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Cross-cultural distance learning in Finnish-Russian higher
education – Experiences from a pilot course
18.5.2010Kirsi Syynimaa
University of Jyväskylä
Introduction 1/2
Modern e-Learning technologies enable educational cooperation over national boundaries (WU & al 2008)
Cross-cultural cooperation and education have become an advantage for universities in the global market (Chan 2004)
In the 21st century, cooperation between universities is a challenge and opportunity
Current educational trends put together individuals from different cultural backgrounds and create cross-cultural work and study groups
Introduction 2/2
Educational cooperation between University of Jyväskylä (JYU) in Finland and the State University St Petersburg of Information Technology Mechanic and Optics (ITMO) in Russia strengthened after General Cooperative Agreement in the autumn 2006Based on Bologna Process and joint strategy of both universities aims at development of cross-cultural educationJYU established two-year project (2008-2009) for supporting this cooperation Overall objective of the project was to create pedagogical model for distant teaching on master’s degree levelThe Pedagogical model is needed as a guideline for planning web based teaching – especially to support the content production process by teachers in both universities
Theoretical background 1/6
Learning and teaching embedded in a specific context (Anderson & al 1996, Brown & al 1989; Lave & Wenger 1991)Cross-cultural distance learning combines two specific contexts:
1. Cultural background of the participants 2. Computer-mediated learning environment
Culture influences people’s behaviors in many different ways and in different contexts (Blanchard & al 2005)Finnish education and pedagogical approach aren’t incompatible with the Russian culture (Laihiala-Kankainen 1999)Important to organize the cross-cultural education and pay attention selection of the educational model
In study blended learning model selected to solve several challenging elements that occurs in Finnish-Russian cross-cultural distance learning
Theoretical Background 2/6
Cross-Cultural learning:Include a variety of potential advantages and challenges Important to pay attention the cultural background of the target group (Graff, Davies and McNorton 2004)Successful cross-cultural e-learning includes: open communication of the cooperation parties, competent teachers and e-tutors and high-level commitment of the whole organization (Slotte and Tynjälä 2005)Differences among cross-cultural contexts:
1. General cultural and social expectations 2. Teaching and learning strategies 3. Use of language and symbols4. Technological infrastructure and familiarity of it (Roger, Graham &
Mayes 2007)
Is usual implemented by distance learning
Theoretical Background 3/6Distance Learning:
An integral part is geopraphical distance of the student and teacher (Sherry 1996)Learner-centered and self-phased phenomenon in which responsibility of the learning process is from teacher to learner (Zhang & al 2004)Generally gategorized asynchronous or synchronousModern web technologies allow cost effient interaction with teachers and learners (Garrison & Kanuka 2004, Wu et al. 2008), time and location flexibility, collaborative learning environments with experts and peers from other cultures and access to electroninc learning materials (Zhang & al 2006)
Theoretical background 4/6
Blended learning (BL):Combines traditional classroom learning and computer-mediated learning (Garrison & Kanuka 2004, Graham 2006, Vaughan 2007)Non traditional distance learning because learning process do not occur entirely through online environments (Dziuban al 2004)Allows utilisation of various pedagogical approach e.g. problem based learning, or authentic learning as in face-to-face learningOffer flexibility while organising learning (Rovai & Jordan 2004)
Theoretical Background 5/6
Table 1: Definition of Blended Learning Model (Graham 2006)
General
Categories
of Blending
Enabling
Blends
Enhanching
Blends
Transforming Blends
Level of
Blending
Activity-Level Blending Course-Level Blending
Program-Level Blending Institutional-Level Blending
Method
Qualitative case study
Defined as an inquiry that aims to obtain intensive and detailed information about a small group or particular participant
Focus is a single setting with some specific dynamics concerning cross-cultural Finnish-Russian distance learning
Informants: two professors and an assistant professor, who were involved in a pilot course as treachers
Theoretical Background 6/6
Benefits of BL1. Pedagogical richness2. Access to knowledge3. Social interaction4. Personal agency5. Cost-effectiness6. Ease of revision (Graham 2003).
Implementing BL narrows the cultural gap between ITMO-JYU by allowing uniform learning material without losing the ability to culture related customisation
Research question:
What are the key challenges in cross-cultural distance learning within Finnish-Russian higher education context from the perspective of Russian students?
Pilot Course
Synchronous Learning Environment
Asynchronous Learning Environment
Learning material
- Video lectures
Student to teacher interaction
Digital Library, Peda.net
Demo
assignments in computer class-Face to face-Group Work
Interactive
Videoconferencing-Acrobat Connect Pro-Point to point
Live Webcast
Data collection and Analysis
Collected by interviewing the representative of ITMO and the instructor of the Pilot courseFace-to-face interview and non-structural theme interview (Pilot course instructor)Email interview (Representative of ITMO)Analyzed qualitatively to obtain major themes based on existing literatureComparing evidences with the literature and the work of others (Yin 2003)
Results 1/2
Different teaching and learning practicalities“I also need to point out cultural differences, as Russian students
are used to oral exams based on randomized (drawn) control questions, rather than essay questions.”
Technical problems“It also turned out, that most of them had retrieved the lecture
videos at home over a broadband connection. For some students, the university had downloaded the lecture videos and burned them onto a CD”
“There were technical problems... that is... if I remember correctly, what happened was that the connection went down”
Results 2/2
Lack of interaction“They would sooner want the live lectures. They were
used to do that... and it’s important that they could ask the lecturer directly, if... ”
“I think the most important thing is facilitation of adequate feedback and interaction. Therefore, communication should be in a multi-channel and multi-form mode.”Ineffective use of resources
“None of them had used the navigation structure prepared by us that makes it possible to view only portions of the lecture video.”
Conclusion 1/2
Cross-cultural e-Learning courses tend to cause variety challenges for planners, teachers and students:
harmonizing different learning and teaching cultures between the cooperation partiescareful preparing and planning of the whole learning process live interaction and implementation of real-time communication in the lecturesthe technical infrastructure and its capacity in target countries
Conclusion 2/2
verifying the technology
basing any further course development on students' feedback
the teachers awareness of the target group
creating the appropriate social infrastructure around the tool – this is the central challenge. Social infrastructure refers to the supporting social structures enabling the desired interaction between collaborators using the CSCL tool (Bielaczyc 2001).
Contact information:
Kirsi Syynimaa
Department of Computer Science and Information Systems
University of Jyväskylä, Finland
Thank you for your attention!
