Educating Mainland Chinese Learners in Business Education: Pedagogical and Cultural Perspectives - Singapore Experiences
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Singapore
Springer Singapore Pte. Limited
2020
|
| Schlagworte: | |
| Beschreibung: | Description based on publisher supplied metadata and other sources |
| Beschreibung: | 1 Online-Ressource (193 pages) |
| ISBN: | 9789811533952 |
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| 505 | 8 | |a Intro -- Preface -- Contents -- Chapter 1: Introduction -- 1.1 Chinese Learners: Internationalization of Higher Education -- 1.2 Singapore as an Academic Location for International Students -- 1.3 Singaporean and Education Offshore Providers Offer Higher Education Through Overseas Universities -- 1.4 Culture Clash: Teaching Western-Based Business Education to Mainland Chinese Learners -- 1.5 Intertwined Relationship: Cultural Congruence in Students' Learning -- 1.6 Significance of Cultural Integration to Learning Environment, Learning Design and Teaching and Learning -- References -- Part I: Theory and Conceptual Framework -- Chapter 2: Characteristics and Complexity of Cultural Values -- 2.1 Definitions and Characteristics of Culture -- 2.2 The Culture Concept -- 2.3 Cultural Values -- 2.4 Theoretical Models of Culture -- 2.4.1 Uncertainty Avoidance -- 2.4.2 Power Distance -- 2.4.3 Philosophy of Confucianism -- 2.5 Chinese Culture -- 2.5.1 Confucianism -- 2.5.2 Two Traditional Chinese Value Systems: Yi and Li -- 2.6 Classification of Chinese Culture -- 2.7 Cultural Differences and Similarities Between Singapore and China -- 2.7.1 Power Distance -- 2.7.2 Individualism -- 2.7.3 Masculinity -- 2.7.4 Uncertainty Avoidance -- 2.7.5 Long-Term Orientation -- 2.8 Differences Between Different Types of Educational Programmes Offered in Singapore -- 2.9 Revolutionization and Effects of Culture -- References -- Chapter 3: Educational Context: Students' Perceived Learning Effectiveness and Learning Experiences -- 3.1 Educational Hub for International Students -- 3.2 Active Versus Passive Learning -- 3.3 Instructional Techniques -- 3.4 Learning Effectiveness -- 3.5 Perceived Learning Effectiveness Among Different Instructional Techniques -- 3.6 Teaching Mainland Chinese Students -- 3.7 Method -- 3.7.1 Profile of Mainland Chinese Students | |
| 505 | 8 | |a 3.7.2 Participants -- 3.7.3 Procedure -- 3.7.4 Analysis -- 3.7.5 Findings -- 3.7.5.1 Qualitative Indicators of Perceived Learning Effectiveness -- 3.8 Perceived Learning Effectiveness Indicators Common Across Multiple Instructional Techniques for Mainland Chinese Students -- 3.8.1 Knowledge Acquisition and Quality of Learning -- 3.8.2 Relating Knowledge and Applying in Practical Contexts -- 3.8.3 Reiterate and Refresh to Facilitate Remembering the Information -- 3.8.4 Critical and Analytical Thinking -- 3.9 Indicators Specific to Individual Instructional Strategies -- 3.9.1 Case Studies -- 3.9.2 Individual Research Projects -- 3.9.3 Group Projects -- 3.9.4 Classroom Discussions -- 3.9.5 Lectures -- 3.9.6 Reading Textbooks -- 3.9.7 Videos -- 3.9.8 Class Presentations -- 3.9.9 Computerized Learning Assignments -- 3.10 Discussion and Recommendations -- 3.10.1 Discussion -- 3.10.2 Recommendations -- References -- Chapter 4: Learning Styles of Mainland Chinese -- 4.1 Singapore's Education System -- 4.2 Cultural Implications on Learning and the Education System: International Students in Western-Based Education -- 4.3 Learning-Style Theory: Theory of Learning Effectiveness-Morey and Frangioso's (1988) Six Effective Learning Principles -- 4.3.1 Understanding -- 4.3.1.1 Mental Models or