This is the book title that Dr. Brandt has recommend to us in the academic wrting course.
Here is the information:
Bird by Bird: Some Instructions on Writing an…(Paperback)
by Anne Lamott
Source: http://www.amazon.com/Bird-Some-Instructions-Writing-Life/dp/0385480016
I have not read it yet but....I like at least this title and story behind this book.
As I work on my dissertation writing I keep saying to myself...
"okay... I am done with one bird.. now I am moving to next bird... "
I am currently writing chpater four: the result section. I have analyzed the data but not found much significant values...
But regardless whether or not it is significant.. I have to really think how to organize the result from my analysis. This seems too much... I need to really organize the contents to be concise and effective for readers.
And this is not easy ..... I really need a time to concentrate on writing.
It is 12:52 am. and I am in the lab and feel tired...
Monday, March 22, 2010
Friday, March 12, 2010
Closure of online survey
I am about to close online survey for intercultural communication and effective instruction methods for NNS graduate students. The survey began on February 23 (Tuesday). So...the total duration of data collection is 17 days (around three weeks). I used internatinal graduate students listserv and also used specific ethnic community listserv as well as individual e-mail reminders sending to any international graduate students that I know.
I was hoping to have more than 300 responses but I guess it was very ambitious. Current responses are 211. If I get rid of the invalid response, the total responses for the analysis will be around 204 or 205. I hope my comittee member understand this.
I was hoping to have more than 300 responses but I guess it was very ambitious. Current responses are 211. If I get rid of the invalid response, the total responses for the analysis will be around 204 or 205. I hope my comittee member understand this.
Monday, March 8, 2010
Yeonjeong's Research....
I am researching on "intructional design implications for non-native English speaking graduate students". Specifically I am investigating those students' intercultural communicative competencies and instructional design strategies for socially engageed learning.
I wish I started using this blog earlier so that I can see my research progress. Currently I am on the stage of data collection and analysis. Well... there is a saying: when you think it's late... the time is the earliest time... :-)
Anyway... I am startting to write about my dissertation research progress from now...
I wish I started using this blog earlier so that I can see my research progress. Currently I am on the stage of data collection and analysis. Well... there is a saying: when you think it's late... the time is the earliest time... :-)
Anyway... I am startting to write about my dissertation research progress from now...
Intercultural communication and effective instructional strategies
This is a proposal that I submitted for AECT 2010.
Title: Intercultural communication and effective instructional strategies: Perceptions of international graduate students
Short Description:
This presentation shares the learner analysis results from the specific population. Major investigation points are international graduate students’ perceptions about intercultural communication and effective instructional strategies. Findings from the quantitative research can be useful for instructional designers and instructors who are working closely with international students to understand better about the unique characteristics. The focus will be the variances from the diverse international graduate students in cultural origins, native languages, previous experiences, and academic disciplines.
Abstract:
International graduate students are a growing and valuable part of higher education in the U.S. Although these students have many benefits from international educational such as cross-cultural learning, professional research opportunities, and fulfillment of their personal educational aspiration (Ku, Lahman, Yeh, & Cheng, 2008), there are many challenges to overcome. These students must face cultural differences, adjust to the new environment, develop language proficiency, and build new social relationships. The challenges impact their learning efficiency (Huang, 1998), self-esteem (Al-Sharideh & Goe, 1998), anxiety level (Zimmerman, 1995), and academic performance (Brooks & Adams, 2002; Poyrazli & Kavanaugh, 2006).
Among many difficulties, the core problem is the lack of sufficient communication skills in English because it is associated with other complex factors already described. While communication skills are important for all graduate students’ academic success (Enright & Gitomer, 1989), international graduate students tend to struggle with socially and culturally appropriate communication. They reveal a lack of understanding cultural context (Bennett, 1993), fear group discussion (Jones, Issroff, & Scanlon, 2006), and express uncertainty in communicating with native English speakers (Chiang & Mi, 2008).
Intercultural communication (IC) is one of importantly required quality for those who enter a second language and culture (Byram, 1997) like international graduate students. Intercultural communicative competency (ICC) indicates “the ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills, and attitudes” (Deardorff, 2007, pp. 87-88). Deardorff (2007) notes that ICC begins with attitude such as respect, openness, curiosity and discovery; it tends to move from individual level to interaction level such as internal adaptability and flexibility, and external communication ability in intercultural situations; and the degree of ICC depends on the degree of attitudes, knowledge, and skills. Models explaining the concepts of ICC present its iterative, ecological and gradually developed attributes (Deardorff, 2007; Fantini, 2006; Kim, 1988; Spitzberg, 1994).
