社交網絡和複合型中文課程
Social Networking in a Hybrid Chinese Language Program:
A Showcase and Its Benefits
Tina Wu
Modern Language Department
Central Connecticut State University
wut@ccsu.edu
摘要：
近兩三年來社會網絡工具的使用急速地增長。Web 2.0 科技不但給學生提供了最新的
學習, 研究與創造的平臺, 也大大地幫助了人與人之間的交流. 本文將介紹美國一所大學的
複合型中文課程. 也將談及社交網絡在此複合型中文課程的運用以及它在教學上所帶來的
優勢。
關鍵詞：
Social Networking, Web 2.0, Ning, Hybrid Instruction, Blended Instruction, Flexible Learning,
e-Learning, Online Learning, Chinese Language and Culture. Chinese Program.
INTRODUCTION
The students we face today are raised in a digital environment. They have spent their entire
lives surrounded by cell phones, computers, videogames, music players, and all the other toys
and tools of the digital age. Many experts in the field predict that over the coming years, mobile
learning will expand and evolve dramatically.
Naismith et al (2004) predicted that learners will no longer be chained to their computers and
network connections; they will be learning while hiking in the mountains, strolling on the
beach, sitting on the lawn or jogging along a city street. Mobility, immediacy, collaboration,
and flexibility will become the macro trend of future technology usage. It is imperative that
teachers have knowledge about this trend and be able to incorporate mobile learning and/or
online learning as part of their face-to-face instruction (Attewell, 2005; Dawabi, Prensky, M.
2001, Wessner & Neuhold, 2004). Language teaching and learning is not an exception
(Kukulska-Hulme, 2005; Thornton & Houser, 2005).
HYBRID INSTRUCTION
The term “hybrid” is used interchangeably with “blended” or “flexible”. Its aim is to respond to
the diverse needs of learners. Instruction in hybrid format is about creating choices for learners.
This includes choices in when, where and how learning occurs. However, adopting a flexible
learning approach doesn't mean changing everything about your approach to teaching and
learning. When considering hybrid approach, there is, of course, no single perfect blend. The
concept is grounded on the notion of flexibility. Mainly, it depends on the needs of students and
the availability of the IT infrastructure of the educational institutions.
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To get a better picture, Diagram 1 (Brown 2003) depicts what flexible learning is. It also visually
portrays the relation between contact learning, distance learning, mobile learning and online
learning.
Diagram 1:
The Subsets of Flexible Learning
(Diagram by TH Brown, 2003)
Based on Brown‟s diagram, online learning and m-learning is a subset of e-learning. E-learning
is in turn a subset of distance learning, which is in turn a subset of flexible learning. However,
Brown pointed out that although the diagram illustrates the subsets of flexible learning as distinct
delivery modes, these delivery modes are in practice very much integrated or blended. Thus, the
term of flexible learning is often used interchangeably with blended or hybrid learning.
In his book The Design and Production of Self-Instruction Materials, Fred Lockwood (1998,
page 31) defined that “flexible learning is a term used to describe many learning systems which
could just as well be called „open‟”. He further explained that “the word „flexible‟ tends to
emphasize the individual nature of the program; that it is designed to offer the maximum
opportunity to every possible learner.”
Hybrid Instruction provides digital learners with increased choice, convenience, and
personalization to suit their needs and has, therefore, been widely emerging as an effective
teaching and learning tool. Its practices focus on how the students will engage in learning
activities and how the educational institutions can support such activities.
THE HYBRID CHINESE PROGRAM
The format of hybrid Chinese program at this university includes mobile learning, online
learning and face-to-face instruction. Students who have mobile devices such as cell phone, iPod,
iPhone, music player are able to download textbook audio resources, vocabulary flashcards, free
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online Chinese programs to their mobile devices. They can access and learn their materials at any
time, any place they want. With WiFi available throughout the campus, students who have data
plan for their mobile devices are able to access social networking site at any time, any place on
campus. Digital natives, long commuters and business professionals depend on their mobile
device heavily to catch up their lessons. The online portion of the hybrid Chinese program is
created using Blackboard Vista. Students can access materials and work on their homework
assignment any time they want. The face-to-face instruction has approximately 35 contact hours
in a semester. Classes meet in a multimedia classroom on Mondays and in a digital language lab
on Wednesdays.
SOCIAL NETWORKING
Good education requires a connection with the students, and there is no better way to connect
with students than by using social networking. With the recent advances of Web 2.0
technologies, social networking tools such as blogs, wikis, podcasts, wikis, text chat, and internet
forums offer students drastically new ways to collaborate, research, create, learn and get
connected with friends and the world. Social network applications such as Twitter, Google Blog,
Facebook, MySpace, QQ Zài Xiàn, Netlog, Ning and Second Life have become increasingly
popular in recent years because of their open nature, ease of use, and support for effective
collaboration and communication.
Results from a 2007 national study conducted by the Pew Internet and American Life Project
revealed that 91% of all social networking American youths use the sites to stay in touch with
friends they see frequently; 82% use the sites to stay in touch with friends they rarely see in
person and 48% of teens visit social networking sites daily (Pew Internet & American Life
Project, 2007). Another study conducted in 2007 by the USA National School Boards
Association, reported that 76% of parents even expect that social networking will improve their
children‟s reading and writing skills. An astonishing 96% of students with online access report
that they ever used any social networking technologies, such as chatting, text messaging,
blogging and visiting online communities. In additions, students report that one of the most
common topics of conversation on the social networking scene is education. Almost 60% of
students who use social networking talk about education topics online and, surprisingly, more
than 50% talk specifically about schoolwork.
WEST MEETS EAST: 中文天地
The social networking site “West Meets East (中文天地)” was designed using Ning for private
use only. This means only invited members can view and use the site. The invited members of
the social networking site includes students from the current classes, Chinese program alumni,
other students, colleague and friends from China, Taiwan, Hong Kong and other Chinese
speaking countries who share same interests in Chinese language and culture. The site allowed
students to create their own profiles; upload photos, audio, podcasts, and videos; create and join
discussion groups; send messages; share experiences and publish blogs and presentations.
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SUMMARY
From the experience and observation of the instructor, social networking is not only an effective
tool in Chinese language instruction but also a great way to build a community and help expand
the program. However little research is conducted in this area. It deserves full exploration by
researchers, instructors and educational institutions.
REFERENCES
Attewell, J. (2005). Mobile Technologies and Learning. Technology Enhanced Learning
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Brown, T., (June, 2003). Higher education: Pedagogies and technologies. The role of m-learning
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Hong Kong.
Chinnery, G. (2006). EMERGING TECHNOLOGIES. Going to the MALL: Mobile Assisted
Language Learning.
Collis, B., & Moonen, J. Flexible Learning in a Digital World: Experiences and Expectations
(Open & Distance Learning).
Dawabi, P., Wessener, M, & Newhold, E. (2004). Using Mobile Devices for the Classroom of
the Future. A book of papers. London: LSDA, 2004, pp. 55-59.
Freysen, J. (2004). M-learning: an educational perspective Telematic Learning and Education
Innovation
Garrison, R. & Vaughan, N. (2007). Blended Learning in Higher Education: Framework,
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in Speaking and Listening? EuroCall, Virtual Strand.
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Lockwood, F. (1988). The Design and Production of Self-Instruction Materials. page 31
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Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2001). Literature Review in Mobile
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