Developing Cultural Intelligence (CQ): Designs for Blended Learning

Abstract

Building on earlier efforts to develop cultural intelligence (CQ), the current study reports on the expansion of a framework to utilize instructional design (ID) theory and experiential learning in a blended learning environment. Japanese university students’ intercultural learning engagement with topical online content and media, an asynchronous exchange with international counterparts and multi-cultural workshop were tracked across one semester. CQ measures were obtained pre-/post-course, while experience-based, in-class activities were extended with online learning reflection. Course goals included critical thinking, supporting intercultural skills in English and building digital literacy. Results indicate the multi-disciplinary framework’s compatibility with blended learning, and students’ intercultural learning engagement patterns in terms of CQ were positive, supporting further course development despite not being statistically significant. Implications for intercultural learning, the design of instruction for blended learning, learning engagement patterns and the potential of adaptive learning are discussed against the backdrop of continued course refinement.