Chinese students’ perceptions of a collaborative e-learning environment and factors affecting their performance: implementing a Flemish e-learning course in a Chinese educational context

Zhu, Chang; Valcke, Martin; Schellens, Tammy; Li, Yifei

doi:10.1007/s12564-009-9021-4

Cited by 23 publications

(18 citation statements)

References 28 publications

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“…Online learning is widely used in both higher education and industry educational training (Zhu, Valcke, Schellens, & Li, 2009). Recent National Center for Education (NCES) reports in the US demonstrate that online settings, education availability, course offerings, and enrollments have been increasing rapidly among institutions from K-12 to four-year universities since the 1990s (National Center for Education Statistics, 2003).…”

Section: Introductionmentioning

confidence: 99%

Learning style, sense of community and learning effectiveness in hybrid learning environment

Chen¹,

Chiou²

2012

Interactive Learning Environments

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The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed.

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Section: Introductionmentioning

confidence: 99%

Learning style, sense of community and learning effectiveness in hybrid learning environment

Chen¹,

Chiou²

2012

Interactive Learning Environments

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“…The research of Zhu et al . pointed at cultural differences in the educational use of ICT (Zhu et al . 2009).…”

Section: Introductionmentioning

confidence: 99%

Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables

Sang¹,

Valcke²,

Braak³

et al. 2010

Journal of Computer Assisted Learning

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157

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Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is important given that the different cultural context in which the interplay between teacher beliefs and educational practices has only been documented quiet little. The present study centres on the complex interplay of a number of internal teacher variables to explain ICT classroom integration. These variables comprise 'teachers' constructivist teaching beliefs', 'teacher attitudes towards computers in education', 'teachers' computer motivation', 'teacher perception of ICT-related policy'. A survey was set up, involving 820 Chinese primary school teachers. Path modeling was used to explore the direct and indirect effects of the teacher-related variables on their level of ICT classroom integration. Firstly, two distinctive types of ICT use can be distinguished in the Chinese context: (a) teacher supportive use of ICT that refers to the use of ICT for e.g. student administration, preparing worksheets, developing evaluation activities; and (b) classroom use of ICT to support and enhance the actual teaching and learning process. The results show that classroom use of ICT directly depends on teachers' computer motivation and the supportive use of ICT. Teachers' constructivist beliefs, their attitudes towards computers in education and perceptions about the ICT-related school policy influence ICT integration in an indirect way. The results demonstrate how the complex interplay between teacher-related variables and ICT integration in the classroom is partly in line with findings in non-Asian contexts. A number of differences can be explained by the particular Chinese context. In particular an indirect relationship was found between teachers' constructivist beliefs and their level of ICT integration

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“…Special attention of researchers in developed countries is paid to the inclusion of new media technologies of teaching in the traditional educational process (Benhamdi et al, 2017), the study of factors that influence online performance and academic performance of students (Zhu et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…However, according to some scientists, there is a split in the theory and practice of media education (Rowe, 2014), which produces a predominance of traditional learning environment, the dominance of authoritarian school culture over interactive one (Rantala, 2009). It is seen not monosemantic students' perception of media technologies in teaching disciplines of the higher school (Zhu et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Interactive Technologies of Forming the Students' Media Competence: Opportunities and Limitations of Their Use in Contemporary Educational Practice

2018

Media Education (Mediaobrazovanie)

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Special attention of researchers from developed countries is paid to the inclusion of new media technologies of teaching in the traditional educational process. For the purpose of critical comprehension of prospects of use of interactive technologies in traditional educational environments, their advantages and shortcomings before traditional methods of training, the research was conducted by the authors. The main focus of the study was on the study of the possibilities and limitations of the use of interactive technologies for the formation of media competence of students. The materials of the author's research include case-studies that were offered to students to perform within the discipline "Research in the system of public administration" (34 students were trained). The results of the survey were supplemented and concretized with the data, obtained during the focus group discussion. In the course of the study, the authors found out that in contrast to traditional teaching methods that stimulate "learning for evaluation", interactive technologies activate the internal need of the student in "learning for self-development". The authors highlighted the following advantages of interactive methods: the development of skills for segmentation of media space and a critical approach to the selection of media texts for further analysis; the use of a multidimensional approach to the selection of information channels, the volume of information array and units of analysis of media texts. The study found out that the redundancy of information on the Internet and the dominance of traditional tasks forms the consumer of media information. In the absence of real practice of formation of media competence, the use of interactive teaching methods can be limited only to the selection of text by students.

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Chinese students’ perceptions of a collaborative e-learning environment and factors affecting their performance: implementing a Flemish e-learning course in a Chinese educational context

Cited by 23 publications

References 28 publications

Learning style, sense of community and learning effectiveness in hybrid learning environment

Learning style, sense of community and learning effectiveness in hybrid learning environment

Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables

Interactive Technologies of Forming the Students' Media Competence: Opportunities and Limitations of Their Use in Contemporary Educational Practice

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