Paradigms -- 4.3.1.2 Systems Thinking (A): Variation (B) -- 4.3.2 Skills -- 4.3.2.1 Ability to Challenge Assumptions -- 4.3.2.2 Listen to Understand -- 4.3.3 Processes -- 4.3.3.1 Learning Cycle: Observe, Assess, Design and Implement (OADI) Cycle -- 4.3.3.2 Teach Others -- 4.3.4 Valuing the Principles -- 4.4 Deficit Theories?: Misconceptions and Stereotypes of the Confucian Heritage Learning Culture -- 4.4.1 Emphasis on the Perception of the Concrete -- 4.4.2 Practicality as a Central Focus -- 4.4.3 Concern for Reconciliation, Harmony and Balance | |
| 505 | 8 | |a 4.4.4 Rote Learning Versus Repetitive Learning: The Paradox of the Chinese Learner -- 4.4.5 Classroom Behaviour -- 4.4.6 Medium of Instruction -- 4.5 Surplus Theories: Changes and Shifts of the Confucian Heritage Learning Culture -- 4.6 Practical Implications on Challenges Faced: Western-Based Curriculum Versus Chinese Learning Culture and Style -- 4.7 The Applicability of Western Concepts to China -- 4.8 Students' Participation in Classroom Activities -- 4.9 Use of Typical Management Training Techniques -- 4.10 Teacher-Student Relationship and Active Versus Passive Teaching Approaches -- 4.11 Gaps in Current Knowledge of Learning Styles of Mainland Chinese Learners -- References -- Part II: Applications to Universities and Higher Education Institutions -- Chapter 5: Teach and Engage Mainland Chinese Students: Impact of Instructional Techniques Across Perceived Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer -- 5.1 The Interworkings Between Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer -- 5.1.1 Cultural Dislocation Aspects -- 5.1.2 Active/Passive Instructional Techniques -- 5.2 Quantitative Analysis -- 5.2.1 Perceived Learning Effectiveness Across Different Instructional Techniques -- 5.2.2 Correlations Among Perceived Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer -- 5.2.3 Perceived Learning Effectiveness and Comfort -- 5.2.4 Perceived Learning Effectiveness and Familiarity -- 5.2.5 Perceived Learning Effectiveness and Ease of Knowledge Transfer -- 5.2.6 Active Versus Passive Instructional Techniques -- 5.3 Implications and Recommendations -- References -- Chapter 6: Learning Design: Effective Adaptation of Instructional Techniques to Enhance the Learning Process -- 6.1 Discussion -- 6.1.1 Interview Results and Discussion -- 6.1.1.1 Case Study -- 6.1.1.2 Individual Research Project | |
| 505 | 8 | |a 6.1.1.3 Group Project -- 6.1.1.4 Classroom Discussion -- 6.1.1.5 4 Active Instructional Techniques -- 6.1.1.6 Lectures by Instructors -- 6.1.1.7 Reading Textbooks and Computerized (Online) Learning Assignments -- 6.1.1.8 Classroom Presentations, Videos Shown in Class and Guest Speakers -- 6.1.2 Comfort -- 6.1.3 Familiarity -- 6.1.4 Ease of Knowledge Transfer -- 6.1.5 Other Influences on Learning Outcome -- 6.2 Implications and Recommendations -- References -- Chapter 7: Concluding Thoughts -- 7.1 Contributions to Literature, Theory and Practice -- 7.2 Conclusion -- References | |
| 650 | 4 | |a Business education-China | |
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Datensatz im Suchindex
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| author | Rajaram, Kumaran |
