Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Mastering American e-Learning by Valeri Chukhlomin, Bidhan Chandra and Anant Deshpande


Published on

A Presentation at the annual NAFSA Conference, Denver, 2016.

Published in: Education
  • My brother found Custom Writing Service ⇒ ⇐ and ordered a couple of works. Their customer service is outstanding, never left a query unanswered.
    Are you sure you want to  Yes  No
    Your message goes here
  • Get the best essay from A team of professional authors with huge experience will give u a result that will overcome your expectations.
    Are you sure you want to  Yes  No
    Your message goes here
  • Get Paid To Write Articles? YES! View 1000s of companies hiring online writers now! ★★★
    Are you sure you want to  Yes  No
    Your message goes here
  • Be the first to like this

Mastering American e-Learning by Valeri Chukhlomin, Bidhan Chandra and Anant Deshpande

  1. 1. iMOOC 101: iMOOC 102: A systematic review of competencies needed for international students and working professionals to successfully navigate U.S. online learning and virtual work environments The iMOOC Project: Dr. Val Chukhlomin Dr. Bidhan Chandra Dr. Anant Deshpande Center for Distance Learning SUNY Empire State College Saratoga Springs, New York Contacts:
  2. 2. Online = Global !Source:
  3. 3. Online = Global Sources: ?
  4. 4. Online global learning adjustments One lecturer (program, institution) projecting to the whole world (MOOC) The lecturer must adjust A divided online classroom (a SUNY COIL model) Both sides must learn how to adjust A non-U.S., international online student in an all-U.S. virtual classroom (an IDL model) The student needs to adjust
  5. 5. International online learners in U.S. universities • 33,561 students from abroad take regular, for-credit online courses in U.S. universities (NCES, 2012) • 974,926 international students are studying in the U.S. (IIE Open doors, 2014/2015) • 1/3 of students in the U.S. take at least one online course (Babson survey, 2014) • Closely related populations: – First generation immigrants in U.S. educational institutions – Working professionals outside of the U.S. employed by U.S. companies. 5
  6. 6. Denver, June 2, 2016 Institutional Context: Empire State College 4  A SUNY solution for working professionals  Accredited by Middle States  34 locations around New York State  Over 18,000 students  A large online program (10,000 students)  Small classes (up to 25)  Writing intensive, student-centered, self- directed learning New York City Pennsylvania Canada
  7. 7. Typical barriers for IDL students • Organizational (distance, textbook delivery, costs) • The use of technology in distance learning environments • Language, culture, expected role and behaviors • Academic system, classroom structure • Academic writing, oral communications, formats • Professional language and contexts • Self-directed learning, motivation, time management. Chukhlomin, V., Deshpande, A., & Chandra, B. (2013). Strategies for bridging cross-cultural barriers for international students’ success in American asynchronous online degree programs. The South African Journal of Higher Education, 27(6), pp. 1477-1486. 7
  8. 8. 8
  9. 9. Goals • Attract and retain international online learners o Better understand barriers for IDL o Learn how to overcome barriers o Develop a competency-based approach o Identify and map required competencies o Design competency gap detection tools o Suggest self-developmental techniques • Create a multiuser online platform o OER + Coursera xMOOC o + Partner universities • CDL+IP, SUNY-wide and beyond. 9
  10. 10. iMOOC as a multiuser online platform • A MOOC for INTERNATIONAL students • An INTEGRATED MOOC 10 On- Demand COURSERA xMOOC Partners U.S. CDL course Partners abroad
  11. 11. 11
  12. 12. 12
  13. 13. Some highlights • Pilot length: 6 weeks (March 23 - May 2, 2015) • Students: 4,671; countries: 141 • Original content guides (23 units, 83 elements) • Videos (85+) • 27 self-assessments • Self-reflective final paper (peer assessed) • Discussions: 16 pages of threads, 1,300+ posts • Student-generated videos • Statements of Accomplishment: • Survey and assessment.
  14. 14. Primary audiences 1. International (non-U.S.) students residing outside of the U.S. and studying online at U.S.-based colleges (universities) 2. International (non-U.S.) professionals residing outside of the U.S. and working remotely for a U.S.- based company or organization. 3. Incoming to the U.S. international students 4. U.S.-based working professionals interested in refining professional skills 14 159 77 39 43 20 Total: 338
  15. 15. Barriers Personal attributes Technology Language and Culture Academic System Communicating Ideas Professional Contexts
