Abstract
The chapter presents the analysis and discussion on the findings of the learning design in terms of the effective adaptation of instructional techniques to engage mainland Chinese students to achieve optimal learning and knowledge acquisition. The first part of the discussion focuses on the mainland Chinese students’ ratings of perceived learning effectiveness, comfort, familiarity and knowledge transfer for the ten instructional techniques. The second part focuses on the discussion on the ten instructional techniques on its outcomes on the relational effect between perceived learning effectiveness and comfort, familiarity, ease of knowledge transfer and other influences on learning outcome. The chapter concludes with an implications and recommendations section that addresses the importance of rethinking and redesigning the teaching and learning strategy by adopting the correct mix and through customizing the instructional techniques to achieve effective learning for these mainland Chinese students. Learning culture and culture of learning plays a vital role in addressing the cross-cultural teaching and learning issues in a business education context.
This chapter is improved from Rajaram, K. (2013). Learning in foreign cultures: Self-reports learning effectiveness across different instructional techniques. World Journal of Education, 3(4), 71–95 and Rajaram, K., & Bordia, S. (2011). Culture clash: Teaching Western-based management education to mainland Chinese students in Singapore. Journal of International Education in Business, 4(1), 63–83.
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Rajaram, K. (2020). Learning Design: Effective Adaptation of Instructional Techniques to Enhance the Learning Process. In: Educating Mainland Chinese Learners in Business Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-3395-2_6
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