Learners' Reflexivity and the Development of an E-Learning Community among Students in China

Autor/in	Li, Zhen
Titel	Learners' Reflexivity and the Development of an E-Learning Community among Students in China
Quelle	In: Research in Learning Technology, 19 (2011) 1, S.5-17 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.1080/09687769.2010.548505
Schlagwörter	Foreign Countries; Electronic Learning; Educational Technology; Web Based Instruction; Computer Mediated Communication; Discussion; Distance Education; Comparative Analysis; Case Studies; Interviews; Focus Groups; Questionnaires; Educational Philosophy; Learning Processes; Reflection; Prior Learning; Social Environment; Confucianism; Cultural Context; Communities of Practice; International Education; Inservice Teacher Education; Adult Students; Diaries; China; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Web Based Training; Computerkonferenz; Diskussion; Distance study; Distance learning; Fernunterricht; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Fragebogen; Bildungsphilosophie; Erziehungsphilosophie; Learning process; Lernprozess; Vorkenntnisse; Soziales Umfeld; Konfuzianismus; Community; Internationale Erziehung; Lehrerfortbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Diary; Tagebuch; Großbritannien
Abstract	The experiences of Chinese learners on two e-learning programmes in China were investigated, focusing particularly on the formation of learning communities. Data were collected using a range of instruments to access the learners' perspectives in depth and detail. Archer's account of reflexivity as the mediating power between structure and agency is applied to understanding how learners succeeded in one programme in forming a learning community, through their negotiated responses to the existing structural and cultural conditions, whereas little evidence was found of the emergence of learning community in the other case. Further understanding emerges from reappraisal of Confucian philosophy of learning and social relationships, how these influenced the participants' prior learning experiences and how they play a part in their responses to the e-learning experience. (Contains 2 figures.) (As Provided).
Anmerkungen	Co-Action Publishing. Ripvagen 7, SE-175 64 Jarfalla, Sweden. Tel: +46-18-4951138; e-mail: info@co-action.net; Web site: http://www.co-action.net/journals/Journals_index.php?
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10