Helping Eastern students to master Western critical thinking

Chiu, Yi-Ching Jean; Cowan, John

doi:10.1007/s12564-011-9189-2

Cited by 8 publications

(5 citation statements)

References 7 publications

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“…Chiu researched the additional cultural difficulties that critical thinking creates for CHC learners (Chiu, ; Chiu & Cowan, ). She found that most CHC students readily identify grounds for questioning, challenging and reasoned disagreement.…”

Section: Facilitation Of Eastern Critical Thinkingmentioning

confidence: 99%

“…I began my input by outlining briefly on video the principal features of what I renamed “reasoned” thinking, to avoid connotations of negativity (Chiu & Cowan, ). This conformed fully to the characteristics of “critical” thinking set out in the Western literature (The Foundation for Critical Thinking, ).…”

Section: Interim Review and Diagnosis Of The Problemmentioning

confidence: 99%

“…The California Critical Thinking Test (Anon, ) was used each year as a pretest and posttest. Gains improved moderately over previous years (Chiu & Cowan, ). However, this reflected the impact of the entire course experience, in which my tutoring was but a component.…”

Section: Interim Review and Diagnosis Of The Problemmentioning

confidence: 99%

See 2 more Smart Citations

Concentrating on affective feedforward in online tutoring

Chen¹,

Chou²,

Cowan³

2013

Brit J Educational Tech

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With considerable input from the student voice, the paper centres on a detailed account of the experiences of Western academic, tutoring Eastern students online to develop their critical thinking skills. From their online experiences together as tutor and students, the writers present a considered case for the main emphasis in facilitative online tutoring to be on building, and then building upon, congruent relationships and constructive feedforward. Initially, the Western tutor had followed as best he could the norms of a Confucian Heritage Culture, concentrating reactively on instructional feedback. He then took the considered risk of reverting to proactivity, following the advice of Rogers and Vygotsky and according to an explicit rationale. The ensuing changes in students' online discussions and their learning experiences were marked and were objectively analysed. The tutor and two of his students suggest that the nature of congruent tutor/student relationships, irrespective of culture, is more significant in effectively promoting development than the cognitive content that might feature in feedback in such interactions. For it seems possible from the reported experiences that learning dependent on technological links may benefit from meaningful tutor/student relationships. A video abstract of this article can be viewed at http://www.youtube.com/watch?v=teslTzgVBsc&feature=youtu.be

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Section: Facilitation Of Eastern Critical Thinkingmentioning

confidence: 99%

Section: Interim Review and Diagnosis Of The Problemmentioning

confidence: 99%

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Concentrating on affective feedforward in online tutoring

Chen¹,

Chou²,

Cowan³

2013

Brit J Educational Tech

Self Cite

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“…Although the world is in the process of globalization and many Chinese students have had access to know western cultures before they come to Australia to study, the lifestyle in Australia and China differs enormously. For example, western cultures advocate critical thinking, which Chinese students find hard to follow as they are always reluctant to express contrary opinions or direct disagreement in public [18]. Confucian precepts have great influences on Chinese students, which requires them to respect others and…”

Section: Life Adaptationmentioning

confidence: 99%

Problems Encountered by Chinese International Students Studying in Australia in Life and Academic Adaptations

Chen¹,

Pang²,

Zhang³

2021

Advances in Social Science, Education and Humanities Research

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The major purpose of this research is to investigate the problems encountered by Chinese international students studying in Australia in their life and academic adaptations. This study utilizes a questionnaire to collect the experience and perception of 30 Chinese international students on their sojourn in Australia. The results indicate that, for life adaptation, international students faced difficulties in diet, transportation, medical system, and social interaction. For academic adaptation, in Australian classrooms with different teaching styles and collapse of cultures, many international students still followed their way of teacher-student interaction and learning in China. Corresponding solutions were provided in this paper for these problems in 6 dimensions.

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“…Cowan facilitatively tutored 35-40 Taiwanese undergraduate students each year online on English as a foreign language, the objective of which was to enhance their critical thinking skills (Chiu & Cowan, 2012). Initially, he simply identified and praised examples of sound reasoning among the discussion board posts, explaining which features were commendable.…”

Section: Illustrative Examples In Accredited Online Coursesmentioning

confidence: 99%

Promoting a Sense of Belonging in Online Learning Communities of Inquiry

Peacock¹,

Cowan

2019

OLJ

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A sense of belonging (SoB) is a valued concept in campus-based learning, being firmly linked with improved student attainment, increased learners’ satisfaction and reduced attrition rates. Some researchers even assert that learners are unable to fulfil the goals of higher education without acquiring a SoB. This article recognises that SoB can help promote and consolidate learning and seeks to specify how tutors may nurture online learners’ SoB. An adapted version of the Community Inquiry Framework (CoIF) is used to frame specific suggestions for action. This revision of the well-known Framework focuses upon the overlapping intersections of the three Presences, entitled Influences: ‘Trusting’, ‘Meaning-making’ and ‘Deepening understanding’. For each Influence, guidance illustrated by examples is offered, leading to particular suggestions that concentrate upon the promotion of a sense of belonging as an important aspect of the online tutor’s facilitative activities.

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Helping Eastern students to master Western critical thinking

Cited by 8 publications

References 7 publications

Concentrating on affective feedforward in online tutoring

Concentrating on affective feedforward in online tutoring

Problems Encountered by Chinese International Students Studying in Australia in Life and Academic Adaptations

Promoting a Sense of Belonging in Online Learning Communities of Inquiry

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