How Cultural Values Shape Chinese Students' Online Learning Experience - Wang, Haidong
38,99 €
inkl. MwSt.
Versandkostenfrei*
Versandfertig in 6-10 Tagen
  • Broschiertes Buch

Distance education has been regarded as a Western teaching model that emphasizes individual development, learner s autonomy, active learning, and mutual communications. When Chinese students, who are accustomed to a teacher-led, passive, and reticent way of learning, take online courses in the West, they are likely to encounter a series of disorientations and even difficulties. This doctoral study explores the role of cultural values in shaping Chinese students online learning experiences in American universities. Through a qualitative research design, 11 Chinese graduate students from 6…mehr

Andere Kunden interessierten sich auch für
Produktbeschreibung
Distance education has been regarded as a Western teaching model that emphasizes individual development, learner s autonomy, active learning, and mutual communications. When Chinese students, who are accustomed to a teacher-led, passive, and reticent way of learning, take online courses in the West, they are likely to encounter a series of disorientations and even difficulties. This doctoral study explores the role of cultural values in shaping Chinese students online learning experiences in American universities. Through a qualitative research design, 11 Chinese graduate students from 6 public universities in the Southeastern United States were selected and interviewed about their online learning experiences. The data analysis revealed that Chinese cultural values had a significant impact on their online learning experience and behaviors, and there was a process of cultural negotiation and construction. This book is informative for those teaching online courses to Chinese students, and for researchers interested in cultural studies and distance education.
Autorenporträt
Dr Wang is an associate professor and project manager at National Education Examinations Authority (NEEA), Beijing, China. He obtained his PhD in adult education from the University of Georgia (UGA) at Athens, Georgia, USA in 2006. His research interests include adult learning and development, online education, and testing and assessment policy.