Learning through computer-mediated communication: a comparison of Australian and Chinese heritage students
Smith, Peter, Coldwell, Jo, Smith, Swee Noi and Murphy, Karen L. 2005, Learning through computer-mediated communication: a comparison of Australian and Chinese heritage students, Innovations in education and teaching international, vol. 42, no. 2, pp. 123-134, doi: 10.1080/14703290500062441.
Innovations in education and teaching international
Place of publication
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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