The impact of instructional technology interventions on asian pedagogy

Ku, Heng‐Yu; Pan, Cheng-Chang; Tsai, Ming‐Hsiu; Tao, Yedong; Cornell, Richard

doi:10.1007/bf02504776

Cited by 11 publications

(9 citation statements)

References 3 publications

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“…Sometimes U.S. instructors even stop their lectures and follow the discussion among students since they tend not to mind student interruptions. The data gathered in this study are similar to the ideas of Hofstede (1991) and Ku et al (2004). Hofstede (1991) stated that in the collectivist classroom, such as that found in China, students value harmony and the maintenance of "face".…”

Section: Addressing Conflicts In the Classroom: A Comparisonsupporting

confidence: 82%

“…According to Kelly and Moogan (2012), increases in global mobility and the subsequent increase in the diversity of learners with regard to cultural background, language, age, and experience, present challenges to students, educators, and higher education institutions. Ku et al (2004) state that many professors in the U.S. know little about international students. They do not have in-depth knowledge about the countries from which their students come.…”

Section: Introductionmentioning

confidence: 99%

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Chinese Doctoral Students’ Perceptions of Their University Instructors in the United States

Lu-lu

Chittooran

2012

IJE

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This study examines Chinese doctoral students' perceptions regarding their U.S. university instructors' academic and interactive behaviors. The author interviewed ten Chinese doctoral students from two universities in the Midwest. Participants discussed their instructors' academic behaviors, including pedagogical knowledge, instruction, and engagement, and their interactive behaviors, including openness, availability, and respect for students. Participants compared instruction and teaching between U.S. universities and universities in China. In general, all ten participants were quite satisfied with instructors in U.S. universities. This study addresses implications for research, Chinese students and their U.S. instructors, and university administrators.

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Section: Addressing Conflicts In the Classroom: A Comparisonsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Chinese Doctoral Students’ Perceptions of Their University Instructors in the United States

Lu-lu

Chittooran

2012

IJE

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“…However, such an approach was very different from the traditional, teacher-centered, information-based, and test-driven instructions, which are typical or even dominant in Taiwan. In a recent study, Ku and colleagues (Ku, Pan, Tsai, Tao, & Cornell, 2004) found that Chinese instructors consistently remained the ultimate authority and major resource in teaching and learning events. In addition, Chinese students would focus mostly on their grades in norm-referenced tests, which measure their performance relatively to each other, and thus competitions are often really intense among peers.…”

Section: Introductionmentioning

confidence: 99%

Online collaborative learning in a project‐based learning environment in Taiwan: a case study on undergraduate students’ perspectives

Zhang

Peng

Hung

2009

Educational Media International

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This case study investigated undergraduate students' first experience in online collaborative learning in a project-based learning (PBL) environment in Taiwan. Data were collected through interviews of 48 students, instructor's field notes, researchers' online observations, students' online discourse and group artifacts. The findings revealed interesting phenomena as results of cultural influences as well as educational system impacts. Students experienced first handed various learning benefits of PBL in the intensive six-week period, yet voiced serious concerns about the changed role of the instructor, as well as strong reservations on peer collaboration as a result of the competitive tradition in education. Obviously, online collaborative learning and PBL critically challenged some culturally-rooted traditions in Taiwan. The study generates practical insights into the applications of online collaborative learning and PBL in Taiwan's higher education as well as implications for cross-cultural implementation of online learning.

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“…For instance, researchers have documented teachers struggling to cede control of their classrooms to their students, as well as students lacking self-directedness and appearing to be motivated only to 'make the grade' (Hung, Bailey, & Jonassen, 2003). Additionally, there were differences between Western and non-Western collaborative classrooms in terms of teachers' role, communication forms promoted in the classroom, and assessment strategies (Ku, Pan, Tsai, Tao, & Cornell, 2004). For example, less frequent participation by non-Western students in collaborative discussions has been observed (Wright & Lander, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

Educational change in Oman: a design research study of personal, institutional, and societal reactions to collaborative knowledge building

Porcaro

2013

Technology, Pedagogy and Education

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While collaborative problem-solving has been suggested as a solution for linking classroom learning with workforce skills, it is still not entirely clear how personal, institutional, and national factors work together to influence student and teacher acceptance of this pedagogical strategy. Oman provides an appropriate case for exploring this intersection, as previously limited technology and an instructivist education tradition bump up against the demand for rapid educational improvement and economic development. This study focused on the cultural aspects that affect adoption of a Computer-Supported Collaborative Learning (CSCL) environment, and how adaptations appeared in the students, the teacher, and the course. An education design research methodology was used to examine how students react to the CSCL framework and tools.

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The impact of instructional technology interventions on asian pedagogy

Cited by 11 publications

References 3 publications

Chinese Doctoral Students’ Perceptions of Their University Instructors in the United States

Chinese Doctoral Students’ Perceptions of Their University Instructors in the United States

Online collaborative learning in a project‐based learning environment in Taiwan: a case study on undergraduate students’ perspectives

Educational change in Oman: a design research study of personal, institutional, and societal reactions to collaborative knowledge building

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