Self and Others: Chinese Student's Peer Interaction in Mobile Learning Program

• In Event: Poster Session: Exploring educational policies and practices in the Chinese context

Abstract

With the rapid development of globalization, universities in the world are deepening their links in many fields such as teaching, learning and researching. The lives of both students and teachers will become even more interdependent in the coming years, which means researches on cross-cultural interaction is of great importance and significance, especially in multicultural context. This paper is a beneficial attempt based on our research on an international and mobile program named “ Master in Research and Innovation in Higher Education” (MARIHE). There are 18 students in MARIHE 1 and they came from 15 different countries around the world. We used to participate in one of their course modules and we got along very well with them during their stay in China in the third semester. During our interactions with MARIHE students, we found it quite interesting that Chinese students’ communication with their peers coming from other countries in such a diversified multicultural context, and we decided to do a small study to answer the following two questions: What is Chinese students’ interactional experience in MARIHE program? (Focus on Situation; How did he/she interact with his/her peers? (Focus on process).

This study was supposed to be a case study and it was planned to take all three Chinese students as research subjects at first. Nevertheless, after the comparison and selection of the abundance of each case’s data, it was finally presented as the story of one particular case—Xin’s interaction with his peers in MARIHE. Qualitative methods, including interviews, observations and document analysis have been employed to obtain data. The following charts show how each method was used in detail.

All qualitative data has been analyzed by content category. Abstractions are to be built from segments or meaningful units generated from the transcripts directly in an inductive coding mode (Johnson & Christensen, 2000). There are three categories drawn upon from original data and codes to show Xin’s story: pattern, process and result of interaction.

Pattern of interaction: self and others
There are two sides in Xin’s interaction: self and others. The “self” part is composed of what Xin thinks of himself and what others view about him, which could also be referred to the parts of “I ” and “He” according to the subject of each side’s expression.

Process of interaction: building boundaries
Xin’s attitude, context and rules are three important factors when Xin builds boundaries between himself and others. Generally, at first, he is open-minded to everyone and interacts actively with them in both study and living context, and the boundaries are structured gradually according to his own rules of interaction as long as the moving process of interaction. The rules are composed of aspects of emotions, personality and mutual interest.

Result of interaction: change of Xin
Interaction with peers in MARIHE has an impact on Xin. He has experienced cultural adjustment, which went through four stages: shock when first facing such a mixed culture, then tolerate with different cultures, and reverse shock when return hometown and finally make balance between inside and outside cultures. Cultural reflection runs through these four stages. Xin’s self-identity was also reconstructed in the process; some parts were reinforced as well as other parts were transformed.

Conclusion

Based on the dialogues and argumentations with existed literature on ERASMUS program (Bótas and Huisman, 2013; Bracht, et. al., 2006; Papatsiba, 2005; King and Ruiz-Gelices, 2003, Oberg, 1960) as well as theories on Chinese oversea students’ cross-cultural communication (Chen, 2004; Cai, 2013; etc.) and Chinese people’s logic of communication (Huang, 2010; Fei, 2007; Bian, 1994; Yan, 1996, 2006; etc.), this study analyze both the explanatory power and limitation of existed theories, and finally draws its own explanation and conclusion on Xin’s interaction with his peers. The key findings are listed as following:

•There is regional stratification of interpersonal relationship under international context;

•Chinese traditional culture has a basic/fundamental role in building boundaries of individual’s communication circles;

•Emotional and instrumental relationships based on individual demands are important in building boundaries;

•Individual differences/demands rise above cultural differences/identity. Personality and mutual interest are more significant than cultural background;

•Finally, Self-identity is reinforced, shaped and reconstructed in the moving process of multicultural communication, reflection and adjustment, which is also the refraction of multicultural tensions on individuals. Individual’s initiative and reflection are as important as cultural orientation during the construction of self-identity in multicultural context.

Authors

• Zhiyong Zhu, Beijing Normal University

• Qian Han, Beijing Normal University