01.+Introduction


 * Introduction**

The context for this Case Study is a blended learning approach taken from an Executive Coaching course at the Institute of Executive Coaching (IEC) in Shanghai in March, 2010. (An overview of the course is included below).

In 2009, the IEC identified a need for greater flexibility in their coach training program because of an increase in the diverse locations of participants studying the course. It became clear that a blended approach ie online and face-to-face components, would help participants to complete their coach training more quickly and embed the learning more effectively.

The IEC recognised that a bespoke design for a "social" online classroom in the form of an online community was required as it would create an atmosphere closely aligned with the experiential learning style of their face-to-face classrooms. The online social classrooms proved to be very successful in Australia, creating increased engagement in preparation activities, greater completion of activities for certification, familiarity and rapport in the classroom.

It appears, such assumptions for using the online social environment were not necessarily valid in the Chinese context. It is apparent that the social learning classroom does not seem to work as effectively in Shanghai as it did in Australia. From surveys completed, the participants all had previous experience of eLearning and most were comfortable with written English yet participation in the online classroom in these locations has been far less than that anticipated.

Various methods to stimulate conversation online were attempted, including direct instructions from the moderator, emails from the facilitator (the subject matter expert), and group projects ("don't let your group down"). However, this did not stimulate increased discussion online, unlike the expectation and common occurrence in the Australian experiences.

It is obvious from the workshop participation and the written document that learning did take place, and the curriculum was covered. Overall satisfaction with the face-to-face and online program mirrored the satisfaction rates in Australia and the survey results do not highlight any logistical or technical reasons for the low rates of participation

Our deduction from such information lead us to believe that culture and its associated influences could inhibit social online interaction for non-western students and ex-patriots living in these countries. In this case study, we will endeavour to examine what could have caused the discrepancies in its effectiveness and also to outline some possible solutions for future implementations. Overview of the 8 week course: **** 3 weeks prior to the face-to-face workshop:
 * primarily worked as individuals;
 * the students set up their profile, agree to basic "netitquette" and participation guidelines for the online participation component;
 * completed preparatory readings and preview a video relevant to the course work; and
 * commented on these readings, online using a discussion board

3 day workshop:
 * facilitated by an Australian teacher;
 * included deeper elaboration of the course content, participation in 'real' life coaching scenarios (with feedback from peer observers and the facilitator); and
 * worked in groups consisting of two to three people organised by students themselves and 'shifting' throughout the workshop.

4 weeks online collaboration:
 * divided into coaching practice groups of three to continue practice after workshop
 * also assigned to three groups (organised by moderator) to review coaching and ethical scenarios;
 * moderated by an Australian (who was not known the students);
 * participated in discussion forums, message board (for those who choose) and to their own blog; and
 * aligned to publish personal reflection and review of course content.

Assessment (Pass requirement ONLY)
 * participation in workshop and online social community;
 * participation in coaching practice groups, and
 * written document (Reflective Learning Task) due at the end of the course.

The reflective learning task was:
 * summary of their learning about coaching, as a practice and how it applied to them;
 * asked to reflect on and make connections to the readings done prior to the course; and
 * reflect on what difference the course will make to their life and work.