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Transcultural Blended Learning and Teaching in Postsecondary Education

Book Description

Schedule constraints and other complicating factors can make face-to-face educational methods inadequate to the needs of learners. Thus, blended learning has emerged as a compromise that reconciles the need for high-tech and high-touch learning and teaching interactions. Transcultural Blended Learning and Teaching in Postsecondary Education educates readers across nations and cultures and strengthens their understanding of theories, models, research, applications, best practices, and emerging issues related to blended learning and teaching through a holistic and transcultural perspective. This research volume serves as a valued resource for faculty, administrators, and leaders in postsecondary institutions to plan, develop, implement, and evaluate blended learning programs and courses. It also provides researchers with the latest research in transcultural blended learning and teaching theories, findings, best practices, and emerging trends.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. List of Reviewers
  5. Dedication
  6. Preface
    1. BLENDED LEARNING AND TEACHING
    2. TRANSCULTURAL BLENDED LEARNING AND TEACHING
    3. ABOUT THE BOOK AND ITS PURPOSE
    4. ORGANIZATION OF THE BOOK
    5. USING THIS BOOK
  7. Acknowledgment
  8. Section 1: Concepts and Theories
    1. Chapter 1: Transculturality
      1. ABSTRACT
      2. INTRODUCTION
      3. STARTING WITH A MUTINOUS THOUGHT: MULTICULTURALITY, INTERCULTURALITY, OR CROSS-CULTURALITY?
      4. TRANSCULTURALITY
      5. DIMENSIONS OF TRANSCULTURAL INTEGRATION
      6. TRANSCULTURALITY AND BLENDED LEARNING AND TEACHING IN POSTSECONDARY EDUCATION
      7. CONCLUSION
    2. Chapter 2: A Traditional African Perspective of Blended Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BLENDING OUTSIDER AND INSIDER PERSPECTIVES
      4. BLENDED LEARNING IN TRADITIONAL AFRICAN EDUCATION
      5. CONCLUSION
  9. Section 2: Transcultural Students’ Ways of Knowing
    1. Chapter 3: How Cultural and Learning Style Differences Impact Students’ Learning Preferences in Blended Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. CULTURAL DIFFERENCES AND LEARNING IN HIGHER EDUCATION
      4. CULTURAL DIFFERENCES IN USING ICT IN BLENDED EDUCATION
      5. MEASURES
      6. DATA AND STATISTICAL ANALYSIS
      7. RESULTS
      8. DISCUSSION AND CONCLUSION
    2. Chapter 4: Exploring Hofstede’s Cultural Dimension Using Hollins’ Structured Dialogue to Attain a Conduit for Effective Intercultural Experiences
      1. ABSTRACT
      2. INTRODUCTION
      3. UNDERPINNINGS OF INTERCULTURAL EXPERIENCES, INTERCULTURAL COMPETENCY, AND GLOBALIZATION
      4. AMERICAN INSTITUTIONS OF HIGHER EDUCATION: DEVELOPING INTERCULTURAL EXPERIENCES AND COMPETENCY FOR GLOBAL CITIZENSHIP
      5. PATTERNS OF INTERCULTURAL CONFLICTS ASSOCIATED WITH UNIVERSITIES AND THE POLITICAL CLIMATE
      6. A CULTURAL THEORY
      7. A STRUCTURED APPROACH TO TEACH A CULTURAL THEORY
      8. METHODOLOGY
      9. RESULTS
      10. CONCLUSION
    3. Chapter 5: Cyborg in the Village
      1. ABSTRACT
      2. “I UNDERSTAND WHAT YOU MEAN…”
      3. THE MISSION OF THIS ANALYSIS
      4. WHAT THE MISSION IS NOT
      5. BACKDROP
      6. CULTURALLY-EMBEDDED WAYS OF KNOWING
      7. BALANCING RISK AND REWARD
      8. BEST PRACTICES: WHAT’S NOT OKAY, WHAT IS OKAY, AND WHY
      9. CONCLUSION
  10. Section 3: Curriculum Design in a Diverse World
    1. Chapter 6: Not Just in Theory
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. THE MODEL
      5. IMPLEMENTATION OF THE BLENDED LEARNING MODEL
      6. DISCUSSION AND SUMMARY
    2. Chapter 7: Blended Learning Design and Teaching Strategies
      1. ABSTRACT
      2. BACKGROUND
      3. BLENDED LEARNING IS A STEP TOWARD CREATIVE TEACHING
      4. PURPOSE OF THE STUDY
      5. LITERATURE REVIEW
      6. THEORY OF THE PROGRAM PLANNING COURSE
      7. STUDY DESIGN
      8. RESULTS AND DISCUSSION
      9. CONCLUSION AND IMPLICATIONS
  11. Section 4: Technology and Global Education
    1. Chapter 8: Transformative Learning and Educational Technology Integration in a Post-Totalitarian Context
      1. ABSTRACT
      2. INTRODUCTION
      3. RUSSIA: A COUNTRY IN TRANSITION
      4. OVERVIEW OF PERSPECTIVE TRANSFORMATION
      5. RESEARCH SETTING AND PROCESS
      6. FINDINGS RELATED TO MEZIROW’S FRAMEWORK
      7. INTERNAL PROCESSES OF TRANSFORMATIVE LEARNING
      8. EXTERNAL PROCESSES OF TRANSFORMATIVE LEARNING
      9. DISCUSSION
      10. IMPLICATIONS FOR FURTHER RESEARCH
    2. Chapter 9: A Critical Perspective on the Challenges for Blended Learning and Teaching in Africa’s Higher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. HIGHER LEARNING INSTITUTIONS IN AFRICA: AN OVERVIEW
      4. ICT AND HIGHER LEARNING INSTITUTIONS IN AFRICA
      5. PROBLEMS AT AFRICAN CONTINENTAL AND NATIONAL LEVEL
      6. IDEOLOGIES OR PARADIGMS THAT HAVE GUIDED AND BEDEVILED AFRICAN AFFAIRS SINCE EUROPEANS “DISCOVERED” AFRICA
      7. FOR A CONSTRUCTIVIST APPROACH OF ICT INTEGRATION IN HIGHER LEARNING
      8. COMPLEMENTARY RELATIONSHIP BETWEEN CONSTRUCTIVISM AND TECHNOLOGY
      9. CONSIDER ASSESSMENT OF STUDENT LEARNING OUTCOMES
      10. STRATEGIES FOR INCREASING STUDENT LEARNING OUTCOMES
      11. CONCLUDING REMARKS
  12. Section 5: Cross-Cultural Instructional Strategies
    1. Chapter 10: Educational Technology and Instructional Design in Synchronous Blended Learning Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CASE STUDIES: METHODS AND PROCEDURES
      5. FACE-TO-FACE TRANSCULTURAL BLENDED LEARNING
      6. ONLINE TRANSCULTURAL BLENDED LEARNING AND TEACHING
      7. DISCUSSION
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
    2. Chapter 11: Facilitating Learning with Adult Students in the Transcultural Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. WHAT IS AN ADULT STUDENT?
