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Nlc2014 presentation sandra



Networked Learning Conference 2014

Networked Learning Conference 2014



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Nlc2014 presentation sandra Presentation Transcript

  • 1. The Good, the Bad and the Lazy teacher. A grounded theory approach to higher education learning situations in Vietnam Sandra Safwat PhD Candidate The humanities faculty - Aalborg University 9th International Conference on Networked Learning Edinburgh– April 2014
  • 2. Globalization of education In UK the numbers of international students account for over 40% of UK postgraduate students and 50% of those doing full-time research degrees (Source: UK council for international student affairs – September 2010).
  • 3. Critiques of Internationalization of education • Brain drain: uneven distribution of the world’s knowledge economy (Parey and Waldinger 2008); (Lowell, Findlay et al. 2004). • Neocolonialism: “Efforts of the major powers to dominate the “hearts and minds” of the world’s peoples” (Altbach 2004) • McDonaldization of higher education: standardized ‘one-size fit all’ programs(Hayes 2004)
  • 4. The Case of A Danish Business School International Business School of Scandinavia Master of Business Administration (MBA) program
  • 5. IBSS Vision To provide European Standard education to students in all countries at an affordable price
  • 6. Challenges in use of e-learning EFMD Report: “students from Vietnam enjoy face-to- face contact with teachers and each other but they do not engage in the online activities, partly because of the language barrier and partly because they feel more comfortable organizing joint study sessions among themselves instead of participating in online group forums as they enjoy the personal interaction in meeting face- to-face more. “
  • 7. Research Methodology
  • 8. Aim of Research: • To study the differences in the learning practices of students in different countries and how these differences affect students' approach to learning and consequently their acceptance of new learning tools as e-learning.
  • 9. Focal Point of Research
  • 10. Why Learning Situation? “the conditions of the action are inside the situation and therefore we should study the situation itself as the focus of analysis” (Adele Clarke – SA 2005) “…… any analysis is contextually situated in time, place, culture and situation” (Kathy Charmaz, 2006)
  • 11. Methodology • Grounded theory ethnography “Grounded theory methods move ethnographic research toward theoretical development by raising description to abstract categories and theoretical interpretation.” (Charmaz 2006)
  • 12. Grounded Theory • Glaser approach: – Objective/positivist • Strauss approach: – Interpretive • Charmaz approach: – Constructivist • A. Clarke approach: – Situational analysis
  • 13. Line By Line Coding Qualitative Data Analysis Software: Atlas.ti
  • 14. Memo Writing
  • 15. Research Findings
  • 16. Students’ learning – whose responsibility? • Teacher centered: – A Guru – Expected to have all knowledge – Acts as personal mentor – Cares personally for students
  • 17. Assumptions about "good" and "lazy" teachers
  • 18. Assumptions about "good" and "lazy" teachers
  • 19. Discussion • In Vietnam: teachers act as father figures and mentors “And he knows what the society needs and he get us to do that. For example, confident when in front of a lot of people, we can control what we say, what we act, what we do. Students are very shame to talk with a lot of people but he teach us how to talk well”
  • 20. Discussion • In Denmark: teachers are one of the sources for knowledge " The teacher is the last resort that we go to, if I can't understand the information from the book or from the internet, then I go to the teacher to see if he/she has another take on it".
  • 21. Discussion • Roots in Buddhism and Confucianism: – Tet celebrations – Learning as a spiritual path “ If I attend an online class, I cannot feel the spirit of the teacher”
  • 22. Implications for exporting educational programs to CHC as Vietnam • More one-on-one time with the teacher • Regular scheduled online video meetings with each individual student • Teachers as mentors providing detailed step-by-step guides • Always use webcams
  • 23. Implications for exporting educational programs to CHC as Vietnam When teachers schedule synchronous online classes in Vietnam, they should expect students to gather in one place and attend the class online together
  • 24. Implications for teachers: Facilitator or Guru? To honestly admit lack of knowledge of the answer to one of the students’ inquiries can result in permanent loss of credibility of the teacher and the assumption that he/she is a “lazy” teacher who does not work very hard to acquire the highest level of knowledge possible.
  • 25. Limitations of The Study • Language barriers • Theoretical sampling
  • 26. “What academics need to do is see the benefits of ICT through the eyes of students using a cultural lens.” (Munro-Smith 2002)
  • 27. Thank You
  • 28. Discussion