Active learning for discovery and innovation in criminology with Chinese learners

Abstract

Whereas a great deal of literature based upon the context of Western societies has concluded criminology is an ideal discipline for active learning approach, it remains uncertain if this learning approach is applicable to Chinese learners in the discipline of criminology. This article describes and provides evidence of the benefits of using active learning approach in a criminology class in a publicly funded university in a Chinese city À Hong Kong. Using quantitative and qualitative data collected from four cohorts of students enrolled in the course over four years (2008-2011) through structured questionnaire, focus group meetings and students' self-reflection, it was evident that active learning could not only enable Chinese learners to achieve the course-intended outcomes but also could advance their attitude, knowledge and skills of learning. The findings were further discussed with respect to the feasibility and constraints of launching active learning for Chinese learners.

Active Learning for an Online Composition Classroom: Blogging As an Enhancement of Online Curriculum

“…When it comes to active learning, most of the strategies outlined in recent literature (see, e.g., Bean, 2011;Green & Sammons, 2014;Li & Wu, 2015;Lima, Andersson, & Saalman, 2016;O'Brien, Millis, & Cohen, 2008;Wolfe, 2006) are targeting traditional, onsite classrooms. While the separation of approaches to onsite and online learning has been questioned (Fr ımannsd ottir, 2015), it is hard to deny that not all classroom strategies transfer seamlessly to online environment.…”