Different instructional preferences between Western and Far East Asian adult learners: a case study of graduate students in the USA

详细信息    查看全文

• 作者：Szu-Fang Chuang (1) ft038@mail.fy.edu.tw
• 关键词：Instructional preferences – ; Confucian adult learners – ; Adult learners – ; Graduate students – ; Learning methods
• 刊名：Instructional Science
• 出版年：2012
• 出版时间：May 2012
• 年：2012
• 卷：40
• 期：3
• 页码：477-492
• 全文大小：206.4 KB
• 参考文献：1. Anderson, J. R. (1988). Cognitive styles and multicultural populations. Journal of Teacher Education, 39(1), 2–9.
  2. Barron, P., & Arcodia, C. (2002). Linking learning style preferences and ethnicity: International students studying hospitality and tourism management in Australia. Journal of Hospitality, Leisure, Sport & Tourism Education, 1(2), 15–27.
  3. Berings, M. G. M., Poell, R. F., & Simons, P. R. (2005). Conceptualizing on-the-job learning styles. Human Resource Development Review, 4(4), 373–400.
  4. Biggs, J. (1996). Western misperceptions of the Confucian-heritage learning culture. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 45–67). CERC and ACER, Hong Kong: The Central Printing Press.
  5. Biletzki, A. (2001). Introduction: Bridging the analytic-continental divide. International Journal of Philosophical Studies, 9(3), 291–294.
  6. Buckle, S. (2004). Analytic philosophy and continental philosophy. British Journal for the History of Philosophy, 12(1), 111–150.
  7. Caspi, A., Gorsky, P., & Privman, M. (2005). Viewing comprehension: Students’ learning preferences and strategies when studying from video. Instructional Science, 33(1), 31–47.
  8. Chang, W. W. (2004). A cross-cultural case study of a multinational training program in the United States and Taiwan. Adult Education Quarterly, 54(3), 174–192.
  9. Curry, L. (1983). An organization of learning style theory and constructs. In L. Curry (Ed.), Learning style in continuing medical education (pp. 115–131). Halifax: Dalhousie University.
  10. D’Andrea, V., & Gosling, D. (2005). Improving teaching and learning in higher education: A whole institution approach. New York: Society for Research into Higher Education & Open University Press.
  11. Delahaye, B. L., & Smith, H. E. (1995). The validity of the learning preference assessment. Adult Education Quarterly, 45(3), 159–173.
  12. Dillman, D. A. (2000). Mail and internet surveys: The tailored design method (2nd ed.). New York: Wiley.
  13. Glock, H. (2004). Was Wittgenstein an analytic philosopher. Metaphilosophy, 35(4), 419–444.
  14. Guy, T. C. (1999). Culture as context for adult education: The need for culturally relevant adult education. In T. C. Guy (Ed.), New directions for adult and continuing education: Providing culturally relevant adult education (pp. 5–18). San Francisco: Jossey-Bass.
  15. Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, NJ: Prentice Hall.
  16. Hofstede, G., & Hofstede, G. J. (2005). Cultures and organizations: Software of the mind. New York: McGraw-Hill.
  17. Holladay, G. L., & Qui帽ones, M. A. (2005). Reactions to diversity training: An international comparison. Human Resource Development Quarterly, 16(4), 529–545.
  18. Ingham, J. M. (1991). Matching instruction with employee perceptual preference significantly increases training effectiveness. Human Resource Development Quarterly, 2(1), 53–64.
  19. Kennedy, P. (2002). Learning cultures and learning styles: Myth-understandings about adult (Hong Kong) Chinese learners. International Journal of Lifelong Education, 21(5), 430–445.
  20. Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). New York: Cambridge Books.
  21. Levy, N. (2003). Analytic and continental philosophy: Explaining the differences. Metaphilosophy, 34(3), 284–304.
  22. Loesch, T., & Foley, R. (1988). Learning preference differences among adults in traditional and nontraditional baccalaureate programs. Adult Education Quarterly, 39(4), 224–233.
  23. Loo, R. (2004). Kolb’s learning styles and learning preference: Is there a linkage. Educational Psychology, 24(1), 99–108.
  24. Lu, L., Gilmour, R., & Kao, S. F. (2001). Cultural values and happiness: An East-West dialogue. The Journal of Society Psychology, 141(4), 477–493.
  25. Lussier, R. N. (2005). Human relations in organizations (6th ed.). New York: The McGraw-Hill Companies.
