Perceiving the Useful, Enjoyable and Effective: A case study of the e‐learning experience of tertiary students in Singapore
Abstract
This article discusses a study conducted at one of the polytechnics in Singapore. Its purpose was to explore how the cultural characteristics of Singapore students influenced and shaped their e‐learning experience in a blended‐learning program. The study employed a range of methods to collect rich qualitative data, including individual and group interviews, and observations of their online interactions. The findings suggest that the students’ culture at the national, ethnic and cyber levels could have influenced what they considered useful, enjoyable and effective. Une perception de ce qui est utile, agréable et efficace: étude de cas d’une experience d’e‐learning chez des étudiants du premier cycle à Singapour Cet article examine une étude menée dans une des polytechnics (IUT) de Singapour. Le but était d’étudier comment les caractéristiques culturelles des étudiants de Singapour ont influencé et façonné leur expérience de l’e‐learning au sein d’un programme d’apprentissage mixte. Pour recueillir une somme de données qualitatives, cette étude a utilisé une gamme de méthodes comprenant des entretiens individuels et de groupe et l’observation de leurs interactions en ligne. Ces découvertes permettent de penser que la culture des étudiants tant au niveau national qu’au niveau ethnique et culturel a pu influencer ce qu’ils ont considéré comme utile, agréable et efficace. Das Erkennen des Nützlichen, Amüsanten und Effektiven: Eine Fallstudie über die E‐Learning‐Erfahrungen von (T…
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Fang (2007) found that, influenced by their cyber culture, students appreciated the convenience, flexibility, and social benefits of ALNs.
“Lastly, influenced by their cyber culture, the students appreciated the convenience, flexibility, and social benefits of ALNs.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Fang, 2007
Fang (2007) found that, influenced by their ethnic Chinese culture stressing learning from an authority figure, students preferred teacher feedback to peer feedback.
“Influenced by their ethnic (Chinese) culture, which stresses learning from an authority figure, the students preferred teacher feedback to peer feedback.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Fang, 2007
Fang (2007) found that, influenced by their national culture valuing achievement and success, Singaporean Chinese engineering students cared less for fun and exciting activities and valued tasks that led to achievement in learning.
“Influenced by their national culture, which values achievement and success, the students cared less for fun and exciting activities and valued tasks that led to achievement in learning.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Fang, 2007
Students from Asian cultures, who see instructors as authority figures, value teacher feedback more than peer feedback and get frustrated when they do not see teacher presence in ALNs.
“students from Asian cultures, who see instructors as authority figures, value teacher feedback more than peer feedback and get frustrated when they do not see teacher presence in ALNs.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Fang (2007)
Influenced by the virtues of collectivism, femininity, and normative orientation, students from Confucius culture are taught to value group effort, maintain harmony, and avoid conflicts.
“Influenced by the virtues of collectivism, femininity, and normative orientation, students from Confucius culture are taught to value group effort, maintain harmony, and avoid conflicts (Chiu, 2009; Fang, 2007).”
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 Fang, 2007
Students from Confucius culture focus mainly on learning achievement and success.
“Fang's study of twenty Singaporean Chinese engineering students' online learning experiences (2007), for example, indicates that students from Confucius culture focus mainly on learning achievement and success.”
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 Fang (2007)
Student sojourners from Confucius culture value feedback from the teacher more than feedback from their peers and rarely voluntarily raise questions and challenge the teacher's authority.
“They value feedbacks from the teacher more than those from their peers and they rarely voluntarily raise questions and challenge the teacher's authority (Fang, 2007; Liang & McQueen, 1999; Liu, et al., 2010; Thompson & Ku, 2005).”
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 Fang, 2007
Fang (2007) stressed that while national and ethnic culture may influence students' behavior, students at the same time grow up in a strongly networked society with regular use of technology in different areas of life, especially among students between 15 and 24 years, which could affect their online learning behavior.
“Fang (2007), however, stressed that while national and ethnic culture may influence students' behavior, students at the same time grow up in a strongly networked society with regular use of technology in different areas of life, especially among students between 15 and 24 years, which could affect their online learning behavior.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang (2007)
According to Fang (2007), while valuing high power distance (Hofstede, 1991), Singaporeans would also value warmth and relationships.
“According to Fang (2007), while valuing high power distance (Hofstede, 1991), Singaporeans would also value warmth and relationships.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang (2007)
Chinese-Singaporean students perceive instructor feedback as more useful than peer feedback.
“Fang (2007) found that ChineseSingaporean students would perceive feedback of the instructor as more useful than that of their peers.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang (2007)
Fang (2007) found that Confucian values for social harmony and close networks of friends and family, aimed at protecting face, affect who Singaporean-Chinese exchange information with in online activities.
“Fang (2007) found Confucian values for social harmony and close networks of friends and family with the aim to protect face of these groups and of oneself to affect who Singaporean-Chinese would exchange information with in online activities.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang (2007)
Students of ethnic Chinese cultural background showed stronger preference to work with students they knew or could relate to.
