DEVELOPMENT AND EVALUATION OF CROSS CULTURAL DISTANCE LEARNING PROGRAM

YURI ISSHIKI / YUHEI YAMAUCHI

KNOWLEDGE PLATFORM / UNIVERSITY OF TOKYO, JAPAN

A KNOWLEDGE PLATFORM WHITEPAPER 2004

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Development and Evaluation of Cross Cultural Distance Learning Program

What did you learn today?

Abstract
The authors developed and evaluated a cross-cultural distance learning program (CCDLP) for teaching technology in higher education at the University of Tokyo. The program consisted of the following components: 1) web-based training materials with tests; 2) asynchronous discussions using a bulletin board system; 3) final assignments; and 4) post-program questionnaires. Three main functions to help learners with diverse cultural background from China, Japan, and Singapore were incorporated. The primary purpose of this research is to examine the program outcomes and make suggestions for creating an effective CCDLP at a higher learning level. This demonstration shows research findings in this program.

Keywords
Cross-cultural distance learning, virtual university, computer-supported collaborative learning, international academic alliance, cross-cultural communication

Introduction
With the advent of information technologies, many institutions of higher learning have begun initiatives on establishing what are called virtual universities, opening their classrooms to people all around the globe. It is expected that international distance learning will become more popular as information technologies improve and our societies become more globalized. However, as Mason (1998) noted, in building these programs, the importance of considering the differences in cultural attitude and educational approaches among learners has too often been overlooked. This helps explain why few researchers have examined cross-cultural issues arising in the distance learning context. A limited number of studies examining the cross-cultural issues in the international distance learning program have been done in Europe and the U.S., and more research in Asian context is expected. Against this background, I have attempted to develop and evaluate a cross-cultural distance learning program (CCDLP) at a higher learning level for learners with diverse cultural background from China, Japan and Singapore.

Related Research
Hofstede (1980) defines culture as a pattern of how an individual thinks, feels and acts, and conducted research into how cross-cultural values are reflected in business settings. In his research, Hofstede used factor analysis to identify four dimensions to classify the nationally-held values of his
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Development and Evaluation of Cross Cultural Distance Learning Program

What did you learn today?

sample. These dimensions are: collectivism vs. individualism; power distance; femininity vs. masculinity; and uncertainty avoidance. (Long-term vs. short-term orientation was added as the fifth dimension later.) Using these four dimensions, Gunawardena et al. (2001) found cross-cultural differences in online conferences among graduate students in Mexico and the U.S. Also, Looi (2002) pointed out how these dimensions might affect e-learning design. There is some succeeding important work (Henderson 1996; Collis 1999; and McLoughlin 1999). Among these, Collis (1999) identified several additional dimensions sensitive to culture-related differences including acceptance, use and impact of computer-related learning resources such as horizontal/vertical communication, responsibilities of learners, and pedagogic philosophy (Collis, 1999). In addition to these researches, the dimensions of multicultural education which has been developed not in the distance learning context but in traditional classrooms are also helpful in creating a CCDLP. For example, content integration, one of the dimensions that deals with the extent to which teachers use examples and information from a variety of cultures and groups (Banks, 1995) needs to be taken into consideration.

Cross-Cultural Distance Learning Program (CCDLP)

Based on these researches, we hypothesized that the following two areas would be key factors to deal with cross-cultural differences and other issues: the participants communication process and their learning experiences of the specific topics of the program. In order to test this hypothesis, a preliminary research was done in the Asia e-Learning Network (AEN) project launched by Japans government for the purpose of promoting e-learning partnership among Asian universities in 2002. As part of the AEN project, University of Tokyo and Japans National Institute of Multimedia Education, in cooperation with Nanyang Technological University in Singapore, developed an international distance learning program. To examine the communication process, Singaporean and Japanese participants were asked how they perceived the cultural dimensions (as identified by Hofstede and Collis) as they took part in the programs on-line discussions. For example, participants were asked if they would have liked to have had instructors and/or group moderators led the discussions. These questions are designed to test Hofstedes theories of power distance as well as Collis theories of horizontal/vertical communication and responsibilities of learners.

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Development and Evaluation of Cross Cultural Distance Learning Program

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With regard to the topics, participants were asked questions about whether and what types of difficulties they encountered in understanding the viewpoints expressed by participants from the other country, in order to analyze whether those result from the cultural differences. Based on the outcomes of this preliminary research, we decided the following three functions to be incorporated in a CCDLP: 1) a function to deal with cultural differences in the communication process (choices in the way of asynchronous discussions, i.e. an ordinary asynchronous discussion or a debate using an electronic bulletin board system ); 2) a function to deal with cultural differences in pedagogic philosophy (choices in the way of assignment); and 3) a function to deal with cultural differences in knowledge level of topics (providing background information).

