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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
ARTICLE

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Asia Pacific Education Review Volume 10, Number 2, ISSN 1598-1037

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.

Citation

Zhu, C., Valcke, M., Schellens, T. & Li, Y. (2009). 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. Asia Pacific Education Review, 10(2), 225-235. Retrieved December 6, 2019 from .

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