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Educational Context: Students’ Perceived Learning Effectiveness and Learning Experiences

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Educating Mainland Chinese Learners in Business Education

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Abstract

The chapter commences with a discussion on Singapore as an educational hub for international students. A brief explanation is covered on active versus passive learning that relates to the context of the usage of the terms ‘active techniques’ and ‘passive techniques’. The selection of the correct fit of instructional techniques in teaching through various contexts, especially in cultural dislocation and social aspects, is discussed. The concept of learning effectiveness for of students’ learning is presented. Next, the academic literature on the perceived learning effectiveness among different instructional techniques and teaching mainland Chinese students is presented. The methodology, analysis and findings on the qualitative research to comprehend the mainland Chinese students’ ‘perceived learning effectiveness’ are described and explained. The findings on the perceived learning indicators across multiple instructional techniques and individual instructional strategies are presented and discussed. The chapter wraps up by offering the recommendations to understand the cross-cultural learning and teaching issues for these mainland Chinese students pursuing their studies in culturally dislocated context.

This chapter is improved from Rajaram, K., & Collins, J. B. (2013). Qualitative identification of learning effectiveness indicators among mainland Chinese students in culturally dislocated study environments. Journal of International Education in Business, 6(2), 179–199.

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  1. Nanyang Business School, Nanyang Technological University, Singapore, Singapore

    Kumaran Rajaram

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Rajaram, K. (2020). Educational Context: Students’ Perceived Learning Effectiveness and Learning Experiences. In: Educating Mainland Chinese Learners in Business Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-3395-2_3

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  • DOI: https://doi.org/10.1007/978-981-15-3395-2_3

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