Virtual International Experiences

Donna Behl / Patrick DevittHigher Colleges of Technology

Dubai Women’s College

Why VIE’s ?

• Integrated project based approach-authentic learning experiences

• Level of BAS Year 1 students-not allowed real international tours

• Global citizenship

• HCT Learning Model

• Motivation

VIE Example Teacher

Second LifeDWC Second Life Island

KAIST KoreaBahrain Polytechnic

Nicole Shammas

Elluminate synchronous meetings

Grangefield School, UK Neil BuchananTamir Mohammed

e-classroom New York University Opportunity program

Steve BushillSenan Gibson

Global meeting/video conference

IBM JAMQuebec Prelude

Bob O’Bert Maureen Cocksedge

Second Life-Korea & Bahrain

E-classroom New York

Prelude Video Conference

Survey Results-Students

• 95% of the students who participated are 19 years or above

• 47% of students are in their second year of college

• 73% of students are intending to major in Business Studies

• 81% of students this was their first VIE.

Student distribution

Student Responses

140 students participated- 89 responded to survey

• 83% - Level of language allowed them to contribute fully

• 80% - VIE was a positive cultural experience

• 72% - Technology was easy to use

• 50% - Learnt about other students and their culture

• 59% - Comfortable with the language used

Student Feedback

• Use of technology-negatives about it not working

• Learned about other students

• Need to have VIE class more often and do it more than once

• Need more preparation and explanation

• Age issue-students didn’t enjoy communicating with school age children

Faculty Results

• Respondents: 7 staff

• 29% staff had participated in a VIE, so for 71% this was a first

• 71% agree that the Technology was easy to use

• 58% felt that students were comfortable with the use of language

Faculty Feedback

6/7 respondents thought it was a positive experience for wide variety of reasons, including:

• Use of language/technology in an authentic context

• Learning about different cultures-including within the GCC

• Teachers perceived that students at the other organizations had many misconceptions/ stereotypes about Arab cultures. Teachers felt that both groups of students grew from the experience of explaining their culture.

Challenges

• Time differences

• Type of technology chosen

• Collaboration of teachers at each end

Conclusions

• Choose the best Technology and test thoroughly before using with large groups of students

• Ensure appropriate cohorts of students are chosen especially noting the age issue (students do not like being matched with school age children)

• Make the experience more individual (place students in pairs or small groups)

Conclusions

• Allow more time for the VIE (more preparation time and online time)

• Ensure there is appropriate PD training for teachers to ensure they are confident with the technology and certain about the pedagogy

Thanks

• CALM team and technicians at Dubai Women’s College

• Teachers and students from DWC and our international exchange partners - their willingness to take risks using the new technology, to share their thoughts and innovative ideas and give feedback about this project has made this a very enriching experience.

감사합니다

References

• Behl, D., & Vrazalic, L. (2009). E-learning barriers in the UAE: Preliminary results from an empirical investigation. Designing and delivering blended learning in a second language context conference. April 14, 2009. Dubai Women’s College, United Arab Emirates.

• Benett J.M., Benet M.J., & Allen W. (1999). Developing Intercultural Competence in the Language Classroom. In Page R.M., Lange D.L. & Yershova Y. (Eds), Culture as the Core: Integrating Culture into the Language Curriculum. CARLA working paper #15, Minneapolis, MN: University of Minnesota, Center for Advanced Research on Language Acquisition.

References

• Bonk, C.& Zhang, K., (2008). Empowering online learning. California, USA: Jossey-Bass.

• Dörnyei, Z. & Malderez, A. (1997). Group dynamics and foreign language teaching. System , 25, 65-81.

• HCT Learning Model. (2006) Higher Colleges of Technology: United Arab Emirates

• Klinck, G., & Cocksedge, M. (2009) Student cross-cultural video conference: A prelude to learning. Dubai Women’ s College.

• Littlejohn, A. & Pegler, C. (2007). Preparing for blended e-learning. New York: Routledge.

References

• O’Dowd, R. (2003). Understanding the “Other Side”: Intercultural learning in a Spanish-English e-mail exchange. Language Learning & Technology, 7(2), 118-144. Retrieved October 28, 2008, from http://llt.msu.edu/vol7num2/odowd/

• Ryba, K. & Selby, L. (2009). Blended learning for teaching second language students: A multiple pathways approach. Designing and delivering blended learning in a second language context conference. April 14, 2009. Dubai Women’s College, United Arab Emirates.

Contact

Donna BehlDubai Women’s Collegedonna.behl@hct.ac.ae