Examining the Self-Perceived Development of Cultural Intelligence (CQ) in a Blended Learning Environment

Abstract

This paper examines the self-perceived development of cultural intelligence (CQ) as expressed by Japanese university students taking courses on intercultural learning. An earlier developed instructional framework was employed to support course design and development, which is adapted in the current application for use in a blended-learning format. The development of CQ is explored through a qualitative analysis of data obtained in a series of reflection-based online surveys specifically designed to trace learning response patterns. The results show an array of learning responses that could be thematically organized and qualitatively linked to the development of CQ. We draw connections to the CQ concept via students’ self-reported advances in cultural knowledge, skills and strategies, as well as changes in attitudes and beliefs. Course effectiveness and learning engagement are discussed with implications for the design of a learning management system that supports the growth of CQ and the formation of a global mindset.