Instructional preferences of students in transnational Chinese and English language MBA programs

Instructional preferences of students in transnational Chinese and English language MBA programs

• Bambacas, Mary University of South Australia
• Sanderson, Gavin University of South Australia

Journal of University Teaching & Learning Practice, 8(1), 2-13, 2011

University of Wollongong, Centre for Educational Development and Interactive Resources

2011

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GE Social Sciences, Business & Law
    • GEA Teaching Objectives, Curriculum & Evaluation
• P Social Context of Education
  • PJ External Impact

Transnational Education Blended Learning Business Administration Education Scaffolding (Teaching Technique) Student Attitudes Australia

• Hong Kong
• Australia
• Singapore
• Taiwan

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

This paper reports on Stage 1 of a learning and teaching project focused on students studying in the Chinese and English language delivery of transnational Master of Business Administration (MBA) programs of an Australian university. The programs are delivered using limited and intensive face-to-face teaching augmented by self-directed and web-based learning, and ongoing (mainly email) contact with lecturers before and after they have returned to Australia. The aim of this stage of the project is to provide a greater understanding of students' instructional preferences so that, where appropriate, lecturers can better scaffold learning and teaching arrangements (Stage 2 of the project) to assist them to meet the learning objectives of the MBA program. Survey data were collected from students studying the MBA in Hong Kong and Singapore in English (EMBA), and in Hong Kong, Singapore and Taiwan in Chinese (CMBA). Findings demonstrate that whilst students ranked teacher-directed face-to-face instructional delivery highly, they also indicated that an independent, web-based learning environment was their least-preferred approach to learning. These findings put lecturers in a more informed position when it comes to them planning how to best assist students from Confucian-heritage backgrounds to work productively and successfully in their studies.
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Refereed article

• English

Journal Articles

• 14499789

https://bibliography.lib.eduhk.hk/bibs/80365cc9

2014-06-24