Unfortunately, existing instructional design (ID) models do not specifically indicate ICC as an important consideration that instructional designers should analyze and consider in the instructional design process. However, any of ID models regard learner analysis as important process. As an example, the Dick, Carey and Carey model (2005), a widely cited systematic ID model, indicates that instructional designers should systematically analyze the specific target learners or audiences for whom the instruction is designed. Like other characteristics such as gender, age, learning style, and previous experience, ICC can be an important factor to analyze learners. In this regard, Branch (1997) already stated that some of ID models such as ADDIE model, Dick, Carey & Carey model, Gagne’s nine events offer the opportunity to consider “culture” or “cultural pluralism” during the process of instructional design.
In reviewing ID models that emphasize systematic analysis of learners, it has been well documented that instructional designers should understand diverse learners’ abilities and cultural characteristics and apply them into their instructional design strategies. In taking a systematic approach to analyze target audiences and connect the analysis with design strategies, this study addresses a need to investigate international graduate students’ intercultural communicative competency and effective instructional design strategies and technologies which guide them to be more socially engaged in learning and researching in U.S. universities.
In regard to the language and communication difficulties of international graduate student, effective learning and teaching methods for this population is an important consideration. For this, this study reviewed useful instructional strategies based on the exiting social theories of learning such as social learning theory (Bandura, 1977), sociocultural theory (Vygotsky, 1978) and situated learning theory (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991). The derived strategies from the learning theories include gradual engagement and active participation, rich cultural context, self-regulation, and integration of communication technology. This study investigated how NNS graduate students perceive the derived instructional strategies from those learning theories as effective approaches as well as their intercultural communicative competencies aforementioned.
As a descriptive and quantitative approach, this study surveyed the perception of graduate international graduate students who currently enrolled in a graduate school of a land grant university about those students’ intercultural communication and effective instructional strategies. This study utilized an online survey tool as the data collection method. The online questionnaire including 15 items about background information, 21 items about intercultural communication, and 18 items about effective instructional strategies were distributed to 1636 international graduate students through the listserv of graduate school with the informed consent form. This study has been approved by the Institutional Review Board (IRB) and ensured the confidentiality and anonymity for respondents.
Currently, this study is on the stage of data collection and analysis. This concurrent presentation will report the result of data analysis and discuss the implication from the respondents’ perception with different demographics including a variety of cultural origins, different native language, different previous experiences, and diverse academic disciplines. Findings from this research are mainly for current instructional designers and instructors in higher education to understand better about international graduate student. Also, the current international graduate students can benefit by recognizing the importance of intercultural communication and application of effective learning methods for themselves. This presentation will close by discussing how the implications from the survey can support teaching and learning of international graduate students, and enrich the existing instructional design models through the consideration of linguistic and cultural differences.
Title: Intercultural communication and effective instructional strategies: Perceptions of international graduate students
Short Description:
This presentation shares the learner analysis results from the specific population. Major investigation points are international graduate students’ perceptions about intercultural communication and effective instructional strategies. Findings from the quantitative research can be useful for instructional designers and instructors who are working closely with international students to understand better about the unique characteristics. The focus will be the variances from the diverse international graduate students in cultural origins, native languages, previous experiences, and academic disciplines.
Abstract:
International graduate students are a growing and valuable part of higher education in the U.S. Although these students have many benefits from international educational such as cross-cultural learning, professional research opportunities, and fulfillment of their personal educational aspiration (Ku, Lahman, Yeh, & Cheng, 2008), there are many challenges to overcome. These students must face cultural differences, adjust to the new environment, develop language proficiency, and build new social relationships. The challenges impact their learning efficiency (Huang, 1998), self-esteem (Al-Sharideh & Goe, 1998), anxiety level (Zimmerman, 1995), and academic performance (Brooks & Adams, 2002; Poyrazli & Kavanaugh, 2006).