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| contents | Intro -- Preface -- Contents -- Chapter 1: Introduction -- 1.1 Chinese Learners: Internationalization of Higher Education -- 1.2 Singapore as an Academic Location for International Students -- 1.3 Singaporean and Education Offshore Providers Offer Higher Education Through Overseas Universities -- 1.4 Culture Clash: Teaching Western-Based Business Education to Mainland Chinese Learners -- 1.5 Intertwined Relationship: Cultural Congruence in Students' Learning -- 1.6 Significance of Cultural Integration to Learning Environment, Learning Design and Teaching and Learning -- References -- Part I: Theory and Conceptual Framework -- Chapter 2: Characteristics and Complexity of Cultural Values -- 2.1 Definitions and Characteristics of Culture -- 2.2 The Culture Concept -- 2.3 Cultural Values -- 2.4 Theoretical Models of Culture -- 2.4.1 Uncertainty Avoidance -- 2.4.2 Power Distance -- 2.4.3 Philosophy of Confucianism -- 2.5 Chinese Culture -- 2.5.1 Confucianism -- 2.5.2 Two Traditional Chinese Value Systems: Yi and Li -- 2.6 Classification of Chinese Culture -- 2.7 Cultural Differences and Similarities Between Singapore and China -- 2.7.1 Power Distance -- 2.7.2 Individualism -- 2.7.3 Masculinity -- 2.7.4 Uncertainty Avoidance -- 2.7.5 Long-Term Orientation -- 2.8 Differences Between Different Types of Educational Programmes Offered in Singapore -- 2.9 Revolutionization and Effects of Culture -- References -- Chapter 3: Educational Context: Students' Perceived Learning Effectiveness and Learning Experiences -- 3.1 Educational Hub for International Students -- 3.2 Active Versus Passive Learning -- 3.3 Instructional Techniques -- 3.4 Learning Effectiveness -- 3.5 Perceived Learning Effectiveness Among Different Instructional Techniques -- 3.6 Teaching Mainland Chinese Students -- 3.7 Method -- 3.7.1 Profile of Mainland Chinese Students 3.7.2 Participants -- 3.7.3 Procedure -- 3.7.4 Analysis -- 3.7.5 Findings -- 3.7.5.1 Qualitative Indicators of Perceived Learning Effectiveness -- 3.8 Perceived Learning Effectiveness Indicators Common Across Multiple Instructional Techniques for Mainland Chinese Students -- 3.8.1 Knowledge Acquisition and Quality of Learning -- 3.8.2 Relating Knowledge and Applying in Practical Contexts -- 3.8.3 Reiterate and Refresh to Facilitate Remembering the Information -- 3.8.4 Critical and Analytical Thinking -- 3.9 Indicators Specific to Individual Instructional Strategies -- 3.9.1 Case Studies -- 3.9.2 Individual Research Projects -- 3.9.3 Group Projects -- 3.9.4 Classroom Discussions -- 3.9.5 Lectures -- 3.9.6 Reading Textbooks -- 3.9.7 Videos -- 3.9.8 Class Presentations -- 3.9.9 Computerized Learning Assignments -- 3.10 Discussion and Recommendations -- 3.10.1 Discussion -- 3.10.2 Recommendations -- References -- Chapter 4: Learning Styles of Mainland Chinese -- 4.1 Singapore's Education System -- 4.2 Cultural Implications on Learning and the Education System: International Students in Western-Based Education -- 4.3 Learning-Style Theory: Theory of Learning Effectiveness-Morey and Frangioso's (1988) Six Effective Learning Principles -- 4.3.1 Understanding -- 4.3.1.1 Mental Models or Paradigms -- 4.3.1.2 Systems Thinking (A): Variation (B) -- 4.3.2 Skills -- 4.3.2.1 Ability to Challenge Assumptions -- 4.3.2.2 Listen to Understand -- 4.3.3 Processes -- 4.3.3.1 Learning Cycle: Observe, Assess, Design and Implement (OADI) Cycle -- 4.3.3.2 Teach Others -- 4.3.4 Valuing the Principles -- 4.4 Deficit Theories?: Misconceptions and Stereotypes of the Confucian Heritage Learning Culture -- 4.4.1 Emphasis on the Perception of the Concrete -- 4.4.2 Practicality as a Central Focus -- 4.4.3 Concern for Reconciliation, Harmony and Balance 4.4.4 Rote Learning Versus Repetitive Learning: The Paradox of the Chinese Learner -- 4.4.5 Classroom Behaviour -- 4.4.6 Medium of Instruction -- 4.5 Surplus Theories: Changes and Shifts of the Confucian Heritage Learning Culture -- 4.6 Practical Implications on Challenges Faced: Western-Based Curriculum Versus Chinese