Different instructional preferences between Western and Far East Asian adult learners: a case study of graduate students in the USA

Enhancing the management of deteriorating patients with Australian on line e‐simulation software: Acceptability, transferability, and impact in Hong Kong

“…Further, there is a need to acknowledge cultural differences and distance, and to be open to and learn from students about their respective cultures (Hoare ). Traditional modalities of learning may differ between cultures; however, there is evidence that individuals easily adapt to different approaches to learning, especially when active learning is encouraged (Chuang, ). In addition, programs of learning that are based on standardized clinical approaches are likely to have good generic outcomes across cultures.…”

“…Chuang (), for example, argues that Confucian‐influenced adult learners (notions of order, respect, social harmony and compassion) respect hierarchical and harmonious relationships and emphasize observation and listening skills. They have a preference for group learning with expectations that educators provide extensive information in lectures and are available for one‐to‐one interaction.…”

“…They have a preference for group learning with expectations that educators provide extensive information in lectures and are available for one‐to‐one interaction. However, in a North American setting, East Asian students are seen to adapt quickly to the learning culture, are open to a range of learning methods, and like active, passive, and alternative learning approaches as much as their American colleagues (Chuang, ). Evidence also suggests that there is no significant difference on the surface in deep thinking strategies (between Chinese and Australian students), but that learning motivations may differ (Donald & Jackling, ).…”

Experience of International Education of East Asian Students in English-speaking Countries: A four-dimensional approach

“…As suggested by Chuang (2012), being innovative in providing instruction to East Asian international students aligns with the capacity of this group to adapt to various approaches to instruction. This openness and flexibility in learning styles is attributed to the Confucian values of harmonious integration, virtuous behaviour, and respect for authority which Chuang (2011) found to intensify, rather than diminish, as Asians acculturate to the Western society.…”

Bridgers in the Third Space: An In-Country Investigation of the Leadership Practices of US-Educated Chinese Nationals

“…Western cultures is evident in the amount of work conducted on social phenomena involving Chinese students or East Asian students as a whole. The implications of the differences between Western and Chinese cultures have been widely discussed in the literature across disciplines, including education (Chuang, 2012;Chung, Eichenseher, & Taniguchi, 2008), communication (Chen & An, 2009), management, and leadership studies (Gao, Arnulf, & Kristofersen, 2011). As the Chinese continue to participate in Western education and return to China with Western-oriented concepts and Westernbased experiences, there is a need to understand how the merging of the East and West through international education affects human beings and social systems around the world.…”