselves during F2F lectures; (3) To remove the barriers which
Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 190