Among many difficulties, the core problem is the lack of sufficient communication skills in English because it is associated with other complex factors already described. While communication skills are important for all graduate students’ academic success (Enright & Gitomer, 1989), international graduate students tend to struggle with socially and culturally appropriate communication. They reveal a lack of understanding cultural context (Bennett, 1993), fear group discussion (Jones, Issroff, & Scanlon, 2006), and express uncertainty in communicating with native English speakers (Chiang & Mi, 2008).
Intercultural communication (IC) is one of importantly required quality for those who enter a second language and culture (Byram, 1997) like international graduate students. Intercultural communicative competency (ICC) indicates “the ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills, and attitudes” (Deardorff, 2007, pp. 87-88). Deardorff (2007) notes that ICC begins with attitude such as respect, openness, curiosity and discovery; it tends to move from individual level to interaction level such as internal adaptability and flexibility, and external communication ability in intercultural situations; and the degree of ICC depends on the degree of attitudes, knowledge, and skills. Models explaining the concepts of ICC present its iterative, ecological and gradually developed attributes (Deardorff, 2007; Fantini, 2006; Kim, 1988; Spitzberg, 1994).
Unfortunately, existing instructional design (ID) models do not specifically indicate ICC as an important consideration that instructional designers should analyze and consider in the instructional design process. However, any of ID models regard learner analysis as important process. As an example, the Dick, Carey and Carey model (2005), a widely cited systematic ID model, indicates that instructional designers should systematically analyze the specific target learners or audiences for whom the instruction is designed. Like other characteristics such as gender, age, learning style, and previous experience, ICC can be an important factor to analyze learners. In this regard, Branch (1997) already stated that some of ID models such as ADDIE model, Dick, Carey & Carey model, Gagne’s nine events offer the opportunity to consider “culture” or “cultural pluralism” during the process of instructional design.
In reviewing ID models that emphasize systematic analysis of learners, it has been well documented that instructional designers should understand diverse learners’ abilities and cultural characteristics and apply them into their instructional design strategies. In taking a systematic approach to analyze target audiences and connect the analysis with design strategies, this study addresses a need to investigate international graduate students’ intercultural communicative competency and effective instructional design strategies and technologies which guide them to be more socially engaged in learning and researching in U.S. universities.
In regard to the language and communication difficulties of international graduate student, effective learning and teaching methods for this population is an important consideration. For this, this study reviewed useful instructional strategies based on the exiting social theories of learning such as social learning theory (Bandura, 1977), sociocultural theory (Vygotsky, 1978) and situated learning theory (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991). The derived strategies from the learning theories include gradual engagement and active participation, rich cultural context, self-regulation, and integration of communication technology. This study investigated how NNS graduate students perceive the derived instructional strategies from those learning theories as effective approaches as well as their intercultural communicative competencies aforementioned.
As a descriptive and quantitative approach, this study surveyed the perception of graduate international graduate students who currently enrolled in a graduate school of a land grant university about those students’ intercultural communication and effective instructional strategies. This study utilized an online survey tool as the data collection method. The online questionnaire including 15 items about background information, 21 items about intercultural communication, and 18 items about effective instructional strategies were distributed to 1636 international graduate students through the listserv of graduate school with the informed consent form. This study has been approved by the Institutional Review Board (IRB) and ensured the confidentiality and anonymity for respondents.
Currently, this study is on the stage of data collection and analysis. This concurrent presentation will report the result of data analysis and discuss the implication from the respondents’ perception with different demographics including a variety of cultural origins, different native language, different previous experiences, and diverse academic disciplines. Findings from this research are mainly for current instructional designers and instructors in higher education to understand better about international graduate student. Also, the current international graduate students can benefit by recognizing the importance of intercultural communication and application of effective learning methods for themselves. This presentation will close by discussing how the implications from the survey can support teaching and learning of international graduate students, and enrich the existing instructional design models through the consideration of linguistic and cultural differences.
Facilitating socially engaged learning of international graduate students
The following is a proposal that I submitted to present at AECT 2009 conference.
Short description:
International graduate students are a growing and valuable part of higher education in the U.S. However, since English is typically not their native language, these students face linguistic limitations. The cultural diversity presents additional challenges. Thus, it might be important for instructional designers to consider these students’ characteristics for effective instructional design practices. This study presents instructional design implications for more effectively studying and socially engaging in their academic field.
Abstract:
A university is an academic place with a variety of students coming from different cultures. Around one-third of the world’s international students choose U.S. universities to study abroad (Zikopoulos, 1991). Open Doors (IIE, 2008) indicates that the total number of international graduate students enrolled in U.S. universities is currently 276,842. They are a growing and valuable part of higher education in the U.S.
