Research question:
Hypotheses:
If communication technologies are more accessible to students and usage made easier, then university learning will increase.
If communication technologies are available for every student, then on campus classes will reduce in number.
Theory
Technological advancement often has the impact of improving the lives of those who utilize new technologies. Technologies like internet-adapted smartphones, for instance, allow the user access to any information that he or she could possibly want from anywhere on the planet. As information becomes more accessible to students, they are more likely to engage in the learning process and will become more efficient learners.
Literature Review
It is important to understand what is meant by “communication technologies” before these technologies can be considered in the context of Chinese education. The internet is heavily regulated in China, and many different communication technologies rely heavily on the internet for use (Bruce 289). Bruce suggests that there are a number of stances that educators can take towards technology; the first is neutrality, in which an educator does not take a stance towards the use of technology in the classroom. The second stance is a utilitarian stance; technology can be effective for learning, but each new technology must be evaluated on its face. Finally, there is an oppositional stance; in this stance, the educator takes steps to ban all forms of new technology in the classroom (Bruce 290-291). Bruce suggests that the best way to address new technologies is to take a utilitarian approach, and engage with students in this manner (Bruce 309).
Rau et al. suggest that utilizing communication tools in the classroom increases student participation, although the study focused on secondary school students rather than university students. Rau et al. write, “New communication technology, especially mobile communication technology, is effective in encouraging interaction between the student and the instructor and improving learning efficiency Then the author observed firstly the impact of using individual communication technologies on student learning motivation, pressure, and performance The result showed that instant messaging helps in the instruction process effectively. When combined with Internet communication media, it can significantly increase student extrinsic motivation without causing higher pressure communication media demanding public expression rather than private dialogue should be adopted with careful consideration, since they may raise student pressure” (Rau et al. 1). These are all important things to note, according to Li, who suggests that integration with technology will improve Chinese students’ engagement in the learning process.
Chinese students, according to Sang and Thompson, are engaged with new technologies at a very high rate. They utilize them in their social lives, and thus would react well to them in the classroom as well (Thompson). Thompson suggests that this may alleviate some of the malaise and apathy that many Chinese students express regarding the educational process, particularly in the university system (Thompson). The success of technology is largely reliant on the educator. Indeed, Sang writes, “Building on the results of a path analysis model, prospective ICT [information and communication technology] integration could be directly predicted on the base of teacher thinking variables (constructivist teaching beliefs, teacher self-efficacy, computer self-efficacy and computer attitudes in education), and indirectly by the gender of the student teachers “ (Sang). This suggests that educators must be properly coached on how to implement technology in their classrooms.
Li suggests that for Chinese students studying abroad in the United States, the implementation of computer-based communication was fundamental for the academic and social success of Chinese students (Li). Li goes on to suggest that further studies should be done in the Chinese university system itself, as it is unique and quite separate from the American university system (Li).
Method
The experimental population will take the same course, but will have technology integrated into the curriculum. Students will be expected to communicate with the professor via electronics, either via email or some kind of service like Blackboard. In addition, students will be expected to participate in interactive forms of learning on a website like Blackboard that is designed for academic use. These students will take the same survey as the control group at the beginning and the end of the course.
In addition, students will be asked questions regarding their willingness to take online courses or lectures if they will count towards the completion of their degree. This will be used to determine if the availability of online courses would be likely to decrease the population of students who take classes on campus.
Sample
The sample will be taken of two different Chinese classes. Each class will be a normally-conducted class in the Chinese university system. Although the size and makeup of each class may vary, results should still tell the researchers pertinent information regarding Chinese students and their feelings towards technologies.
Result
The results are predicted to suggest that Chinese students who have access to communication tools like instant messaging, forums interaction, Blackboard, and so on will have a higher propensity to continue their education, and will think more highly of the process of higher education. Students without communication tools and instructor engagement will, alternatively, show lower impetus to return to school and may abandon their educational pursuits at a higher rate.
In addition, as communication and the availability of online classes increases, Chinese universities may see a reduction in participation regarding on-campus classes. On-campus classes may reduce in number, and working professionals may begin to engage in the educational process more fully due to fewer time constraints and more availability.
Conclusion
Chinese universities should offer more options to their students, including greater use of communication technologies in the classroom. The inclusion of these types of technologies is fundamental to the expansion of Chinese education; as Chinese universities implement these changes, Chinese students will be more likely to continue their education, because education will be more accessible to them.
References
Bruce, Bertram. 'Critical Issues: Literacy Technologies: What Stance Should We Take?'. Journal of Literacy Research 29.2 (1997): 289-309. Web.
Li, Tiger. 'Computer‐Mediated Communications And The Chinese Students In The U.S.'. The Information Society 7.2 (1990): 125-137. Web.
Li, Xiaobin. 'Information And Communication Technology In Education'. International Journal of Information and Communication Technology Education 9.1 (2013): 1-11. Web.
Rau, Pei-Luen Patrick, Qin Gao, and Li-Mei Wu. 'Using Mobile Communication Technology In High School Education: Motivation, Pressure, And Learning Performance'. Computers & Education 50.1 (2008): 1-22. Web.
Sang, Guoyuan et al. 'Student Teachers’ Thinking Processes And ICT Integration: Predictors Of Prospective Teaching Behaviors With Educational Technology'. Computers & Education 54.1 (2010): 103-112. Web.
Thompson, Clive. 'Google's China Problem (And China's Google Problem)'. The New York Times 2006. Web. 4 Dec. 2014.
Wu, Xuelian et al. 'Providing Quality Online Education For Continuing Education'. International Journal of Information and Education Technology 6.2 (2016): 157-161. Web.
Xiao, Qiang. 'The Battle For The Chinese Internet'. Journal of Democracy 22.2 (2011): 47-61. Web.
Zhang, L. L. 'Behind The 'Great Firewall': Decoding China's Internet Media Policies From The Inside'.Convergence: The International Journal of Research into New Media Technologies 12.3 (2006): 271-291. Web.
Zhang, Xiaoquan (Michael), and Feng Zhu. 'Group Size And Incentives To Contribute: A Natural Experiment At Chinese Wikipedia'. American Economic Review 101.4 (2011): 1601-1615. Web.
Zhao, Shijin et al. 'Circumventing The Great Firewall: The Accommodation And Defiance Of Internet Censorship Among Chinese Students'. SSRN Journal n. pag. Web.
