Issues of Chinese Long Distance
Education in the U.S.
California State University, Long Beach
Dr. Tim Xie
txie@csulb.edu
Introduction

Long distance education became a hot topic nowadays.
Companies train their employees and universities offer
their degree/non-degree courses using various techniques
of long distance education. Some universities in the U.S.
also begin to offer long distance Chinese language courses.
This presentation will introduce Chinese language
programs of five American universities and compares them
with the long distance education program of the Waseda
University, Japan. It is observed that the Chinese long
distance education in the U.S. is not in full use and it is still
in an early stage of development. Further discussion will
include the advantages and difficulties of teaching Chinese
using the TV conferencing and the Internet.
Current Status

The registered students numbered 2.23
million in 2002
 84.9% of colleges and 84.4% of
universities offer various long distance
education courses as of 2000 (DeVeaux,
2001)
U.S. Virtual Universities

Capella University
 University of Phoenix
 Western Governors University
 Jones International University

At present 200 universities offer long
distance education courses. Other 2000
universities are still contemplating the issue.
“The reluctance is attributed to the lack of
standardization, the lack of incentives for
faculty, and the failure of academic
administrations to see the strategic benefits
that await the successful cyber programs.
(Rivera, Eduardo and George
Kostopoulos,2001)

Enterprises and companies are interested in long
distance education.
 Xerox embarked on an enterprise-wide quality
program, training hundred thousand employees,
for years, and many tens of millions of dollars.
 KPMG Consulting developed a hybrid course
(web, CD-ROM, classroom) training over 22
thousand employees. (Aldrich, 2001)
Chinese Education Online
in the U.S.

Most Chinese programs in the U.S. have
created their web pages introducing their
programs, curricula and faculty.
 Teachers created multimedia programs and
online learning materials.These are valuable
resources for teaching and learning. (Refer
to http://www.csulb.edu/~txie/online.htm)

Most online materials are supplemental for
instructors and students to use.
 There are few 100% online courses or long
distance programs.
 Four Chinese programs conduct(ed) long distance
education:
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–
–
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Univ. of Wisconsin-Milwaukee
Univ. of Hawaii
Univ. Of Vermont
Kenyon College
Univ. of Wisconsin-Milwaukee

Using TV conferencing to teach elementary and
intermediate Chinese.
 5 units (first two semesters), 5 units (third and
fourth semester)
 Locations: Milwaukee campus and Stevens Point
campus
 Web activities for tutoring and communication
(Chen, Yea-Fen. 2000. “Web-Supported Curriculum.” Hamilton College, Clinton, New
York: The Conference of Technology & Chinese Teaching in the 21st Century.)
Univ. of Hawaii

Two courses of Chinese reading at
advanced levels.
 Teaching materials: CD-ROM
 Discussion board and email
 Text communication. No audio devices.
<http://nflrc.hawaii.edu/project/399info.html>
Univ. Of Vermont

Conducted TV conferencing to teach Chinese for
two years.
 The course was offered through University
Continuing Education (3 units)
 The students were high schools teachers and
students,enterprises administrators,restaurant
owners,and senior citizens.
(Yin, 2002. Personal communication)
Kenyon College

TV conferencing and web pages.
 Advanced Chinese “Empower Reading by
Reading about China”
 Locations: Kenyon College and Denison
University.
(Bai, Jianhua. (2002). “Curricular Innovations through
Distance Learning Instruction”. Manuscript of the paper to
be presented at Duke University Conference.）
California State University, Long
Beach

One year elementary Chinese (4 units each
semester)
 Teaching materials and homework delivered
through web pages. Students studied by
themselves and submitted their homework through
email. Meeting with the instructor scheduled once
a week.
 Off-line tests and exams.
Experimental Projects

Telephony tutoring (Georgia)
 Online chat (UC Davis)
 E-mail tutoring (Poland and New
Zealand）
Waseda University, Japan

Advance Chinese
 Students interactions among four
universities: Waseda, Beijing, Korean and
Taiwan
 Students-centered activities
Advantages

No time and space limitations.
 Benefit the students in the areas where
Chinese teachers are not available.
 TV conferencing provides real-time
instruction.
 Interaction between teachers and students.
Difficulties

Market needs and administration
 Computer technology and pedagogy
 Development of teaching materials
 Time difference
Market demands and administration

Few students need Chinese long distance
instruction. Search results in 506 Chinese
programs available in North America as of
Wednesday, March 26, 2003 through University of
Minnesota
(http://carla.acad.umn.edu/LCTL/db/searchwlw.html)
 Administration: cross campus registration,
payment, credit transfer and work load.
 Chinese long distance education is not the focus of
the most universities.
Computer Technology and
Pedagogy

Theoretical issues, lack of theories: what is
the impact of long distance education on
language teaching?
 Course model: TV conferencing or Webbased courses?
 Rapid change of computer technology
 Students expectations and real situations.
Course Development

What to teach: speaking or reading/writing?
 Course development and human resources.
Cross campus cooperation must be
encouraged.
 Lack of experience from teachers.
Computer literacy needs to be added into
teacher training curriculum.
Time difference

Three hours time difference within the U.S.
 It is difficult to schedule an on-line session
between Chinese and American universities.
 China, Japan and Korean are within the
same time zone.
Predictions

Long distance education will become more
widely used in teaching Chinese.
 More theoretical reach will appear.
 New technology (speech recognition and
synthesis) will provide new means of
teaching.
 Teachers will be more competent in using
computer.
Fourth Annual Conference
Teaching OntheNet 2003
http://www.teachingonthenet.org/conference/
Thank You!