Chinese graduate students' experiences and attitudes toward online learning

Thompson, Ling; Ku, Heng‐Yu

doi:10.1080/09523980500116878

Cited by 93 publications

(78 citation statements)

References 9 publications

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“…In need of longer time to reflect before responding to questions, Chinese students felt more comfortable expressing themselves in the online discussion boards, which confirms the findings of Tu's study. Chinese students experienced frustrations when they did not obtain an instant response from their instructor-especially the lack of face-to-face communication in the asynchronous classrooms [17]. Similarly, a combined qualitative and quantitative research study carried out by Yang and colleagues highlighted the differences between the collectivism of Chinese culture and the individualism of American culture [18].…”

Section: A Survey Of Past Research Studiesmentioning

confidence: 99%

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Cultural Inclusiveness in Online Learning: Can Educational Technology Be a Solution?

Lu¹

2016

IJCH

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Abstract-Combined with the advances in information and communications technology, online learning has become a vital component of the U. S. higher education. One-size-fit-all teaching methodology can no longer meet the needs of diverse students that possess various culture heritages. A carefully instructional design is needed to address cultural differences among students. Several strategies of culturally appropriate online teaching are discussed. The integration of educational technologies into course design and content delivery can enhance students' learning experiences and outcomes by creating a more dynamic learning environment. This paper concludes that the use of multiple modes of media demonstrates the institutions' and instructors' sensitivity to cultural inclusiveness.

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Section: A Survey Of Past Research Studiesmentioning

confidence: 99%

“…In a qualitative study, Thompson and Ku interviewed seven Chinese international graduate students about their online learning experiences in an American university [17]. As Thompson and Ku concluded, Chinese students were less opinionated in online discussion than their US peers.…”

Section: A Survey Of Past Research Studiesmentioning

confidence: 99%

Cultural Inclusiveness in Online Learning: Can Educational Technology Be a Solution?

Lu¹

2016

IJCH

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“…8. Liang and McQueen (2000), Fang (2007), and Thompson and Ku (2005) found that students from Asian cultures, who see instructors as authority figures, value teacher feedback more than peer feedback and get frustrated when they do not see teacher presence in ALNs. For example, Hong, a Chinese student from Thompson and Ku"s (2005) study stated:…”

Section: What Implications Do These Studies Suggest For Practice?mentioning

confidence: 99%

“…Among these, some focused on particular national groups" ALN experiences. For example, Thompson and Ku (2005) explored seven Chinese graduate students" online learning experiences in an American university. One of the key findings of this study was that the participants were less critical and opinionated in online discussions than their US peers.…”

Section: What Do Studies Focusing On Questions Of Culture In Distancementioning

confidence: 99%

“…One implication is that online instructors should allow sufficient time to develop relationships prior to engaging learners in collaborative activities (Liang & McQueen, 2000). In addition, they should allow learners to work in small groups, encourage diversity in those groups (Thompson & Ku, 2005;Wang & Reeves, 2007), and always monitor the nature and scope of team work (Wang, 2007). 6.…”

Section: What Implications Do These Studies Suggest For Practice?mentioning

confidence: 99%

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IRRODL Volume 10, Number 3

Authors

2009

IRRODL

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As usual, the subject and research methods employed in the articles are heterogeneous, though all content has a focus on distance education. Ten of the articles relate to innovations in teaching and learning in distance contexts. Issues covered include synchronous technologies, multimedia training in industry contexts, web conferencing in high schools, strategies to create online group collaboration, and effective and ineffective instructor behaviours. We also have two very interesting conceptual pieces, one on the role of culture in online learning and the other highlighting the effect of transparency on cooperative learning. The issue begins with two excellent articles relating directly to distance education research. The first presents the results of a Delhi study in which international experts prioritized distance education research issues and trends. The second is an article that provides a ranking system and the results when it is used to assess computer-mediated learning journals. I confess that I cannot resist bringing to your attention that IRRODL rates as the top-ranked journal amongst 46 contenders!! The ratings game, while potentially both ego boosting and deflating for editors and authors, has very serious implications in academia. Enormous attention is placed in tenure and promotion hearings on not only the number of publications a scholar produces but also on the quality of the journals in which this work appears. Unfortunately, like many other measures of quality, determining the quality (often referred to as "impact factor") of scholarly journals raises many issues including the validity of the results, the reliability of the measurement scales, and the effect of regional, linguistic, and pecuniary bias. Much work has been done to create valid indexes of journal quality, and Elbeck"s and Mandernach"s (this issue) innovative assessment strategies add to this literature. The digitization of articles and their accessibility on the web (either through subscription to databases of commercial publications or through open access) creates opportunity for new metrics to calculate impact. These include the number of downloads and links from other Editorial -The Ratings Game Anderson 2 sources. However, citation of the work by one"s peers remains the most credible measurement of impact.Thus, I was very pleased to bump into the work of Australian researcher Anne-Wil Harzing and the interesting tool she has developed and released freely for non-commercial use. The downloadable tool, "Publish or Perish," uses the Google Scholar database to aggregate the number of articles and the number of times they have been cited by others. These citation numbers are then used to calculate an "impact factor" of both individual authors and journals. The tool also provides a number of algorithms that attempt to resolve the problem of multiple authors and also allow one to restrict publications used in the calculations by date or subject matter. Although Google Scholar"s data collection methods remain clouded in commercial ob...

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The Presence of Culture in Learning

Young

2013

Handbook of Research on Educational Communications and Technology

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Chinese graduate students' experiences and attitudes toward online learning

Cited by 93 publications

References 9 publications

Cultural Inclusiveness in Online Learning: Can Educational Technology Be a Solution?

Cultural Inclusiveness in Online Learning: Can Educational Technology Be a Solution?

IRRODL Volume 10, Number 3

The Presence of Culture in Learning

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