Although international graduate students have many advantages (e.g., achievement of their educational purposes, cross-cultural learning experiences, and research opportunities), they are faced with several challenges. They must recognize and adapt to cultural differences, adjust to the new environment, develop language proficiency, and build new social relationships. These challenges impact their learning efficiency, self-esteem (Al-Sharideh & Goe, 1998), anxiety level (Huang, 1998; Zimmerman, 1995), and academic performance (Brooks & Adams, 2002; Poyrazli & Kavanaugh, 2006).
This presentation includes a review of literature demonstrating international graduate students’ characteristics. As an instructional designer who considers the learner analysis as an important aspect of the design process, I will present the characteristics of international graduate students within multiple dimensions. Specifically, the purpose of this presentation is to connect such characteristics with effective instructional design practices. The questions addressed are as follows: (1) what characteristics should instructional designers or instructors consider to effectively design, manage, implement, and evaluate instruction for international graduate students? (2) what instructional strategies are suggested as potentially useful to facilitate socially engaged learning for them? and (3) what technologies can support effective communication and interaction for learning?
Characteristics of International Graduate Students
How are international graduate students distinguished from others? They go through transitional and multidimensional adjustment processes in a new environment which is different from the milieu where they were born and raised. The transitional adjustment processes indicate the individuals’ willingness and capacity to (1) learn a host language and culture, (2) modify their cultural ways, and (3) manage the dynamics from cultural differences and stresses (Fantini, 2006; Kim, 1988). Such processes are affected by several factors.
First, frequent social interactions and positive social relationships with host members facilitate the international students’ satisfaction with communication, their academic satisfaction, and their overall social adjustment (Perrucci & Hu, 1995; Zimmerman, 1995). Second, the cognitive load from the lack of host language proficiency directly influences their learning efficiency and academic performance (Brooks & Adams, 2002; Huang, 1998).
Third, students’ cultural values formed by their previous educational system, different cultural orientations (e.g., individualism vs. collectivism) and different levels of communication context (e.g., high vs. low), are considered as variables to influence their adjustment difficulties. Fourth, such linguistic limitations and cultural differences impact their self-esteem and anxiety levels (Al-Sharideh & Goe, 1998; Huang, 1998; Zimmerman, 1995). Lastly, a student’s personality (e.g., flexibility, humor, patience, openness, tolerance of ambiguity, etc.), and other demographic factors impact successful adjustment.
A literature review about the various factors associated with the adjustment processes of international graduate students indicates they need to develop intercultural communicative competency for successful academic performance. Intercultural communicative competency is a “complex set of abilities needed to perform effectively and appropriately when interacting with others who are linguistically and culturally different from oneself” (Fantini, 2006, p. 1). Instructional designers need to consider such abilities as an important decision making point in the instructional design practice.
Instructional Design Strategies and Communication Technologies for International Graduate Students’ Engaged Learning
In the consideration of the characteristics addressed above, this study has identified useful instructional strategies from existing social theories of learning. Through an extended review of the literature about social learning theory (Bandura, 1977), sociocultural theory (Vygotsky, 1978) and situated learning theory (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991), this study identifies four design implications to facilitate more effective learning. These include gradual engagement, rich cultural context, self-regulation, and integration of communication technology.
First, social theories of learning indicate that learning occurs through the gradual engagement in the community of practice. Students move from observation (Bandura, 1977), to legitimate peripheral participation, and finally to full participation (Lave & Wenger, 1991). During this engagement process, students can learn better with instructional scaffolding, assistance from more experienced peers, use of appropriate models, and frequent social interactions.
Second, learning occurs effectively in a rich cultural and situational context (Brown, et al., 1989). To apply this principle in the case of international graduate students, the use of instructional strategies such as authentic tasks, connecting content to students’ previous experiences, and providing rich contextual information can effectively support their engaged learning.
Third, learning is ultimately driven by the individual’s self-regulation. This suggests that international graduate students must use appropriate metacognitive strategies such as goal setting, planning, self-monitoring, attention control, application of learning strategies, appropriate help-seeking, self-evaluation and self-reflection (Ormrod, 2007). Encouragement to use such strategies can facilitate improved learning efficiency.