  26. Marquardt, M. J. (1999). The global advantage: How world-class organizations improve performance through globalization. Houston: Gulf Publishing Company.
  27. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood (3rd ed.). Jossey-Bass: San Francisco.
  28. Ornstein, A. C., & Hunkins, F. P. (1998). Curriculum: Foundations principles and issues (3rd ed.). Boston: Allyn and Bacon.
  29. Pratt, D. D., Kelly, M., & Wong, W. S. S. (1999). Chinese conceptions of effective teaching in Hong Kong: Towards culturally sensitive evaluation of teaching. International Journal of Lifelong Education, 18(4), 241–258.
  30. Rezler, A. G., & Rezmovic, V. (1981). The learning preference inventory. Journal of Allied Health, 11, 28–34.
  31. Rodrigues, C. A., Bu, N., & Min, B. (2000). Learners’ training approach preference: National culture as a determinant. Cross Cultural Management: An International Journal, 7(1), 23–32.
  32. Rowley, C., & Bae, J. (2004). Human resource management in South Korea after the Asian financial crisis: Emerging patterns from the labyrinth. International Studies of Management and Organization, 34(1), 52–82.
  33. Sadler-Smith, E. (1999). Intuition-analysis cognitive style and learning preferences of business and management students: A UK exploratory study. Journal of Managerial Psychology, 14(1), 26–38.
  34. Sadler-Smith, E., & Riding, R. (1999). Cognitive style and instructional preferences. Instructional Science, 27(5), 355–371.
  35. Scott, J. L., & Sarkees-Wircenski, M. (2001). Overview of career and technical education (2nd ed.). Homewood, IL: American Technical Publishers.
  36. Smith, P. J. (2001). Technology student learning preferences and the design of flexible learning programs. Instructional Science, 29(3), 237–254.
  37. Sternberg, R. J. (1994). Allowing for thinking style. Educational Leadership, 52(3), 36–40.
  38. Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and application. Washington, DC: American Psychological Association.
  39. Wang, J., Wang, G. G., Ruona, W. E., & Rojewski, J. W. (2005). Confucian values and the implications for international HRD. Human Resource Development International, 8(3), 311–326.
  40. Wilson, A. (1996). How we find ourselves: Identity development and two-spirit people. Harvard Educational Review, 66(2), 303–317.
  41. Wong, J. K. (2004). Are the learning styles of Asian international students culturally or contextually based. International Education Journal, 4(2), 154–166.
  42. Yorks, L., & Sauquet, A. (2003). Team learning and national culture: Framing the issues. Advances in Developing Human Resources, 5(1), 7–25.
  43. Zhang, W. Y., Perris, K., & Yeung, L. (2005). Online tutorial support in open and distance learning: Students’ perceptions. British Journal of Educational Technology, 36(5), 789–804.
• 作者单位：1. Department of Leisure and Recreation Industrial Management, Fooyin University, 1F., No. 4, Ln. 426, Jianguo 1st Rd., Sanmin Dist., Kaohsiung City, 807 Taiwan, ROC
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education
  Learning and Instruction
  Education
  
• 出版者：Springer Netherlands
• ISSN：1573-1952

文摘

As the workplace becomes more international, it is necessary to periodically examine the learning preferences of adults from different cultures in order to enhance their transfer of learning. This study explored whether there was any different instructional preference between Western and nonresident Far East Asian (NFEA, also Confucian-influenced) graduate students. Based on responses of 186 graduate students, study findings revealed different preferences for group and individual learning methods between the two student groups in cross-culture learning settings. Additionally, instructors may need to be concerned with a fact that adult learners would prefer individual learning methods as they aged but be less concerned about gender effect on instructional preference. In a specific situation when instructors face a group of American adult learners, active and passive learning methods are recommended. In comparing to NFEA students, it appears that they are generally open to all types of learning methods. Implications for future research and practice are provided.