      4. WHAT IS TRANSCULTURALISM, AND HOW DOES IT DIFFER FROM MULTICULTURALISM?
      5. WHAT ARE THE IMPLICATIONS FOR FACULTY OF TRANSCULTURALISM IN THE ADULT-CENTERED CLASSROOM?
      6. PRINCIPLES FOR WORKING WITH ADULT, TRANSCULTURAL STUDENTS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
    3. Chapter 12: Crossing into the Dreamtime
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. BRIDGES TO THE DREAMTIME
      5. BRIDGES TO THE DREAMTIME PROJECT PHASES
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    4. Chapter 13: Innovative Approaches in Project Management Blended Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TEACHING THE PROJECT PLANNING AND SCHEDULING; THE RESOURCE LEVELING PROBLEM
      5. AN AGENT-BASED MODEL FOR THE RESOURCE LEVELING PROBLEM
      6. THE SIMULATION SOFTWARE
      7. THE SIMULATION DESIGN
      8. THE SIMULATION EXPERIMENT EVALUATION
      9. CONCLUSION AND FUTURE WORK
  13. Section 6: Leadership, Management, and Administration Beyond Borders
    1. Chapter 14: The Blended Learning Initiative
      1. ABSTRACT
      2. INTRODUCTION
      3. BLENDED LEARNING INITIATIVE AT PENN STATE
      4. ASSESSING THE BLENDED LEARNING INITIATIVE
      5. ASSESSMENT RESULTS
      6. COURSE CASE STUDY: NUTRITIONB
      7. LESSONS LEARNED
      8. CONCLUSION
    2. Chapter 15: Blended Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CASE STUDY 1: A MIXED-MODE COURSE FOR ABORIGINAL STUDENTS
      5. CASE STUDY 2: A WEB-BASED SYNCHRONOUS COURSE FOR TEACHERS OF FRENCH AS A SECOND LANGUAGE
      6. CONCLUSION
  14. Section 7: Evaluation, Assessment, and Quality in Cross-Cultural Contexts
    1. Chapter 16: Blended Learning in the Campus-Based University
      1. ABSTRACT
      2. THE DEVELOPING LANDSCAPE OF BLENDED LEARNING THROUGH THE FIRST DECADE OF THE 21 CENTURY
      3. CHANGING STAFF AND STUDENT EXPERIENCES OF TEACHING AND LEARNING IN A BLENDED LEARNING ENVIRONMENT OVER THE FIRST DECADE OF THE 21 CENTURY
      4. RESEARCHING THE STUDENT EXPERIENCE OF BLENDED LEARNING
      5. DRAWING OUT TRANSCULTURAL ISSUES FOR BLENDED LEARNING FROM THE CASE STUDY
      6. CONCLUSION
    2. Chapter 17: Quality Matters in Transcultural Blended Learning and Teaching in Postsecondary Education
      1. ABSTRACT
      2. INTRODUCTION
      3. THE TRANSCULTURAL QUALITY TRIANGLE IN BLENDED LEARNING AND TEACHING
      4. TRANSCULTURAL BLEND
      5. INSTITUTIONAL FITNESS
      6. TEACHING EFFECTIVENESS
      7. LEARNING OUTCOMES
      8. CONCLUSION: QUALITY MATTERS!
  15. Section 8: Current and Emerging Trends in Blended Learning and Teaching
    1. Chapter 18: Intercultural Issues in Graduate Blended Learning Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CASE DESCRIPTION
      5. STUDY SITE AND SAMPLE POPULATION
      6. DATA COLLECTION AND ANALYSIS
      7. RESULTS
    2. Chapter 19: Current and Emerging Trends in Transcultural Blended Learning and Teaching
      1. ABSTRACT
      2. INTRODUCTION
      3. CHALLENGES IN BLENDED LEARNING
      4. CURRENT AND EMERGING TRENDS
      5. CONCLUSION
  16. Compilation of References
  17. About the Contributors