A case study of Chinese student’s attitudes toward their first online learning experience
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Ku and Lohr's finding reflected the collectivist-femininity attributes of Chinese and Taiwanese students' culture.
“a finding reflecting the collectivistfemininity attributes of their culture.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Ku and Lohr, 2003
Ku and Lohr (2003) found that Chinese and Taiwanese students liked the idea of building an online community among peers and instructors.
“The study also found that Chinese and Taiwanese students 'liked the idea of building an online community among peers and instructors' (p. 100)”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Ku and Lohr, 2003
Ku and Lohr (2003) found that some graduate students felt uncomfortable with the nonlinear nature of their online course and its emphasis on peer feedback.
“Some of these students indicated that they felt uncomfortable with the nonlinear nature of their online course and its emphasis on peer feedback.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Ku and Lohr, 2003
Students from Confucius culture accept the idea of collaboration-based group learning because this type of learning activity helps build an online community among peers, develops a locus of mutual support, and offers opportunities to examine topics from various angles.
“Biesenbach-Lucas (2003), Ku and Lohr (2003), and Wang (2007), for example, indicate that students from Confucius culture accept the idea of collaboration-based group learning because this type of learning activities help build online community among peers, develop a locus of mutual support, and offer opportunities to examine topics from various angles.”
From Examining Culture's Impact on the Learning Behaviors of International Students from Confucius Culture Studying in Western Online Learning Context (2016) · cites this paper as Ku and Lohr (2003)
Cited by
Sorted by citations
Learning in an online distance education course: Experiences of three international students
Zhang, Z., & Kenny, R. (2010) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v11i1.775 · Cited by 134 · see citing works
Questions of Culture in Distance Learning: A Research Review
Uzuner, S. (2009) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v10i3.690 · Cited by 121 · see citing works
Kang, H., & Chang, B. (2016) · Journal of International Students · doi:10.32674/jis.v6i3.356 · Cited by 70 · see citing works
Supporting the development of collaboration and feedback skills in instructional designers
Lowell, V. L., & Ashby, I. V. (2018) · Journal of Computing in Higher Education · doi:10.1007/s12528-018-9170-8 · Cited by 40 · see citing works
- Authors
- Ku, H.-Y., & Lohr, L. L.
- Affiliations
- University of Northern Colorado (US)
- ORCID
- Ku, Heng-Yu
- Venue
- Educational Technology Research and Development
- Published
- 2003-09
- Volume
- 51
- Issue
- 3
- Pages
- 95-102
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- OpenAlex
- W2161156566
- Cited by
- 112
- References
- 0
- Citations by year
- 2026: 1 · 2024: 5 · 2023: 5 · 2022: 8 · 2021: 7 · 2020: 8 · 2019: 1 · 2018: 9 · 2017: 6 · 2016: 10 · 2015: 4 · 2014: 4 · 2013: 12 · 2012: 7
- FWCI
- 9.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Educational Technology Research and Development (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Technology-Enhanced Education Studies
- Social Sciences › Education › Education during COVID-19 pandemic
- Keywords
- student attitudes, online learning, Chinese students
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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