Developing Cultural Intelligence (CQ) through Experiential Learning: Considering relevance and rationale in Blended Environments

Abstract

The evolution of learning technologies remains a central concern for instructional designers. Practitioners continue to rely on existing learning theories, such as experience-based learning (EBL), to explore the utilization of new technologies, applications and tools. Research suggests that an integrated pedagogy for the development of intercultural competence remains underdeveloped. As part of a larger project that applies instructional design (ID) theory to the development of cultural intelligence (CQ), this paper explores the rationale for, and utilization of EBL in a blended environment at a Japanese university. Results from a self-assessed learning reflection analysis indicate an EBL impact on participants’ perceived identity, cognitive development, values and belief systems, as well as behaviors toward others. Preliminary findings indicate impactful CQ learning gains and support for the blended approach; however, the exact role of EBL in these gains is difficult to trace and will continue to require further investigation.