Chinese Students' Perceptions of a Collaborative E-Learning Environment and Factors Affecting Their Performance: Implementing a Flemish E-Learning Course in a Chinese Educational Context

Autor/inn/en	Zhu, Chang; Valcke, Martin; Schellens, Tammy; Li, Yifei
Titel	Chinese Students' Perceptions of a Collaborative E-Learning Environment and Factors Affecting Their Performance: Implementing a Flemish E-Learning Course in a Chinese Educational Context
Quelle	In: Asia Pacific Education Review, 10 (2009) 2, S.225-235 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-009-9021-4
Schlagwörter	Electronic Learning; Group Discussion; Student Attitudes; Problem Based Learning; Program Effectiveness; Educational Environment; Learning Experience; Teaching Methods; Foreign Countries; Cooperative Learning; Student Motivation; Critical Thinking; Computer Mediated Communication; Online Courses; Belgium; China + Suchen Sie Ihr Suchwort? Gruppendiskussion; Schülerverhalten; Problem-based learning; Problemorientiertes Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kooperatives Lernen; Schulische Motivation; Kritisches Denken; Computerkonferenz; Online course; Online-Kurs; Belgien
Abstract	This study was set up in a Chinese university in Beijing by implementing a Flemish e-learning course in a Chinese setting. A main feature of the e-learning environment is the asynchronous "task-based" online group discussion. The purpose of the study is to understand Chinese students' perceptions of a collaborative e-learning environment and the factors that affect their online performance and academic achievement. The results of the study indicate that the students had less positive perceptions of the e-learning environment as compared to their perceptions of a more conventional environment. However, the students reported to a higher level of preferences of peer learning, critical thinking, and problem-based learning (PBL) after one semester e-learning experience. In addition, we examined variables that might have affected students' performance in e-learning environments. The results show that students with higher motivational orientations perform better in the online group discussions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10