You are here:

Developing bridging bilingual/bicultural (the 3B Framework) courses to prepare international students for the American online classroom in an adult learning environment PROCEEDINGS

, , SUNY Empire State College, United States

Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

Through the development of “3B” (Bridging Bilingual/Bicultural) courses that use Web 2.0 tools, such as wikis, blogs, videoconferencing, lecture capture, asynchronous discussions, and virtual worlds, the Center for Distance Learning (CDL) at SUNY Empire State College seeks to enhance its curriculum to better accommodate international students studying remotely from their countries. Since 2007, CDL has been offering “International eLearning Skills for Russian Speaking Students” for individual students, as well as through partnerships with universities in the former Soviet Union. The course designed and taught by bilingual professors helps students overcome language, cultural, technological, and organizational barriers to global learning. The course introduces students to the use of learning technologies and helps them adjust their learning style to the learning culture of an American online college. The development of the course is informed by ongoing cross-cultural research.

Citation

Chukhlomin, V. & Deshpande, A. (2011). Developing bridging bilingual/bicultural (the 3B Framework) courses to prepare international students for the American online classroom in an adult learning environment. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 955-960). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved September 20, 2018 from .

Keywords

View References & Citations Map

References

  1. Chukhlomin, V. (2009). How to prepare a world class specialist– revisited. EKO: The Economy and Industrial Organization, June, 137-141. [In Russian] Chukhlomin, V. (2010a). A laboratory of culture shock. All about Mentoring, June, 47-50.
  2. Flores, B.B., & Clark, E.R. (2004). A critical examination of normalistas’ self-conceptualization and teacher-efficacy. Hispanic Journal of Behavioral Sciences, 25(5), 230–257.
  3. Greenhow, C., Robelia, B., & Hughes, J. (2009). Learning, Teaching, and Scholarship in a Digital Age Web 2.0 and Classroom Research: What Path Should We Take Now? Educational Researcher, 38(4), 246-259.
  4. Gollnick, D.M., & Chinn, P.C. (2002). Multicultural Education in a pluralistic society (6th Ed.). New York: Merrill.
  5. Hartshorne, R., & Ajjan, H. (2009). Examining student decisions to adopt Web 2.0 technologies: theory and empirical tests Journal of Computing in Higher Education, 21(3), 183-198.
  6. Israel, M., Knowlton, E., Griswold, D., & Rowland, A. (2009). Applications of Video-Conferencing Technology in Special Education Teacher Preparation. Journal of Special Education Technology, 24(1), 15-25.
  7. Kyungbin, K., Daehoon, H., Eun-Jun, B., & Armstrong, S. (2010). Feelings of Isolation and Coping Mechanism in Online Learning Environments: A Case Study of Asian International Students. International Journal of Learning, 17(2), 343-355
  8. Lee, J., & Heidegren, C. (2002). Anthropology, social theory, and politics: Axel Honneth’s theory of recognition. Inquiry, 45, 433–446.
  9. Maloney, E. (2007). What Web 2.0 can teach us about learning? Chronicle of Higher Education, 25(18), 13-26.
  10. Peelo, M., & Luxon, T. (2007). Designing embedded courses to support international students' cultural and academic adjustment in the UK. Journal of Further& Higher Education, 31(1), 65-76.
  11. Phinney, S. (1990). Ethnic Identity in Adolescents and Adults: Review of Research. Psychological Bulletin 108(2), 499– 514.
  12. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
  13. Redfield, R., Linton, R., & Herskovits, M.J. (1936). Memorandum for the Study of Acculturation. American Anthropologist, New Series, 38(1), 149-152.
  14. Rumbaut, R.G. (1994). The Crucible Within: Ethnic Identity, Self-Esteem, and Segmented Assimilation among Children of Immigrants. International Migration Review, 28(4), 748–794.
  15. Sahin, M. (2008). Cross-cultural experience in preservice teacher education. Teaching and Teacher Education, 24(7), 17771790.
  16. Taggart, K., & Martinez, S. (2002). Adult Bilingual Curriculum Institute: Core Instructor Training. El Paso, TX: Johns Hopkins University.
  17. Werner-Smith, A.M. & Smolkin, L. (1995). An ESL/Bilingual/Bicultural pre-collegiate program for Southeast Asian refugee high school students. The Bilingual Research Journal, 19(3 & 4), 395-408.
  18. Yoon, S. & Lim, D. (2007). Strategic blending: A conceptual framework to improve learning and performance. International Journal on E-Learning, 6(3), 475–489.
  19. Yan, J. (2008). Social Technology as a New Medium in the Classroom. The New England Journal of Higher Education, 22(4), 29-30. (cid:1)

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. The iMOOC: Investigating Engagement and Global Learners’ Experiences in a unique Coursera MOOC

    Anant Deshpande & Valeri Chukhlomin, SUNY Empire State College, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 90–96

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Slides