Chinese nursing students' culture-related learning styles and behaviours: A discussion paper

Wang, Carol; Greenwood, Kenneth M.

doi:10.1016/j.ijnss.2015.07.009

Cited by 20 publications

(13 citation statements)

References 21 publications

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“…Due to the different tendencies between Chinese learners and their Western counterparts in online education, Factor II participants were too timid to ask questions and publish their work online for fear of "losing face." In fact, the Confucian-heritage culture and the concept of "face" still has a huge impact on Chinese students' learning (Wang & Greenwood, 2015). "Having face" means that one has a good social standing or a good reputation and protecting one's face is another source of psychological motivation.…”

Section: Discussionmentioning

confidence: 99%

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Chen

2017

EURASIA J MATH SCI T

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The aim of this research is to identify students' perception of the utilization of wikis, LINE, and flipped teaching strategies in a Research Methodology course at a university in Taiwan. Q-methodology, a combination of qualitative and quantitative research, was employed for this study, and sixteen participants were asked to rank-order 30 statements related to the integration of wikis and LINE in a flipped classroom. Correlation, a centroid factor analysis, and judgmental rotation were used to identify the significant factors. The two factors that represented groups of participants with a similar perception were extracted and the results were as follows; (1) learners could be divided into those with a strong positive feeling about group-based activities and selfpaced learning (Collaborative Achiever) and those who had a positive reaction to collaboration, but expressed concern about tension caused by competition (Collaborative Competitor), and (2) all the participants agreed that they were highly engaged and motivated when using Wikispaces and LINE in the flipped classroom based on the advantages of a timely and easy-to-use IT environment, self-regulated learning, virtual community companion, collaborative work, and the building and sharing of knowledge. The theoretical and practical implications of the results were discussed.

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Section: Discussionmentioning

confidence: 99%

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Chen

2017

EURASIA J MATH SCI T

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“…Although power distance is discussed, the focus is on IQNs transforming rather than a mutual transformative process. By contrast, Wang and Greenwood () argue that educators need to be responsive to and respectful of different ways of learning. They call for a ‘culturally sensitive pedagogy’ (p. 257) that involves educators in a reciprocal willingness to adapt and learn.…”

Section: Power Distance and Acculturationmentioning

confidence: 99%

Power distance and migrant nurses: The liminality of acculturation

2019

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A dearth of literature focuses on the relationship between acculturation, power distance and liminality for migrant nurses entering foreign workplaces. Expectations are for migrant nurses to be practice‐ready swiftly. However, this aspiration is naïve given the complex shifts that occur in deeply held cultural beliefs and practices and is dependent on an organisational climate of reciprocal willingness to adapt and learn. This exploratory study identified that although a plethora of literature addresses challenges migrant nurses face, there are limited data that link these transitional processes to concepts that might usefully guide transitions. This study draws from the overarching concept of acculturation, together with Hofstede's (2011) notion of power distance and the theory of liminality to explore the experiences of eight migrant nurses. Data highlighted that adjusting to altered hierarchical relationships took many months because negotiating power distance challenged deeply held beliefs and assumptions about professional and organisational hierarchies. Migrant nurses’ accounts indicated a paucity of organisational processes to address these difficulties; therefore, they navigated this liminal space of adjustment to power distance differences in an ad hoc manner. Their acculturation experiences, arguably unnecessarily prolonged, indicate the value in workplace commitment to exploring a collaborative, critically reflective approach to optimise transitions.

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“…With regard to the insignificant direct impacts of pedagogy, attitude and behavior on satisfaction, it is likely that parents have less exposure to these in-school factors and place a higher value on the importance of curriculum and competence. As academic achievement is highly valued in many Confucianism-influenced cultures, including Vietnam, teacher competence and curriculum, which are the direct determinants of academic results, are deeply appreciated (Dandy & Nettelbeck, 2002;Huang & Gove, 2015;Wang & Greenwood, 2015).…”

Section: Practical Implicationsmentioning

confidence: 99%