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Learning through computer-mediated communication: a comparison of Australian and Chinese heritage students

Version 2 2024-06-03, 11:17
Version 1 2014-10-27, 16:32
journal contribution
posted on 2024-06-03, 11:17 authored by P Smith, Jo Coldwell-NeilsonJo Coldwell-Neilson, S Smith, K Murphy
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.

History

Journal

Innovations in education and teaching international

Volume

42

Pagination

123-134

Location

London, England

ISSN

1470-3297

eISSN

1470-3300

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2005, Taylor & Francis

Issue

2

Publisher

Routledge

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