Learning Culture and Style -- 4.7 The Applicability of Western Concepts to China -- 4.8 Students' Participation in Classroom Activities -- 4.9 Use of Typical Management Training Techniques -- 4.10 Teacher-Student Relationship and Active Versus Passive Teaching Approaches -- 4.11 Gaps in Current Knowledge of Learning Styles of Mainland Chinese Learners -- References -- Part II: Applications to Universities and Higher Education Institutions -- Chapter 5: Teach and Engage Mainland Chinese Students: Impact of Instructional Techniques Across Perceived Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer -- 5.1 The Interworkings Between Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer -- 5.1.1 Cultural Dislocation Aspects -- 5.1.2 Active/Passive Instructional Techniques -- 5.2 Quantitative Analysis -- 5.2.1 Perceived Learning Effectiveness Across Different Instructional Techniques -- 5.2.2 Correlations Among Perceived Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer -- 5.2.3 Perceived Learning Effectiveness and Comfort -- 5.2.4 Perceived Learning Effectiveness and Familiarity -- 5.2.5 Perceived Learning Effectiveness and Ease of Knowledge Transfer -- 5.2.6 Active Versus Passive Instructional Techniques -- 5.3 Implications and Recommendations -- References -- Chapter 6: Learning Design: Effective Adaptation of Instructional Techniques to Enhance the Learning Process -- 6.1 Discussion -- 6.1.1 Interview Results and Discussion -- 6.1.1.1 Case Study -- 6.1.1.2 Individual Research Project 6.1.1.3 Group Project -- 6.1.1.4 Classroom Discussion -- 6.1.1.5 4 Active Instructional Techniques -- 6.1.1.6 Lectures by Instructors -- 6.1.1.7 Reading Textbooks and Computerized (Online) Learning Assignments -- 6.1.1.8 Classroom Presentations, Videos Shown in Class and Guest Speakers -- 6.1.2 Comfort -- 6.1.3 Familiarity -- 6.1.4 Ease of Knowledge Transfer -- 6.1.5 Other Influences on Learning Outcome -- 6.2 Implications and Recommendations -- References -- Chapter 7: Concluding Thoughts -- 7.1 Contributions to Literature, Theory and Practice -- 7.2 Conclusion -- References |
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| dewey-hundreds | 600 - Technology (Applied sciences) |
| dewey-ones | 658 - General management |
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| dewey-search | 658.00711509999996 |
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| dewey-tens | 650 - Management and auxiliary services |
| discipline | Wirtschaftswissenschaften |
| discipline_str_mv | Wirtschaftswissenschaften |
| format | Electronic eBook |
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| id | DE-604.BV048222928 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T19:50:37Z |
| indexdate | 2024-07-10T09:32:27Z |
| institution | BVB |
| isbn | 9789811533952 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033603661 |
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| physical | 1 Online-Ressource (193 pages) |
| psigel | ZDB-30-PQE |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Springer Singapore Pte. Limited |
| record_format | marc |
| spelling | Rajaram, Kumaran Verfasser aut Educating Mainland Chinese Learners in Business Education Pedagogical and Cultural Perspectives - Singapore Experiences Singapore Springer Singapore Pte. Limited 2020 ©2020 1 Online-Ressource (193 pages) txt rdacontent c rdamedia cr rdacarrier Description based on publisher supplied metadata and other sources Intro -- Preface -- Contents -- Chapter 1: Introduction -- 1.1 Chinese Learners: Internationalization of Higher Education -- 1.2 Singapore as an Academic Location for International Students -- 1.3 