Power Distance in Online Learning: Experience of Chinese Learners in U.S. Higher Education

Autor/in	Zhang, Yi (Leaf)
Titel	Power Distance in Online Learning: Experience of Chinese Learners in U.S. Higher Education
Quelle	In: International Review of Research in Open and Distance Learning, 14 (2013) 4, S.238-254 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Higher Education; Foreign Students; Student Experience; Online Courses; Electronic Learning; Confucianism; Cultural Influences; Learner Engagement; Interaction; Undergraduate Students; Teacher Student Relationship; Peer Relationship; Social Distance; Semi Structured Interviews; Student Attitudes; Teacher Participation; Conflict; Social Cognition; Phenomenology; China; Hong Kong; Taiwan + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienerfahrung; Online course; Online-Kurs; Konfuzianismus; Cultural influence; Kultureinfluss; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Schülerverhalten; Konflikt; Soziale Kognition; Phenomenological psychology; Phänomenologie; Psychologie; Hongkong
Abstract	The purpose of this research study was to explore the influence of Confucian-heritage culture on Chinese learners' online learning and engagement in online discussion in U.S. higher education. More specifically, this research studied Chinese learners' perceptions of power distance and its impact on their interactions with instructors and peers in an online setting. This study was conducted at a research university in the southwestern U.S. Twelve undergraduate students from the Confucian-heritage culture, including mainland China, Taiwan, and Hong Kong, participated in the study. This study provided evidence that the online setting benefited these Chinese learners' engagement in class discussion, but it may increase the level of anxiety in their participation. Learning, perceived by the Chinese learners, was more instructor-centered. Instructors were viewed by students as authorities, major sources of knowledge, and possessing high power. As a result, when encountering difficulties in learning, the Chinese learners were intimidated to interact with their instructors. Instead, they tended to seek help from peers, particularly those who shared similar cultural and linguistic backgrounds. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10