“The study showed that students of ethnic Chinese cultural background showed stronger preference to work with students they knew or could relate to.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang (2007)
In one activity, a larger organized group online chat that did not allow group forming was enjoyed by students and motivated them to discuss.
“In this activity a larger organized group online chat that did not allow for group forming was enjoyed by students and motivated them to discuss.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang (2007)
Fang (2007) suggested that cyber culture may help break down ingroup orientation and barriers, which was found in one activity.
“However Fang (2007) suggested that the cyber culture may help to break down ingroup orientation and barriers which was found in the case of one activity.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang (2007)
Singaporean national culture is less influenced by ingroup orientation than ethnic Chinese culture, while showing similar relationship-building values.
“While showing similar values for building relationships, Singaporean national culture was described as being less influenced by an ingroup orientation, the desire to belong to certain groups, as compared to the ethnic Chinese culture.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang (2007)
In Fang (2007), Singaporean students avoided replying to posts or waited until others posted to give similar replies, but enjoyed reading each other's posts or used other posts to improve their own answers.
“In Fangs' study (2007) Singaporean students avoided to reply to students posts or waited until others posted to give similar replies but enjoyed reading each other's post or used other posts to improve their own answers.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang (2007)
Enjoyment, relaxation, and connection motivated students in these cases, e.g., in an activity requiring Singaporean students to upload a self-description as file and on home page.
“Enjoyment, relaxation and connection motivated students in these cases, such as for example during an activity which required Singaporean students to upload a self-description as a file as well as on a home page.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang, 2007
In Fang (2007), a compulsory group activity turned out fun and social, increased knowledge exchange, and moderator had to remind students to proceed.
“It turned out a fun and social event which increased knowledge exchange and where the moderator had to remind students to proceed with the next activity (Fang, 2007).”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang, 2007
Participants disclosed personal details and used emoticons, added photos, and unusual background music in creative and cheerful ways.
“Participants disclosed personal details and used emoticons, added photos and unusual background music in creative and cheerful ways.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang, 2007
In a larger organized group online chat that did not allow for group forming, students enjoyed it and were motivated to discuss.
“This was the case in a larger organized group online chat that did not allow for group forming but was enjoyed by students and motivated them to discuss.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang, 2007
Fang (2007) found Confucian values for social harmony and close networks of friends to affect Singaporean-Chinese ingroup orientation but suggested that the cyber culture may help to break down ingroup orientation and barriers.
“Fang (2007) found Confucian values for social harmony and close networks of friends to affect Singaporean-Chinese ingroup orientation but suggested that the cyber culture may help to break down ingroup orientation and barriers.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang, 2007
In Fangs' study (2007) Singaporean students avoided to reply to students posts or waited until others posted to give similar replies but enjoyed reading each other's post or used other posts to improve their own answers.
“In Fangs' study (2007) Singaporean students avoided to reply to students posts or waited until others posted to give similar replies but enjoyed reading each other's post or used other posts to improve their own answers.”
From Collaborative Online Learning in the Cultural Context of South East Asia: A Systematic Review (2020) · cites this paper as Fang (2007)
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Adnan, M., & Gülbahar, Y. (2017) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-3076-3.ch010
Cultural Orientation Differences and their Implications for Online Learning Satisfaction
Tankari, M. (2017) · IGI Global eBooks · doi:10.4018/978-1-5225-2584-4.ch047
Measuring Smart Education Readiness: A case of Nigeria
Moses, T., Badmos, T. A., & Abiodun, O. J. (2022) · Information Technology for Education and Development (ITED) · doi:10.1109/ited56637.2022.10051291
Cultural implication on pedagogical usability of mobile application in foreign language learning
Chang, H. S. (2024) · Eötvös Loránd Tudományegyetem · doi:10.15476/elte.2023.282
- Authors
- Fang, L.
- Affiliations
- Temasek Polytechnic (SG)
- Corresponding author
- Fang, Linda
- Venue
- Educational Media International
- Publisher
- Informa UK Limited
- Published
- 2007-09
- Volume
- 44
- Issue
- 3
- Pages
- 237-253
- ISSN
- 0952-3987 (ISSN-L)
- 1469-5790
- OpenAlex
- W2027327458
- Cited by
- 44
- References
- 61
- Citations by year
- 2024: 3 · 2023: 4 · 2022: 3 · 2021: 2 · 2020: 4 · 2019: 1 · 2018: 2 · 2017: 3 · 2016: 5 · 2015: 1 · 2014: 3 · 2013: 1 · 2012: 4
- FWCI
- 7.32
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Media International (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Technology-Enhanced Education Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Keywords
- blended learning, student culture, Singapore students, polytechnics, online learning, cultural influences on learning, ethnic culture, digital culture, tertiary students, online interaction, ethnic diversity in schools, cultural diversity in education, student satisfaction, student motivation, student retention, school dropout
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