Chinese Learning Effectivness

Behavior Expectation Model of Chinese Learning Effectiveness in The Higher Education & Workplace Environment by Prof. Dr. Hora Tjitra, Thomas Jenewein & Wang Huiqi Vers. 2.0 Hangzhou, March 2010 • School of Psychology and Behavioural Sciences • Zhejiang University, Xixi Campus • 310028 Hangzhou • CHINA • • Phone: ++86 571 8827 3337 • Fax: +86 571 8827 3326 • E-Mail: htjitra@zju.edu.cn • Homepage: http://www.horatjitra.com •

Learning Belief in Chinese Cultural Context “Xi” originally means that the “Xue” originally means that the birdie practices flying and later is birdie imitates other birds, later is used as human being’s practice used as human being’s imitating or review on learning things. learning. The concept of “Learning” in the traditional Chinese culture contained the meaning of imitation and practice. This learning belief significantly influenced Chinese teaching and learning behaviors. By summarizing Chinese traditional learning beliefs on learning process, we found there were five steps in learning process: (Motivation) (Perception) (Comprehension) (Review) (Practice) Tjitra, 2007

Typical Characteristics of Chinese Learner in Former Studies In our literature review, we found some key studies about Chinese learner: Key words Literatures Yee (1989), Martinsons & Martinsons (1996), Rote learning/ Repetition Biggs (1994), Dahlin & Watkins (2000) Passive learning/Lack of Chow (1995), Scollon and Scollon (1994), Chan participation in classroom activities (1999), Biggs (1994) Jin & Cortazzi (1998), Biggs (1994), Chan & Chinese-style group work Watkins (1994), Tang (1996) Extrinsic motivation Watkins & Biggs (1996), Salili (1996) Exam oriented Gao & Watkins (2000) Teacher/trainer-centered Kirkbrede & Tang (1992), Biggs (1998) Authority relationship between Ginsberg (1992),Chan (1999), Pratt (1999) teachers and students Tjitra, 2007

Research Questions Question 1 What are the distinctive characteristics of Chinese learners based on the cultural context? Question 2 What are the differences in learning behaviors between Chinese learners in the higher education and workplace environment? Tjitra, 2007

Research Method—Focus Group Discussion Focus group discussion with Chinese learners on how they used to learn and how would they like to be trained: Duration -90-120 minutes semi-structured group discussion in Chinese -30 group discussions have conducted. Each group will consist of four to five participants Number of groups -15 employee groups and 15 student groups - The whole discussions were video recorded. The flipcharts have been totally transcribed Analysis and analyzed using inductive content analysis. Later all the video data will be analyzed with the help of atlas.ti software. Participants Students Employees -Native Chinese -Got main education in China - Native Chinese -At least 3 years working experiences Requirements - Postgraduate students from different -Further he/she should have been majors participated in corporate training / learning programs. -Employees of big corporation in China Composition - Randomly sampling -Randomly sampling Tjitra, 2007

Research Method – Focus Group Discussion Guideline Introduction Introduce the project information and get familiar with each other Questionnair Finish our questionnaire regarding learning style and technologies e Short Learning Watch three movie fragments concerning teaching and learning Movies Q1: Could you describe learning situations which impressed you most? Why? Q2: While you are learning, what are the most important factors that make it effective? Group Discussion Q3: What are your expectations of a best teaching situation? Q4: What is the most effective learning process for you? Closing Acknowledgment and send gifts to our participants Tjitra, 2007

Participant Profile A Equal Gender and Location Representation – Gender 41.00% 8% 59.00% 2% 18% Male Female 30% 21% Location 22% 38% 22% Management Social Science & Language Engineering 19% Computer Art 21% Science Dalian Chengdoo Shanghai A Young Target Group Coming from Various Backgrounds – Hangzhou Tjitra, 2007

Profile of Participants Shows a Young Target Group Coming from Various Backgrounds Age 20-24 25-29 30-34 35-39 Student 55 17 0 0 8% 2% 18% Employee 10 37 17 4 30% Total 65 54 17 4 21% 22% Lowest Highest Average S Management Social Science & Language Engineering Student 20 29 23.6 1.54 Computer Art Science Employee 21 37 28.2 3.78 Total 20 37 25.8 3.67 Tjitra, 2007 8

Research Method (II) – Data Analysis Framework  What are the prior learning experiences and expectations of Chinese learners and Research Questions what is the most effective learning process for them in the higher education and workplace? Corp. Group G1 G2 G4 G7 G15 Inductive Content Analysis Discussion -Flipchart Data Stud. Group G1 G2 G4 G7 G15 Pre-structure Chinese effective learning pre-structure Corp. Group G1 G2 G4 G7 G15 Deductive Content Analysis Discussion -Transcription Data Stud. Group G1 G2 G4 G7 G15 Final Results Final distinctive Chinese effective learning structure Tjitra, 2007

Research Method (III) – Inductive Content Analysis Procedure 1. Dimension level: e.g. Person Determination of 2. Sub-dimension level: e.g. Ideal Teacher Category Definition 3. Item level: e.g. Passion & Effort Item level  Key words in Flipchart (Experienced/Expected)  Integrate relevant Step by Step Sub-dimension level keywords into the same Formulation sub-dimension  Integrate relevant sub- dimension into the Dimension level same dimension Structure for The pre-structural categories Each Group Tjitra, 2007

