The Challenges of Blended Learning: Critically Evaluating the Chinese Language Case

Bo Hu

doi:10.4995/eurocall.2012.11380

Authors

Bo Hu University of Oxford

DOI:

https://doi.org/10.4995/eurocall.2012.11380

Keywords:

Blended learning, course evaluation, Chinese language course, British Inter-university China Centre, Mid-Career Development Chinese Language Course

Abstract

This article reviews the Mid-Career Development Chinese Language course (MCDCL) funded by the British Inter-university China Centre, a project funded from various public sources in the UK. The discussion focuses on how and why the MCDCL course has adopted the blended learning construct and with what outcomes. Using two frameworks for blended learning – the Community of Inquiry and the Sloan-C Pillars – it offers a thorough examination of the MCDCL course, and discusses the results of a survey which was devised to collect feedback from participants on the course. The article concludes that the MCDCL course throws up particular challenges for the blended learning concept as a whole. A detailed evaluation highlights areas for attention ranging from how the course is organised and workloads are balanced, to the approach of teachers in their level of involvement in distance learning, and the overall management of the course with regard to the use of technology, cost-effectiveness and a host of other considerations.

Downloads

Download data is not yet available.

Author Biography

Bo Hu, University of Oxford

Institute for Chinese Studies

References

Arabasz, P. and Baker, B., M. (2003). Supporting e-learning in higher education. Educause Centre for Applied Research. Avalialable from http://www.educause.edu/ECAR/SupportingELearninginHigherEdu/156516 (Last accessed on March 21, 2011).

Anderson, T., Rourke, L., Garrison, D.R. and Archer, W (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2). Available from http://auspace.athabascau.ca/handle/2149/725 (Last accessed on December 15, 2011) https://doi.org/10.24059/olj.v5i2.1875

Benbunan-Fich, R. and Hiltz, R. S. (1999). Impacts of asynchronous learning networks on individual and group problem solving: A field experiment. Group Decision and Negotiation, 8, pp. 409-426. https://doi.org/10.1023/A:1008669710763

Benson, P. (2001). Autonomy in Language Learning. Pearson Education Limited. Blended Learning Unit. Available from http://www.herts.ac.uk/about-us/learning-and- teaching/learning-teaching-institute/blu-cetl/home.cfm (Last accessed on March 21, 2011).

Broady, E. and Kenning, M. (1996) Promoting Learner Autonomy in University Language Teaching. London: CiLT.

British Inter-university China Centre. http://www.bicc.ac.uk/ (Last accessed on March 21, 2011)

Garrison, R. D. and Anderson, T. (2003). E-learning In the 21st Century: A framework for research and practice. London: Routledge https://doi.org/10.4324/9780203166093

Garrison, R. D., Anderson, T., and Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3): 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6

Garrison, R. D., Anderson, T. and Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. American Journal of Distance Education, 15(1): 7-23. https://doi.org/10.1080/08923640109527071

Garrison, R. D. and Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education, 10(3): 157-172. https://doi.org/10.1016/j.iheduc.2007.04.001

Garrison, R., D. and Vaughan, D., N (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco, CA: John Wiley & Sons, Inc. https://doi.org/10.1002/9781118269558

Graham (2006). Blended learning systems: definition, current trends, and future directions. In Bonk, C. and Graham, C. (Eds), The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing, pp. 3-21.

Graham, C. R., Allen, S., and Ure, D. (2005) Benefits and challenges of blended learning environments. In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology. Hershey, PA: Idea Group, pp. 253-259. https://doi.org/10.4018/978-1-59140-553-5.ch047

Hanson, K. & Clem, F. (2006). To blend or not to blend: A look at community development via blended learning strategies. In Bonk, C. and Graham, C. (Eds), The Handbook of Blended learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing, pp. 136-154.

Hong, H. K. and Samimy, K. K. (2010). The influence of L2 teachers' use of CALL modes on language learners' reactions to blended learning. CALICO Journal, 27(2): 328-348. https://doi.org/10.11139/cj.27.2.328-348

Hu, B. (2010). The challenges of Chinese: a preliminary study of UK learners' perceptions of difficulty. Language Learning Journal, 38(1): 99-118. https://doi.org/10.1080/09571731003620721

Kvavik, B. R. and Caruso, B. J. (2005). ECAR Study of Students and Information Technology, 2005: Convenience, Connection, Control, and Learning. Educause Centre for Applied Research. Available from http://net.educause.edu/ir/library/pdf/ers0506/rs/ERS0506w.pdf (Last accessed on March 21, 2011).

Laumakis, M., Graham, C. and Dziuban, C. (2009). The Sloan-C pillars and boundary objects as a framework for evaluating blended learning. Journal of Asynchronous Learning Networks, 13(1): 75-87. https://doi.org/10.24059/olj.v13i1.1679

Lorenzo, G. and Moore, G. L. (2002). The Sloan Consortium Report to the Nation: Five Pillars of Quality Online Education. The Sloan Consortium. Available from http://sloanconsortium.org/publications/books/pillarreport1.pdf (Last accessed on March 21, 2011).

McPherson, M. and Nunes, M., B. (2004). The failure of a virtual social space (VSS) designed to create a learning community: Lesson learned. British Journal of Educational Technology, 35(3): 305-321. https://doi.org/10.1111/j.0007-1013.2004.00391.x

Moore, C.J. (2005) The Sloan Consortium Quality Framework and The Five Pillars. The Sloan Consortium. Available from http://sloanconsortium.org/publications/books/qualityframework.pdf (Last accessed on March 21, 2011).

Neumeier, P. (2005). A closer look at blended learning. Parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17(2), 163-178. https://doi.org/10.1017/S0958344005000224

Newman, D. R., Webb. B. and Cochrane, C. (1997). Evaluating the quality of learning in computer supported cooperative learning. Journal of the American Society for Information Science, 48(6): 484-495. https://doi.org/10.1002/(SICI)1097-4571(199706)48:6<484::AID-ASI2>3.0.CO;2-Q

Osguthorpe, T. and Graham, C. (2003). Blended learning environments: definitions and directions. Quarterly Review of Distance Education, 4(3): 227-233.

Sharman, P. and Barrett, B. (2007). Blended Learning: Using technology in and beyond the language classroom. Oxford: Macmillan.

Shea, P., Hayes, S., Gozza-Cohen, M., Uzuner, S., Mehta, R., Valchova, A. and Rangan, P. (2010). A re-examination of the community of inquiry framework: Social network and content analysis. Internet and Higher Education, 13(1-2), 10-21. https://doi.org/10.1016/j.iheduc.2009.11.002

Salaway, G., Caruso, B. J. and Nelson, R. M. (2008). The ECAR Study of Undergraduate students and Technology Information. Educause Centre Applied Research. Available from http://www.educause.edu/ECAR/TheECARStudyofUndergraduateStu/163283 (Last accessed on March 21, 2011).

So, H. and Brush, T. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1): 318-336. https://doi.org/10.1016/j.compedu.2007.05.009

Williams, E., Duray, R. and Reddy, V. (2006). Teamwork orientation, group cohesiveness, and student learning: A study of the use of teams in online distance education. Journal of Management Education, 30(4) 592-616. https://doi.org/10.1177/1052562905276740

Zhao, Y. and Lai, C. (2008). Massively Multi-Player Online Role Playing Games (MMORPGS) and Foreign Language Education. In Ferdig, R. (Ed.) Handbook of Research on Effective Electronic Gaming in Education. New York: IDEA Group.