This article presents a conceptual framework for evaluating the teaching effectiveness of distance education courses and demonstrates how student evaluations can be analysed by rigorous statistical techniques. The conceptual framework consists of four dimensions which relate to student development, assessment, learning materials, and a face-to-face component. Each dimension subsumes a number of attributes. Justification for inclusion of the dimensions and attributes is presented. Based on the conceptual framework, a student questionnaire was developed. The interrater reliability and construct validity of student evaluations collected by the questionnaire were demonstrated through analysis of variance and hierarchical confirmatory factor analysis, respectively.
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A total of 712 students of the Open University of Hong Kong (OUHK) - sampled from high achievers and low achievers, as defined by their performances in their overall course scores in four consecutive semesters--participated in the study. An instrument, the Survey of Students' Study Preferences and Habits, developed and validated for the study was also used to collect data from the students who participated. The data collected through this instrument were complemented with in-depth telephone interviews using a sub-set of 32 from the main study sample.The analysis of the data, using both qualitative and quantitative methods which included descriptive and inferential statistics, showed very interesting patterns of differences in locus of control and the use of mctacognitivc strategics by low achievers and high achievers. For instance, high achievers rated themselves significantly higher than low achievers (p<. 01) in a number of scales such as confidence with studies, ability to cope well with studying in distance learning mode, and motivation by the need to avoid failure. High achievers indicated a significantly higher use of effective learning strategies than did low achievers (p <.01).
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Seventeen lecturers in three departments in a university were interviewed about their conceptions of good teaching, their perceptions of the differences between adult and full-time students, and the actual strategies and methods they employed in their practice of teaching the two student groups. Results showed that there were common perceptions of the way adult students differed from their full-time adolescent counterparts. However, they reacted differently to those perceived differences. Three major types of accommodation were found: catering for weakness, treating both groups in the same way, and remediating weaknesses. The lecturers' conceptions of good teaching could be categorized into two main categories: transmissive and facilitative. Cross-tabulation of the teaching conception of the individual lecturers with their orientation to accommodation showed that those holding a transmissive conception tended to cater for the weakness of their students or make no distinction between teaching adult and full-time students. Those perceiving teaching as facilitating learning were more likely to try to remediate the weaknesses of their students.
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This paper reports the results of two semistructured focus group interviews with 17 retirees that explore the issues these retirees perceived as central to their learning in later life (LLL). Focus is especially placed on the factors leading to their learning interests after retirement. A total of six themes (past experience in adulthood and voluntary work, perception of learning, social support, living alone, self-efficacy, and openness) were identified to be related to learning interest in later life. This study has implications for future research and service planning of LLL in the Chinese population.
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The philosophy and practice of lifelong learning has a long history in China, being traceable to Confucius's idea (circa 500 BC) of 'education for all'. However, very little research has been done on the development of the Confucian idea of lifelong learning in ancient China, or on its influence on current practices of lifelong learning within the wave of educational globalisation. This paper contains three parts that explore these topics. The first describes how Chinese people perceive and practise lifelong learning in the Confucian tradition. Apart from an updated review of Confucian ideas and practices, the development of Confucian tradition in selected dynasties is also examined. The second analyses characteristics of Confucian heritage learning cultures and their strong impact on present-day Chinese learners, including: pursuit of lifelong learning, teacher authority, collaborative learning, and the function of effort in successful study. The final part discusses negotiation and integration of Chinese and Western learning cultures in a globalising world.
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This paper reports on a study which investigates the implementation of a synchronous e-learning system (Interwise) for online tutorials on an information technology related course offered by the Open University of Hong Kong (OUHK). It examines a set of interview data related to students' and tutors' views on the use of the system. Issues concerning students' participation in online tutorials, opportunities for interaction in using the system, and tutors' roles in real-time conferences are discussed. The findings suggest that both the students and tutors are positive about the use of Interwise for online tutorials in general. Some students, however, indicate dissatisfaction with the one-way communication and teacher-control functionalities of the system. The results also indicate that the tutors are concerned about the workload involved in using Interwise in terms of managing the functionalities of the system and the different learning tasks. Implications are then drawn for supporting synchronous online learning both in the OUHK and a wider academic context.
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The growing popularity of e-learning may pose one of the greatest challenges currently facing traditional educational institutions. The questions often asked are how, rather than whether, to embrace this new form of instructional delivery and how to create an appropriate learning environment for the learners. Educational institutions in Hong Kong have the option of adopting programmes or learning materials developed in other parts of the world for local learners, or not. Such an approach of acquiring learning materials is not without risks in terms of the suitability of materials embedded with cultural contents 'foreign' to local learners, or in terms of the suitability of assumptions in the communication context. What are the issues involved in the globalization of education through e-learning? This paper explores - from a critical-dialectical perspective - the implications of globalization on educational policy through cross-border delivery of educational programmes by e-learning, with particular attention given to the threat of cultural imperialism. The paper concludes that Hong Kong seems to be coping with 'cultural imperialism' rather well because of its unique history of being a cross-road for East and West, and also with some recommendations to e-learning providers to mitigate the potential damage of cross-cultural delivery of e-learning.
[Copyright of International Review of Research in Open & Distance Learning is the property of Athabasca University.
Access via Directory of Open Access Journals: http://www.irrodl.org]