Learning through computer‐mediated communication: a comparison of Australian and Chinese heritage students
Abstract
Twelve Australian and 12 Chinese heritage students from a third‐year university computer ethics subject completed a Readiness for Online Learning Questionnaire; and six students from each of these two groups participated in a student‐facilitated problem‐solving discussion through computer‐mediated communication. The questionnaire comparisons showed that the two groups of students were equally willing to self‐manage their own learning, but that Australian students were significantly more comfortable with e‐learning. The analysis of student postings in the CMC component showed that, collectively, Australian students posted more messages than did the Chinese students. Both groups participated equally in socialisation online; although Chinese heritage students posted a higher number of messages associated with organisational matters; and Australian students posted a larger number of message components associated with intellectual contributions to the discussion. These results are interpreted in a theoretical context and implications for practice are drawn.
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Smith et al. (2005) found that Chinese undergraduate students were less engaged in critical thinking in their posts than their Australian peers.
“The findings indicated that compared to their Australian peers, Chinese students were less engaged in critical thinking in their posts.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Smith et al., 2005
Smith et al. (2005) found that Chinese students displayed a higher level of anxiety in ALNs than their Australian counterparts over issues such as course requirements and assessment.
“This study also found that Chinese students displayed a higher level of anxiety in ALNs than their Australian counterparts over issues such as course requirements and assessment”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Smith et al., 2005
Smith et al. (2005) noted that the lower number of intellectual postings may not indicate that Chinese students had less to say, but that they were constrained in saying it, possibly compounded by the discussion being in English.
“Smith et al. (2005) noted that 'the lower number of intellectual postings may not indicate that these students had less to say, but that they were constrained in saying it, possibly further compounded by the fact that the discussion was in English' (p. 131).”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Smith et al., 2005
Smith et al. (2005) found that Chinese students showed a strong need for transparency in course structure.
“and they showed a strong need for transparency in course structure.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Smith et al., 2005
Learners from strong uncertainty avoidance cultures are threatened by learning situations that are unstructured and unclear, and they expect formal rules to guide their behavior.
“learners from strong uncertainty avoidance cultures are threatened by learning situations that are unstructured and unclear. They expect formal rules to guide their behavior.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Smith et al., 2005
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References 13 · Cited by 44
- Authors
- Smith *, P. J., Coldwell, J., Smith, S. N., & Murphy, K. L.
- Affiliations
- a Deakin University , Australia
- Deakin University (AU)
- Texas A&M University (US)
- ORCID
- Murphy, Karen L.
- Venue
- Innovations in Education and Teaching International
- Publisher
- Informa UK Limited
- Published
- 2005-05
- Volume
- 42
- Issue
- 2
- Pages
- 123-134
- ISSN
- 1470-3297 (ISSN-L)
- 1470-3300
- OpenAlex
- W2076601642
- Cited by
- 44
- References
- 13
- Citations by year
- 2026: 1 · 2024: 1 · 2023: 1 · 2021: 2 · 2019: 5 · 2017: 1 · 2016: 4 · 2015: 1 · 2014: 4 · 2013: 3 · 2012: 1
- FWCI
- 14.37
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Innovations in Education and Teaching International (publishedVersion)
- Funders
- Deakin University
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Technology-Enhanced Education Studies
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- computer-mediated communication, online learning, Australian students, Chinese students, self-directed learning, student facilitation, problem-solving discussions, e-learning attitudes
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