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A cross-cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education

Chang Zhu (UGent) , Martin Valcke (UGent) and Tammy Schellens (UGent)
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Abstract
This study aims to understand teachers’ perspectives on their roles in higher education, their views about the adoption of a social constructivist approach to teaching and learning and the integration of online collaborative learning in blended learning environments in higher education from a cross cultural perspective. We interviewed 60 Chinese teachers from Beijing Normal University and Capital Normal University in Beijing, China and 30 Flemish teachers from Ghent University in Flanders, Belgium. The results revealed differences as well as specific similarities in perspectives between the Chinese and Flemish university teachers. The cultural and educational context is taken into consideration when discussing the results.
Keywords
social constructivism, SCIENCE, CONCEPTIONS, VALIDATION, online collaborative learning, teacher perspective, teacher roles, cultural context

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Please use this url to cite or link to this publication:

Chicago
Zhu, Chang, Martin Valcke, and Tammy Schellens. 2010. “A Cross-cultural Study of Teacher Perspectives on Teacher Roles and Adoption of Online Collaborative Learning in Higher Education.” European Journal of Teacher Education 33 (2): 147–165.
APA
Zhu, Chang, Valcke, M., & Schellens, T. (2010). A cross-cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education. EUROPEAN JOURNAL OF TEACHER EDUCATION, 33(2), 147–165.
Vancouver
1.
Zhu C, Valcke M, Schellens T. A cross-cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education. EUROPEAN JOURNAL OF TEACHER EDUCATION. 2010;33(2):147–65.
MLA
Zhu, Chang, Martin Valcke, and Tammy Schellens. “A Cross-cultural Study of Teacher Perspectives on Teacher Roles and Adoption of Online Collaborative Learning in Higher Education.” EUROPEAN JOURNAL OF TEACHER EDUCATION 33.2 (2010): 147–165. Print.
@article{525563,
  abstract     = {This study aims to understand teachers{\textquoteright} perspectives on their roles in higher education, their views about the adoption of a social constructivist approach to teaching and learning and the integration of online collaborative learning in blended learning environments in higher education from a cross cultural perspective. We interviewed 60 Chinese teachers from Beijing Normal University and Capital Normal University in Beijing, China and 30 Flemish teachers from Ghent University in Flanders, Belgium. The results revealed differences as well as specific similarities in perspectives between the Chinese and Flemish university teachers. The cultural and educational context is taken into consideration when discussing the results.},
  author       = {Zhu, Chang and Valcke, Martin and Schellens, Tammy},
  issn         = {0261-9768},
  journal      = {EUROPEAN JOURNAL OF TEACHER EDUCATION},
  keyword      = {social constructivism,SCIENCE,CONCEPTIONS,VALIDATION,online collaborative learning,teacher perspective,teacher roles,cultural context},
  language     = {eng},
  number       = {2},
  pages        = {147--165},
  title        = {A cross-cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education},
  url          = {http://dx.doi.org/10.1080/02619761003631849},
  volume       = {33},
  year         = {2010},
}

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