Hybrid Learning Structures
Modifications in existing curricula of universities, by including such online supplements, could be a tool for increasing global mindedness and multicultural understanding. The benefits of internationalized curricula for the students are described by Bonfiglio (1995). “A global perspective enables students to address a global society that is complex, contradictory, interconnected, and constantly changing. This perspective develops in students a way of seeing that enables them to derive meaning out of ambiguity, make connections among disparate and sometimes contradictory parts, realize the effects of an individual’s actions on others and vice-versa, communicate with diverse peoples, and make informed and deliberative choices about life in the local, national, and global societies” (Bonfiglio, 1995).
The design of an online supplement that can be attached to an existing course of International Business would be of great value to both, students and instructors. A key point for the success of making students more ‘global-minded’ lies in the content of the supplement, the components and the communication opportunities among the students.
However, almost all online courses currently offered focus on teaching ‘hard skills’. Popular online programs include courses in general studies and business administration, as stated by Montano (2001). Many online providers also offer science, language courses, word processing and a wide variety of computer software skills, among other subject areas. “Kevin Kruse, a principal with Raymond Karsan Associates, a human resource consulting company in Princeton, NJ, and author of Technology-based Training: The Art and Science of Design, Development and Delivery, points out that soft skills are the last frontier in Web-based training” (Kiser, 1999). Based on this information, we are interested in investigating how soft skills such as global awareness and multi-cultural understanding, could be effectively addressed in an online learning environment.
Online supplements, can offer additional flexibility in time and space. They are also a cost effective and efficient way to modify the current curricula by influencing the attitudes in students toward foreign cultures. Hett (1993) illustrates the need for further study when she states “only limited research has been done to assess the effectiveness of programs designed to foster global-mindedness.” Berry et al., (1997) are convinced that the problem can be solved and note “The assumption is that under the right circumstances, we could ‘depart’ from ethnocentrism and cultural parochialism. It is true that under carefully specified conditions, elements of the minimal-group effect can be dampened.”
Online education offers cost-effective opportunities and alternatives that are not limited to educational institutions. Companies have also realized the potential and growth of the e-learning market. Kiser (1999) reported “the idea of Internet World Wide Web-based training was first introduced in 1994 and has since then become increasingly popular among employers because it is faster and cheaper than classroom training.” Karr (2002) supported the commercial development by pointing out that “the percentage of companies offering e-learning is expected to double within the next two years, based on results from a study of 144 companies conducted by The Forum Corporation, a Massachusetts-based training and consulting firm. Also, the 2002 State of the Industry Report by the American Society for Training and Development (ASTD) points out that training is thriving, with e-learning poised for future growth.”
Educational technology has progressed and many improvements have been made in creating and delivering courses. Oblinger & Maruyama (1996) point out that there is no ‘best method’ of education, because students have different learning styles, needs, and preferences. Clouse (2001) found that “computers and networks can be used to deliver multimedia course materials that include text, graphic, animation, and video as well as facilitate discussions between students and teachers.” This situation has narrowed the ‘transactional distance’ (Moore, 1994), bridging the gulf between student and teacher and enhancing communication between the two parties. This is the most important aspect in teaching. While online education can offer alternatives and opportunities to traditional courses, it cannot replace many of the qualitative aspects that traditional course instruction offers.
Therefore, it seems logical that hybrid learning instruction (online education in combination with traditional education) can address these diverse styles, needs and preferences and offer an alternative method of interaction between students and instructors. In addition, many comparative surveys of online and traditional instruction have shown that online classes can provide an effective educational environment and offer a viable alternative to traditional classroom instruction (Cooper, 2001). Even with all the modern educational technology available, human interaction is still core to a quality education. This was supported by Presby (2002) stating that online courses should be a supplement to traditional approaches to teaching and should be implemented as a method for improving teaching effectiveness.
Young (2002) states that “several colleges are experimenting with combining online studies with traditional classroom studies., .other colleges are starting hybrid courses that have both classroom and online sessions in one course.” Garnham and Kaleta (2002) discuss hybrid courses in which a significant portion of the learning activities have been moved online, and time traditionally spent in the classroom is reduced, but not eliminated. The goal of hybrid courses, is to join the best features of in-class teaching with the best features of online learning to promote active independent learning (Garnham and Kaleta, 2002). The hybrid model offers instructors the ability to include cross-cultural online learning activities. Those include, but are not limited to case studies, simulations and online group collaborations that can not be addressed in a traditional class setting.
The University of Central Florida already offers over 100 hybrid courses and even very traditional institutions like Harvard University embrace the idea of hybrid courses, explains Young (2002). A variety of studies in recent years suggest that a combination of traditional and online instruction is the ideal combination. A study by Sorg et al. (2002) suggests that students enrolled in hybrid courses are more successful compared to ‘face-to-face’ courses and web-based-only courses. Hybrid-teaching structures can address issues and accomplish instructional results neither a traditional nor an online course could by itself.
