Practice And Theories: Issues In Videoconferencing Chinese Curriculum

With the development of modem media, distance learning techniques using media tools and a variety of educational resources have been created and adapted to meet the rapidly growing demands for more flexible access to education in modern society. Videoconferencing technology that allows real-time communication both in visual and audio modes has provided substantial improvements in interactivity over previous distance learning delivery systems. Some courses, especially foreign language courses, are now delivered to schools located in isolated areas via videoconferencing, enabling students in these locations to pursue their interests in subjects that previously could not be offered to them. This thesis examines videoconferencing Chinese in Kansas as an example to illustrate the challenges faced and successful strategies devised in teaching Chinese as a second language via videoconferencing. Additionally, it also assesses the potential future development of videoconferencing Chinese language distance learning in China based on the experiences of using this technique in the United. States.Chapter I introduces the concepts, history, types, and reasons for the development of distance learning in the United States. The development of new technology, changing needs of society and an evolving cultural environment in the United States have spurred the rapid development of distance learning, with an increasing requirement for enhanced interactivity. Videoconferencing offers the type of high-level interactivity distance learning that meets this need.Chapters II and III focus on the concepts, history, challenges, and successful strategies of videoconferencing Chinese in the United States. Because Kansas is the first state in the United States to deliver Chinese language courses to high school students via videoconferencing, the experiences gained in this state are uniquely valuable. Videoconferencing Chinese language classes in Kansas were chosen as the subject for this study as a useful opportunity to analyze the problems of teaching Chinese via videoconferencing and, based upon on the data from the surveys completed by students, teachers, and facilitators involved in this project, to attempt to provide some useful strategies to address the inherent challenges of this method.Chapter IV turns from the United States to address the prospect for videoconferencing delivery of Chinese as a second language classes in China. Drawing on the experiences of videoconference Chinese language teaching in the United States and referring to the current status of distance education in China, Chapter IV attempts to draft a blueprint for the development of videoconferencing Chinese in China, with special attention to specific areas that must be addressed.