Program Details
We covered technology in education as a topic in this program. The primary educational goals of the program were set as follows: after finishing the program, learners will be able to 1) describe the present status of the technology use in higher education in the United States and Japan; 2) identify the milestones of technology use in higher education in the United States and Japan; 3) familiarize themselves with the strategy for technology in higher education. The program consisted of the following four components: 1) web-based training materials with tests; 2) asynchronous discussions using a bulletin board system; 3) final assignments; and 4) post-program questionnaires. On average, each participant spent 2 hours to complete the program. 6 Chinese participants, 11 Japanese participants, as well as 3 Singaporean participants took part in the program which started in September 2003 and concluded in October 2003. Three main functions to help learners with diverse cultural background were incorporated.

Research Findings
Evaluation was done by combining both quantitative and qualitative analysis methods. Three functions were found to work effectively with some challenging problems to be solved. The following are the main research findings: Firstly, providing a choice of ordinary asynchronous discussion was turned out to support learners communication orientation and worked better than an online debate. Less interaction between learners who chose a different way of discussion was found as a problem. Secondly, while choices in the way of assignment were helpful, the cultural dimension which was considered here, i.e. pedagogic philosophy might not as important as others.
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Development and Evaluation of Cross Cultural Distance Learning Program

What did you learn today?

Thirdly, providing background information regarding culture-specific topics was very helpful for learners with different cultural background understand the contents in more depth. On the other hand, at least the following two problems were identified: 1) how to present background information (the interface issues); and 2) what kind of and to what extent background information needs to be provided.

Future Works
The research findings could help us have deeper insights into cultural issues in the context of distance learning program. As briefly described above, some challenging problems are expected to be solved. Also, we recognize that there are some more important issues to be taken into consideration. Among them, issues of interface and culture, a language used in the program, cultural psychology, and differences between face-to-face and computer-mediated cross-cultural communication are significant. By using the findings of this research and taking some more important issues described above into consideration, we hope to design an even more effective distance learning program which takes cross-cultural issues into account and helps participants from various countries learn a wide range of topics in the future.

References
BANKS, J. A. (1995). MULTICULTURAL EDUCATION: HISTORICAL DEVELOPMENT, DIMENSIONS, AND PRACTICE. IN BANKS, J. A. ET AL. (EDS.), HANDBOOK OF RESEARCH ON MULTICULTURAL EDUCATION, 3-24. NEW YORK: MACMILLAN. COLLIS, B. (1999). DESIGNING FOR DIFFERENCES: CULTURAL ISSUES IN THE DESIGN OF WWW-BASED COURSESUPPORT SITES. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 30(3), 201-215.

GUNAWARDENA ET AL. (2001). A CROSS-CULTURAL STUDY OF GROUP PROCESS AND DEVELOPMENT IN ONLINE
CONFERENCES. DISTANCE EDUCATION, 22(1), 85-121.

HOFSTEDE, G. (1991). CULTURES AND ORGANIZATIONS. LONDON: MCGRAW-HILL INTERNATIONAL. HENDERSON, L. (1996). INSTRUCTIONAL DESIGN OF INTERACTIVE MULTIMEDIA: A CULTURAL CRITIQUE. EDUCATION TECHNOLOGY RESEARCH AND DEVELOPMENT, 44(4), 85-104.

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Development and Evaluation of Cross Cultural Distance Learning Program

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ISSHIKI, Y. (2003). CASE STUDY ON INTERNATIONAL DISTANCE LEARNING PROGRAM: EXAMINING CROSS-CULTURAL DIFFERENCES AMONG SINGAPOREAN AND JAPANESE GRADUATE STUDENTS, IN LASSNER, D. AND MCNAUGHT, C. (EDS.), ED-MEDIA 2003 (PP. 3157-3158). PROCEEDINGS OF ED-MEDIA 2003. LOOI, C. (2002). CULTURAL ISSUES AND THE DESIGN OF E-LEARNING. THE JOURNAL OF INFORMATION AND SYSTEMS
IN EDUCATION, 1 (1), 32-37.

MASON, R. (1998). GLOBALISING EDUCATION. LONDON: ROUTLEDGE.

MCLOUGHLIN, C.(1999) CULTURALLY RESPONSIVE TECHNOLOGY USE: DEVELOPING AN ON-LINE COMMUNITY OF

LEARNERS. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 30 (3), 231-243.

Acknowledgements
Special thanks are given to the following people for their generous help and support in conducting this research: Dr. Daniel T H Tan and Associate Professor Lee Gilbert at Nanyang Technological University, Mr. Lim Kin Chew at National Institute of Education, Professor Chee-Kit Looi at National University of Singapore, Mr. Wang Wibing formerly at UNESCO Bangkok office, Ms. Kayo Ezaki and Ms. Masako Miyata at the University of Tokyo.

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