Research Method (IV) – Deductive Content Analysis Procedure Theoretical based definition • Start from the pre-structure of main categories, sub categories Theoretical based formulation • Recode the original video data of definitions, quotations and by Atlas.ti coding rules for the categories • Collect the quotations for each sub categories Collection them in the coding book • Recheck the wording and Revision of categories frequencies and coding book • Modify the whole structure • Relate the results to Chinese Interpretation of the results culture and other literatures Tjitra, 2007

Data Analysis Sample Tjitra, 2007

Important Expectations of Learners concerning Learning Effectiveness Characteristics The Effective Learning Characteristics in Chinese Cultural Context (Employee-867 / Student-723) PERSON PROCESS CONTEXT * (38.7% / 37.3%) (41.3% / 46.6%) (20% / 16.1%) Qualified Learner Self Studying * Course Materials (14% / 18.1% ) (12% / 19.6%) (36% / 32.8%) Ideal Teacher Knowledge Delivery ** Instructional Media (44% / 34.5%) (21% / 7.7%) (38% / 42.2%) Interpersonal Relationship * Mentoring Support Infrastructure & (8% / 20%) (36% / 36.2%) Environment (26% / 25%) Learning Motivation Stimulating Learning (34% / 27.4%) (32% / 37.1%) The left numbers represent the frequency of the employee, and the right ones represent that of the student. * p<.05, ** p<.01 (Mann-Whitney) Tjitra, 2007

Expectations towards Personal Factors PERSON (380/403) Qualified Ideal Interpersonal Learning Learner Teacher Relationship * Motivation (13% / 16% ) (43% / 33%) (9% / 19%) (34% / 33%)  Pre-Knowledge &  Authoritative  Friend-like Non  Personal Experience (15/14) Reputation (44/31) Hierarchical Enthusiasm (51/47)  Mental & Physical  Appropriate Relationship outside  Learning Reward Readiness (18/24) Appearance (21/11) the Class (18/29) (31/24)  Devoted Diligence  Vivid Expression *  Familiarity with others  Future Perspective (18/25) (23/7) (6/1) (11/14)  “Hao-ren” (34/37)  Hierarchical  Face (Mian-zi) (6/8) Relationship  Passion & Effort in the class (6/1)  External Pressure (22/34) (31/38)  Partner Learning **  Openness & Humorous (6/45) (19/13) * p<.05, ** p<.01, ***p<.001 (Mann-Whitney) Tjitra, 2007

Expectations towards Process Factors *topic mentioned by (Employee / Student) PROCESS (403/421) Self Knowledge Mentoring Stimulating Studying * Delivery ** Support Learning (12% / 20%) (19% / 10%) (39% / 42%) (29% / 28%)  Self Information  Logical & Clear  Providing Resources  Participative Searching (17/21) Demonstration *** (19/12) Interaction (48/58) (44/10)  Utilizing Aptitudes *  Self Reading &  Sharing Experiences Reviewing (15/25)  Give Example (16/5) (52/22) (28/16)  Visualize the  Giving Guidance  Self Exercise (15/19) Knowledge (8/13)  Free Atmosphere (44/61) (12/11)  Learning Route **  Relate Theory to (3/21) Practice (10/13)  Feedback Mechanism  Hands-on Practice (25/44) (28/34)  Inspiration & Encouragement (19/36) Tjitra, 2007

Expectations towards Context Factors *topic mentioned by (Employee / Student) CONTEXT * (172/111) Course Instructional Infrastructure Materials Media & Environment (34% / 32%) (40% / 45%) (26% / 23%)  Novel & Interesting Content  Interactive Media (12/19)  Physical Infrastructure (14/14) (15/16)  Visualization (Visually  Relevance to the Jobs ** Attractive) (13/12)  Affordable Finance (7/2) (22/0)  Accessibility & Easiness  Time Management (22/8)  Native Language (7/0) (18/9)  Overload - Briefly &  Openness & Flexibility (13/5) Systematic * (16/6)  Up-to-Date & Different Ideas  Insufficient information - (9/5) Abundant & Accurate **  Variety of the Media (4/0) (0/15) Tjitra, 2007

Group Discussion Brief Summary  There are several different categories in our Chinese effective learning structure between participants in higher education and workplace environment although the major dimensions are similar.  The learner pointed out the significant influences of the person, process and context in effective learning. They postulated what good learner and ideal teacher should have as well as what advantageous context should incorporate. Learning process should be driven actively by the teacher and qualify the learner to learn by themselves.  Employees referred to the overload of information and highlighted the practical relevance of the learning content, the variety of the media used, and the issues of the time.  Students emphasize external supervision from others (teacher or schoolmate) to encourage themselves learning and the desire to have a deep insight on what they learn. Tjitra, 2007

Cross-cultural Learning Behavior presented at: Thanks for your interest Any comments & questions are welcome Contact me at hora_t@mac.com @ Tjitra, 2010 18

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Chinese Learning Effectivness

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