Adult Teaching Methods in China and Bloom’s Taxonomy

Student Use of Relational and Influence Messages in Response to Perceived Instructor Power Use in American and Chinese College Classrooms

“…The Chinese classroom is largely influenced by the Confucian values of interpersonal harmony and relational hierarchy (Zhang, Lin, Nonaka, & Beom, 2005), yet is marked by a high power distance between instructors and students (Abubaker, 2008). The instructorÁstudent relationship is characterized by student respect (Huang & Brown, 2009;Myers et al, 1998) where Chinese instructors are viewed as mentors and master figures inside and outside of the classroom (Warden, Chen, & Caskey, 2005) who take a transactional approach (versus interactional) to instruction (Wang & Farmer, 2008). Although Chinese students do appreciate an interactive teaching style (Ngwainmbi, 2004), Huang and Brown reported that Chinese students also feel uncomfortable with behaviors such as challenging the instructor and engaging in humor.…”

Taxonomies of Educational Objective Domain

“…Each facet at each level has indicators. (Wang & Farmer, 2008) Following the definitions of Anderson's taxonomy levels according to other researchers: Mary J. Pickard defined Lorin Anderson's taxonomy levels as follows (Pickard, 2007): 1-Remembering: the ability of the student to recall or remember information 2-Understanding: the ability to explain ideas or concepts 3-Applying: the ability to use information in a new way 4-Analyzing: the ability to distinguish between the different parts 5-Evaluating: the ability to justify a stand or decision 6-Creating: the ability to create new products or points of view Denise Tarlinto (2003) defined Lorin Anderson's taxonomy levels as follows: 1-Remembering: the ability to recall, restate, and remember learned information 2-Understanding: the ability to grasp the meaning of information by interpreting and translating what has been learned 3-Applying: the ability to make use of information in a context different from that in which it was learned. 4-Analyzing: the ability to break learned information into parts to understand said information 5-Evaluating: the ability to make decisions based on in-depth reflections, criticisms, and assessments 6-Creating: the ability to create new ideas and information using what was previously learned.…”

Measuring online learning approach and mentoring preferences of international doctorate students

“…Student capability and supervision quality are possible causes for attrition. Yet some researchers argue student competence does not cause attrition as many of the brightest candidates drop out (Hawlery, 2003;Lovitts, 2001;Wang & Farmer, 2008). Likewise, motivation may not be a cause either because most candidates enter a program with the dream of finishing it, yet many become disappointed when they do not cope well (Wang & Farmer, 2008).…”

“…Learning mode or style differences between candidate and supervisor may cause coping difficulties (DeVries, 2002;Wang & Farmer, 2008), social isolation (Ali and Kohun, 2007;Dondlinger & Jones, 2008) and/or de-motivation (Earl-Novell, 2006Fink, 2006;Neumann, 2003). A 'learning style' is not a fixed trait, but ''a differential preference for learning, which changes slightly from situation to situation .…”

“…The starting point for this discussion is to note that adult education studies have acknowledged culture significantly governs student attitude, impacting their expectations, but more so that supervision reflects cultural beliefs within the professor, which may not match the student (Wang & Farmer, 2008). This raises the issue of whether there is a 'right' teaching or supervising method, based on pedagogy or andragogy theories, for international student learning modes.…”