Lastly, learning is mediated by tools (Vygotsky, 1978) such as language, technology, and other cultural artifacts. Communication technologies used as teaching and learning tools are expected to support international graduate students’ effective learning. As an example, literature from instructional technology (Chen, 1999; Hlas, Schuh, & Alessi, 2008; Pilkington & Walker, 2003; Robbins, et al., 2002; Yildiz & Bichelmeyer, 2003) and second language learning (Lee, 2002; Schwienhorst, 2004; Skinner & Austin, 1999) has indicated the positive association between those students’ characteristics and an appropriate use of computer mediated communication (CMC).
CMC has been recognized as a “linguistically less demanding environment” (Baek & Damarin, 2008, p. 201). Research indicates that international students feel more comfortable using CMC than using face-to-face communication (Chen, 1999; Robbins, et al., 2002). Also, the participation and contributions to class discussions of international students were found to be equal to that of native students during CMC (Hlas, et al., 2008; Yildiz & Bichelmeyer, 2003). Researchers indicate that the time flexibility attribute of CMC generates increased student participation. Asynchronous activities allow foreign students the needed time for reflective articulation (Hlas, et al., 2008). However, students’ linguistic limitations and cultural differences are still an issue in any environment (Baek & Damarin, 2008; Chen, 1999).
Closing
In this presentation I will share the characteristics of international graduate students and highlight an investigation about intercultural communicative competency as an element of learner analysis. However, this assertion requires further research about how to apply it for effective instructional design. This presentation includes potentially useful instructional strategies and communication technologies. These implications need to be verified through further empirical studies. I will close the presentation by broaching ideas for further research. The audience of this presentation is invited to share their experiences and research ideas regarding the instructional design implications for culturally diverse and linguistically limited students.
Short description:
International graduate students are a growing and valuable part of higher education in the U.S. However, since English is typically not their native language, these students face linguistic limitations. The cultural diversity presents additional challenges. Thus, it might be important for instructional designers to consider these students’ characteristics for effective instructional design practices. This study presents instructional design implications for more effectively studying and socially engaging in their academic field.
Abstract:
A university is an academic place with a variety of students coming from different cultures. Around one-third of the world’s international students choose U.S. universities to study abroad (Zikopoulos, 1991). Open Doors (IIE, 2008) indicates that the total number of international graduate students enrolled in U.S. universities is currently 276,842. They are a growing and valuable part of higher education in the U.S.
Although international graduate students have many advantages (e.g., achievement of their educational purposes, cross-cultural learning experiences, and research opportunities), they are faced with several challenges. They must recognize and adapt to cultural differences, adjust to the new environment, develop language proficiency, and build new social relationships. These challenges impact their learning efficiency, self-esteem (Al-Sharideh & Goe, 1998), anxiety level (Huang, 1998; Zimmerman, 1995), and academic performance (Brooks & Adams, 2002; Poyrazli & Kavanaugh, 2006).
This presentation includes a review of literature demonstrating international graduate students’ characteristics. As an instructional designer who considers the learner analysis as an important aspect of the design process, I will present the characteristics of international graduate students within multiple dimensions. Specifically, the purpose of this presentation is to connect such characteristics with effective instructional design practices. The questions addressed are as follows: (1) what characteristics should instructional designers or instructors consider to effectively design, manage, implement, and evaluate instruction for international graduate students? (2) what instructional strategies are suggested as potentially useful to facilitate socially engaged learning for them? and (3) what technologies can support effective communication and interaction for learning?
Characteristics of International Graduate Students
How are international graduate students distinguished from others? They go through transitional and multidimensional adjustment processes in a new environment which is different from the milieu where they were born and raised. The transitional adjustment processes indicate the individuals’ willingness and capacity to (1) learn a host language and culture, (2) modify their cultural ways, and (3) manage the dynamics from cultural differences and stresses (Fantini, 2006; Kim, 1988). Such processes are affected by several factors.
First, frequent social interactions and positive social relationships with host members facilitate the international students’ satisfaction with communication, their academic satisfaction, and their overall social adjustment (Perrucci & Hu, 1995; Zimmerman, 1995). Second, the cognitive load from the lack of host language proficiency directly influences their learning efficiency and academic performance (Brooks & Adams, 2002; Huang, 1998).