  16. 16. Major barriers Some examples of challenges for non-native learners Technology - Unfamiliar with specific ways of using technology - Unfamiliar with technical terminology used in U.S. - Not skilled in communications with U.S.-based helpdesks and IT personnel - Not skilled in conducting teleconferences Language and Culture - Not skilled in the use of American English - Unfamiliar with idioms, professional slang - Unfamiliar with American culture, ways of doing things, expected behaviors - Cannot adjust to the way American classes function Communicating ideas - Unfamiliar with ways of discussing/debating things - Not sufficiently skilled in academic writing - Unaware of academic integrity requirements - Unaware of the need to use style manuals - Lack of presentation skills
  17. 17. Major barriers Some examples of challenges for non-native learners Academic systems - Unfamiliar with the organization of American education - Do not know how to use the college intranet - Not aware of typical classroom roles, expected behaviors - Not used to learning independently - Do not know how to get academic support Professional contexts - Didn’t take required prerequisites - Unfamiliar with the organization of professional life - Not experienced in conducting teamwork activities - Do not know local professional contexts, legislations. Local contexts - Unaware of local contexts, events, popular themes Personal attributes - Insufficient motivation - Low self-efficacy (self-belief) - Not used to self-regulated, active learning - Close mindedness, low interest to other cultures - Unable to change.
  18. 18. A competency-based approach to overcome barriers 1. To overcome barriers and master American eLearning, non-native students need to develop a set of competencies 2. Competency: an ability to perform tasks based on awareness, knowledge, skills and attitudes (AKSA) 3. 6 majors competency areas (technology, language and culture, U.S. academic systems, communications and professional contexts, personal attributes) 4. Barriers are conceptualized as AKSA gaps; to help students detecting gaps, we use a self-diagnostic tool designed for this course. 18
  19. 19. Key Competencies Personal skills and attitudes Technology Language and Culture Social and Academic Systems Communicating Ideas Professional Contexts Self-Management Self-Regulation Hardware Software E-Communications Intranet LMS Academic Support E-library Online learning centers Web conferencing English American English Slanguage Professional language National culture Organizational culture Local contexts Conflict resolution U.S. Education Transcripts, credits Policies, procedures Computer- mediated communication Academic writing Style manuals Presentations Discussions Academic integrity Leadership Teamwork Professional contexts Legal environment Frameworks Prerequisites Ethics Communities American classroom Roles, expectations Grading, exams Self-Directedness Motivation
  20. 20. Marketing, branding • Course logo • Course poster • Course homepage • Facebook • Outreach (Metro) • SUNY GLOBAL • ICDE • Department of State. Thanks to ESC OCGR!
  21. 21. Organized “satellite” groups • ESC International Programs • SUNY New Paltz (two cohorts) • EducationUSA and American corners in Indonesia In search for new partners! • Orientation for outgoing students to the U.S. • Support for dual degree programs with U.S. colleges • An ESL resource • A community of practice for educators (researchers).
  22. 22. iMOOC: Expected learning outcomes • Identify and examine key competency areas needed to effectively navigate U.S. online learning and work environments. • Identify required levels of proficiency in each competency area in terms of awareness, knowledge, skills and attitudes. • Explain how potential gaps in awareness, knowledge, skills and attitudes can result in forming barriers to learning and work performance in U.S. online learning and work environments. continued on the next slide 23
  23. 23. Expected learning outcomes (continued) • Discuss effective strategies, best practices, skill-building techniques and available resources that can be used to eliminate gaps and alleviate barriers. • Assess perceived levels of proficiency in each competency area, identify gaps in awareness, knowledge, skills and attitudes and develop individual strategies for improvement. • Develop self-directed learning skills to perform more effectively in U.S. online learning and work environments and enhance employability skills. 24
  24. 24. Linked to a CDL, credit-bearing course
  25. 25. Learner’s behavior
  26. 26. Age
  27. 27. Questions? Thank you for attending this session! The courses are accessible at: iMOOC101: iMOOC102: On the photo: The iMOOC101 course development team, Saratoga Springs, NY. November 2014