Raising the in‐class participation of Asian students through a writing tool

Tani, Massimiliano

doi:10.1080/07294360802406817

Cited by 22 publications

(22 citation statements)

References 32 publications

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“…The previous studies found that Asian students tend to have low participation in class (Biggs 1999;Tani 2008). Although students study hard, they do not actively display their passion and enthusiasm in the class.…”

Section: Socio-cultural Context Of Engagementmentioning

confidence: 91%

“…Although students study hard, they do not actively display their passion and enthusiasm in the class. Tani (2008) argued that this behavior might be influenced by Asian culture, which is mainly based on Confucian tradition emphasizing harmony over conflict and collective behavior rather than individual self-expression. Korean students, along with other Asian students-especially those from East Asia sharing Confucian values-tend to behave placidly in class, exhibit low participation in campus activities, and have limited interaction with faculty (Ko 2011).…”

Section: Socio-cultural Context Of Engagementmentioning

confidence: 99%

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The Structural Relationship Between Student Engagement and Learning Outcomes in Korea

Wan

Park

et al. 2015

Asia-Pacific Edu Res

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The purpose of this study was to examine the structural relationships between students' learning outcomes and the factors that relate to these outcomes, including college environment, class participation, student-faculty interaction, and integration of experiences. The study focused on the impact of college environment and classroom participation on learning outcomes, and on the mediating effect of integration of students' collegiate experiences. Using data from 18,551 students in 32 universities in Korea, this study employed structural equation modeling to investigate the structural relations among the variables. It was found that college environment, studentfaculty interaction, and class participation have significant effects on improving students' learning outcomes and were indirectly associated with learning outcomes through integration of experiences. Finally, we discussed the implications for future research and policy development in relation to learning outcomes of college students in Asia.

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Section: Socio-cultural Context Of Engagementmentioning

confidence: 91%

Section: Socio-cultural Context Of Engagementmentioning

confidence: 99%

The Structural Relationship Between Student Engagement and Learning Outcomes in Korea

Wan

Park

et al. 2015

Asia-Pacific Edu Res

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“…The questionnaire administered at YLLSoM was an adaptation of a survey carried out across most faculties at NUS and UNSW in 2004 and 2005, respectively, as part of an international project focusing on students' learning experiences and expectations in Singapore and Australia (Tani et al 2006a(Tani et al , 2006bTani 2008).…”

Section: Questionnairementioning

confidence: 99%

Motivation, study habits, and expectations of medical students in Singapore

et al. 2009

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Objectives: To determine the motivation and incentives in education, learning experience and teaching techniques, and expectations about future careers among medical students from a multi-ethnic Asian country. Methods: Pre-validated questionnaire-based survey with stratified random sampling among medical students. The questionnaire combined qualitative responses with semi-quantitative measures of available alternatives. Results: The response rate was 83.1%. The most important factor for pursuing university study was 'prospect of finding an interesting challenging job' (rank 1-75%). Family made a significant contribution in decision making. Given the chance, a majority (67.2%) of respondents would prefer to study overseas. The main deterring factors were cost (67.7%), distance from home (28%), and local opportunity for post-graduation (23.4%). Despite their inclination of study overseas, the majority (73.9%) of the respondents indicated they were either very satisfied or satisfied with their current choice of university study. Only 20% of students were comfortable in asking questions in classroom as asking questions was deemed 'too risky' and 'unnecessary to get better grades'. Students adopted strategies related to assessment and competition to monitor their study. Senior students reported university education as less relevant to their future careers as compared to junior students ( p ¼ 0.002). Conclusions: Students' learning behaviour is determined by complex factors such as educational incentives, learning support, assessment and competition. Among several external factors, family, job prospects and expectations about the future play a critical role in education.

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“…This includes critical and creative thinking, written communication, and flexibility to build up intercultural knowledge and capacity that can be applied and transferred across different languages, disciplines, cultures, professions and life circumstances (Stephens, 2009). Teaching and learning to support intercultural capability takes place in both domestic and international contexts and has gained importance in response to the challenge of globalization (Crabtree and Sapp, 2004;Tani, 2008;Lutz, 2010).…”

Section: Introductionmentioning

confidence: 99%