Harvard research describes that a mixture is best and that hybrid course models can be superior to traditional classes (Young, 2000). Abdous, et al. (1998) support that claim by describing the many contributions online resources and tools have brought to learning and teaching. A study by Dziuban (2000) found that in using hybrid courses, the students felt the university was responding to their needs, the students were more actively involved in their learning, and the students felt personally empowered.
A number of researchers and educators offer that “hybrid” models of teaching could be the way of the future, because of the many advantages they provide. “Instructors reported that the hybrid course model allows them to accomplish course learning objectives more successfully than traditional courses do” (Garnham and Kaleta 2002). The hybrid model gives instructors more flexibility with their classes. “Within five years, you’ll see a very significant number of classes that are available in a hybrid fashion,” says John R. Bourne, professor of electrical and computer engineering at Franklin W. Olin College of Engineering (Young, 2002). The field of academia has begun to realize the advantages hybrid teaching structures offer. Previously, colleges focused on developing online courses that required no face-to-face meetings. Many of these efforts have failed and colleges reported dropout rates in classes that are completely virtual (Young, 2002).
Based on the literature reviewed, many of the cultural disagreements, misunderstandings and hostilities people from different cultures are currently experiencing toward each other, are based largely on a lack of multicultural education and understanding. One approach to addressing the lack of such education and understanding would be through multicultural hybrid education models, similar to the one developed as a prototype for The University of Montana. The prototype was based on a multicultural instructional model. According to Collins and Davidson (2002), students are drawn to curricular offerings on other cultures, religions, and lifestyles. Hunter and Carr (2002) support the statement of Collins and Davidson, by adding that technology is providing a positive impact on delivery mechanisms at the university level. Online education is an ideal tool that is capable of creating a student-oriented environment, while providing multicultural readings, exercises and high levels of interaction as described in the multicultural online supplement. Institutions, which adopt a delivery mechanism employing an asynchronous mode, can gain the most benefit from technology (Hunter and Carr, 2002).
While the technology allows a variety of convenient instruction and provides a medium that can support learning, it is important to note that it can only act as a tool that assists instructors. The instructor, however, is the one who needs to know how to use the technology appropriately, so that the educational materials are incorporated and can provide the highest learning outcome.
With the flexibility and freedom the online medium provides, the instructor also has the opportunity to stimulate more than one of the multiple senses or intelligences, as described by Gardner (1999), therefore having the potential to create a higher level of student engagement and learning in the process. While in many traditional classrooms, the instructor primarily supplies the knowledge, high quality online learning is based on Bruner’s constructivist theory (Bruner, 1960). This process of how a person constructs knowledge is anchored on the theory that knowledge is build by the learner through acquiring information, communicating, interpreting and evaluating knowledge and experiences through interactive collaboration with other learners. This theory is supported by Gardner (1983, 1999) who favors in depth, constructivist, student-centered learning.
In a learning environment that addresses complex multicultural topics and issues, several additional components, such as cultural background, upbringing, traditions, values, etc. play an important role and need to be incorporated and addressed in this approach. Based on those facts, an instructional model was developed with the goal of reducing levels of ethnocentricity in participating students, thus making them more multicultural and global-minded in their attitude. The changes in global-mindedness/ethnocentricity are determined through a pre- and post assessment of the participants. The most important components of the multicultural online supplement are its three forms of communication and interactivity, which includes “Student-to-Student”, “Student-to-Instructor” and “Student-to-Student” interactions. The exercises are student-centered, constructivist in nature and have real-life application. The online learning unit content includes sections on multicultural facts and readings, reflections, multicultural case scenarios and communication and collaboration in an online forum among other important cultural content. The next paragraphs describes the online platform used in the study and its features.
Blackboard Version 5 (Copyright © 1997-2003 Blackboard Inc.) was used to develop the multicultural online supplement prototype at The University of Montana.
While Blackboard offers a communication platform for a virtual classroom environment, it also allows a variety of classroom activities to be transferred online, including the posting of reading material, PowerPoint presentations, web pages, assignments and learner assessment. The software is therefore ideal for information acquisition, collaboration and communication.
It has two content areas. The ‘Primary Content’ area contains course information, course documents and assignments, only to name a few. The section ‘Specific Content’ offers space for announcements and staff information. The content within those areas can be organized in folders. The names of the areas can be changed to appeal to the user.
In addition, Blackboard offers a synchronous chat-room or instant messaging option allowing students and instructors to discuss course topics and issues online at the same time. The live information exchange, via chat or instant messaging, creates interest and momentum, but it could also prove inconvenient for the students, because participants have to work synchronously. However, Blackboard also provides a discussion board, which allows for ‘threaded discussions’ and e-mail exchange in an asynchronous set-up, allowing time-convenient learning for students. The author of this research study decided to incorporate a discussion board for the aforementioned reasons.