Third, students’ cultural values formed by their previous educational system, different cultural orientations (e.g., individualism vs. collectivism) and different levels of communication context (e.g., high vs. low), are considered as variables to influence their adjustment difficulties. Fourth, such linguistic limitations and cultural differences impact their self-esteem and anxiety levels (Al-Sharideh & Goe, 1998; Huang, 1998; Zimmerman, 1995). Lastly, a student’s personality (e.g., flexibility, humor, patience, openness, tolerance of ambiguity, etc.), and other demographic factors impact successful adjustment.
A literature review about the various factors associated with the adjustment processes of international graduate students indicates they need to develop intercultural communicative competency for successful academic performance. Intercultural communicative competency is a “complex set of abilities needed to perform effectively and appropriately when interacting with others who are linguistically and culturally different from oneself” (Fantini, 2006, p. 1). Instructional designers need to consider such abilities as an important decision making point in the instructional design practice.
Instructional Design Strategies and Communication Technologies for International Graduate Students’ Engaged Learning
In the consideration of the characteristics addressed above, this study has identified useful instructional strategies from existing social theories of learning. Through an extended review of the literature about social learning theory (Bandura, 1977), sociocultural theory (Vygotsky, 1978) and situated learning theory (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991), this study identifies four design implications to facilitate more effective learning. These include gradual engagement, rich cultural context, self-regulation, and integration of communication technology.
First, social theories of learning indicate that learning occurs through the gradual engagement in the community of practice. Students move from observation (Bandura, 1977), to legitimate peripheral participation, and finally to full participation (Lave & Wenger, 1991). During this engagement process, students can learn better with instructional scaffolding, assistance from more experienced peers, use of appropriate models, and frequent social interactions.
Second, learning occurs effectively in a rich cultural and situational context (Brown, et al., 1989). To apply this principle in the case of international graduate students, the use of instructional strategies such as authentic tasks, connecting content to students’ previous experiences, and providing rich contextual information can effectively support their engaged learning.
Third, learning is ultimately driven by the individual’s self-regulation. This suggests that international graduate students must use appropriate metacognitive strategies such as goal setting, planning, self-monitoring, attention control, application of learning strategies, appropriate help-seeking, self-evaluation and self-reflection (Ormrod, 2007). Encouragement to use such strategies can facilitate improved learning efficiency.
Lastly, learning is mediated by tools (Vygotsky, 1978) such as language, technology, and other cultural artifacts. Communication technologies used as teaching and learning tools are expected to support international graduate students’ effective learning. As an example, literature from instructional technology (Chen, 1999; Hlas, Schuh, & Alessi, 2008; Pilkington & Walker, 2003; Robbins, et al., 2002; Yildiz & Bichelmeyer, 2003) and second language learning (Lee, 2002; Schwienhorst, 2004; Skinner & Austin, 1999) has indicated the positive association between those students’ characteristics and an appropriate use of computer mediated communication (CMC).
CMC has been recognized as a “linguistically less demanding environment” (Baek & Damarin, 2008, p. 201). Research indicates that international students feel more comfortable using CMC than using face-to-face communication (Chen, 1999; Robbins, et al., 2002). Also, the participation and contributions to class discussions of international students were found to be equal to that of native students during CMC (Hlas, et al., 2008; Yildiz & Bichelmeyer, 2003). Researchers indicate that the time flexibility attribute of CMC generates increased student participation. Asynchronous activities allow foreign students the needed time for reflective articulation (Hlas, et al., 2008). However, students’ linguistic limitations and cultural differences are still an issue in any environment (Baek & Damarin, 2008; Chen, 1999).
Closing
In this presentation I will share the characteristics of international graduate students and highlight an investigation about intercultural communicative competency as an element of learner analysis. However, this assertion requires further research about how to apply it for effective instructional design. This presentation includes potentially useful instructional strategies and communication technologies. These implications need to be verified through further empirical studies. I will close the presentation by broaching ideas for further research. The audience of this presentation is invited to share their experiences and research ideas regarding the instructional design implications for culturally diverse and linguistically limited students.
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About Me
- Yeonjeong
- I am a Ph.D candidate in Instructional Design and Technology (IDT) program, department of Learning Sciences and Technologies, college of Liberal Arts and Human Sciences, at Virginia Tech. I am also working for Educational Technology Lab (ETLab) as a lab manager. (e-portfoilo: http://tinyurl.com/yeonjeong)