Singaporean and Education Offshore Providers Offer Higher Education Through Overseas Universities -- 1.4 Culture Clash: Teaching Western-Based Business Education to Mainland Chinese Learners -- 1.5 Intertwined Relationship: Cultural Congruence in Students' Learning -- 1.6 Significance of Cultural Integration to Learning Environment, Learning Design and Teaching and Learning -- References -- Part I: Theory and Conceptual Framework -- Chapter 2: Characteristics and Complexity of Cultural Values -- 2.1 Definitions and Characteristics of Culture -- 2.2 The Culture Concept -- 2.3 Cultural Values -- 2.4 Theoretical Models of Culture -- 2.4.1 Uncertainty Avoidance -- 2.4.2 Power Distance -- 2.4.3 Philosophy of Confucianism -- 2.5 Chinese Culture -- 2.5.1 Confucianism -- 2.5.2 Two Traditional Chinese Value Systems: Yi and Li -- 2.6 Classification of Chinese Culture -- 2.7 Cultural Differences and Similarities Between Singapore and China -- 2.7.1 Power Distance -- 2.7.2 Individualism -- 2.7.3 Masculinity -- 2.7.4 Uncertainty Avoidance -- 2.7.5 Long-Term Orientation -- 2.8 Differences Between Different Types of Educational Programmes Offered in Singapore -- 2.9 Revolutionization and Effects of Culture -- References -- Chapter 3: Educational Context: Students' Perceived Learning Effectiveness and Learning Experiences -- 3.1 Educational Hub for International Students -- 3.2 Active Versus Passive Learning -- 3.3 Instructional Techniques -- 3.4 Learning Effectiveness -- 3.5 Perceived Learning Effectiveness Among Different Instructional Techniques -- 3.6 Teaching Mainland Chinese Students -- 3.7 Method -- 3.7.1 Profile of Mainland Chinese Students 3.7.2 Participants -- 3.7.3 Procedure -- 3.7.4 Analysis -- 3.7.5 Findings -- 3.7.5.1 Qualitative Indicators of Perceived Learning Effectiveness -- 3.8 Perceived Learning Effectiveness Indicators Common Across Multiple Instructional Techniques for Mainland Chinese Students -- 3.8.1 Knowledge Acquisition and Quality of Learning -- 3.8.2 Relating Knowledge and Applying in Practical Contexts -- 3.8.3 Reiterate and Refresh to Facilitate Remembering the Information -- 3.8.4 Critical and Analytical Thinking -- 3.9 Indicators Specific to Individual Instructional Strategies -- 3.9.1 Case Studies -- 3.9.2 Individual Research Projects -- 3.9.3 Group Projects -- 3.9.4 Classroom Discussions -- 3.9.5 Lectures -- 3.9.6 Reading Textbooks -- 3.9.7 Videos -- 3.9.8 Class Presentations -- 3.9.9 Computerized Learning Assignments -- 3.10 Discussion and Recommendations -- 3.10.1 Discussion -- 3.10.2 Recommendations -- References -- Chapter 4: Learning Styles of Mainland Chinese -- 4.1 Singapore's Education System -- 4.2 Cultural Implications on Learning and the Education System: International Students in Western-Based Education -- 4.3 Learning-Style Theory: Theory of Learning Effectiveness-Morey and Frangioso's (1988) Six Effective Learning Principles -- 4.3.1 Understanding -- 4.3.1.1 Mental Models or Paradigms -- 4.3.1.2 Systems Thinking (A): Variation (B) -- 4.3.2 Skills -- 4.3.2.1 Ability to Challenge Assumptions -- 4.3.2.2 Listen to Understand -- 4.3.3 Processes -- 4.3.3.1 Learning Cycle: Observe, Assess, Design and Implement (OADI) Cycle -- 4.3.3.2 Teach Others -- 4.3.4 Valuing the Principles -- 4.4 Deficit Theories?: Misconceptions and Stereotypes of the Confucian Heritage Learning Culture -- 4.4.1 Emphasis on the Perception of the Concrete -- 4.4.2 Practicality as a Central Focus -- 4.4.3 Concern for Reconciliation, Harmony and Balance 4.4.4 Rote Learning Versus Repetitive Learning: The Paradox of the Chinese Learner -- 4.4.5 Classroom Behaviour -- 4.4.6 Medium of Instruction -- 4.5 Surplus Theories: Changes and Shifts of the Confucian Heritage Learning Culture -- 4.6 Practical Implications on Challenges Faced: Western-Based Curriculum Versus Chinese Learning Culture and Style -- 4.7 The Applicability of Western Concepts to China -- 4.8 Students' Participation in Classroom Activities -- 4.9 Use of Typical Management Training Techniques -- 4.10 Teacher-Student Relationship and Active Versus Passive Teaching Approaches -- 4.11 Gaps in Current Knowledge of Learning Styles of Mainland Chinese Learners -- References -- Part II: Applications to Universities and Higher Education Institutions -- Chapter 5: Teach and Engage Mainland Chinese Students: Impact of Instructional Techniques Across Perceived Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer -- 5.1 The Interworkings Between Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer -- 5.1.1 Cultural Dislocation Aspects -- 5.1.2 Active/Passive Instructional Techniques -- 5.2 Quantitative Analysis -- 5.2.1 Perceived Learning Effectiveness Across Different Instructional Techniques -- 5.2.2 Correlations Among Perceived Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer -- 5.2.3 Perceived Learning Effectiveness and Comfort -- 5.2.4 Perceived Learning Effectiveness and Familiarity -- 5.2.5 Perceived Learning Effectiveness and Ease of Knowledge Transfer -- 5.2.6 Active Versus Passive Instructional Techniques -- 5.3 Implications and Recommendations -- References -- Chapter 6: Learning Design: Effective Adaptation of Instructional Techniques to Enhance the Learning Process -- 6.1 Discussion -- 6.1.1 Interview Results and Discussion -- 6.1.1.1 Case Study -- 6.1.1.2 Individual Research Project 6.1.1.3 Group Project -- 6.1.1.4 Classroom Discussion -- 6.1.1.5 4 Active Instructional Techniques -- 6.1.1.6 Lectures by Instructors -- 6.1.1.7 Reading Textbooks and Computerized (Online) Learning Assignments -- 6.1.1.8 Classroom Presentations, Videos Shown in Class and Guest Speakers -- 6.1.2 Comfort -- 6.1.3 Familiarity -- 6.1.4 Ease of Knowledge Transfer -- 6.1.5 Other Influences on Learning Outcome -- 6.2 Implications and Recommendations -- References -- Chapter 7: Concluding Thoughts -- 7.1 Contributions to Literature, Theory and Practice -- 7.2 Conclusion -- References Business education-China Erscheint auch als Druck-Ausgabe Rajaram, Kumaran Educating Mainland Chinese Learners in Business Education Singapore : Springer Singapore Pte. Limited,c2020 9789811533938 |
| spellingShingle | Rajaram, Kumaran Educating Mainland Chinese Learners in Business Education Pedagogical and Cultural Perspectives - Singapore Experiences Intro -- Preface -- Contents -- Chapter 1: Introduction -- 1.1 Chinese Learners: Internationalization of Higher Education -- 1.2 Singapore as an Academic Location for International Students -- 1.3 Singaporean and Education Offshore Providers Offer Higher Education Through Overseas Universities -- 1.4 Culture Clash: Teaching Western-Based Business Education to Mainland Chinese Learners -- 1.5 Intertwined Relationship: Cultural Congruence in Students' Learning -- 1.6 Significance of Cultural Integration to Learning Environment, Learning Design and Teaching and Learning -- References -- Part I: Theory and Conceptual Framework -- Chapter 2: Characteristics and Complexity of Cultural Values -- 2.1 Definitions and Characteristics of Culture -- 2.2 The Culture Concept -- 2.3 Cultural Values -- 2.4 Theoretical Models of Culture -- 2.4.1 Uncertainty Avoidance -- 2.4.2 Power Distance -- 2.4.3 Philosophy of Confucianism -- 2.5 Chinese Culture -- 2.5.1 Confucianism -- 2.5.2 Two Traditional Chinese Value Systems: Yi and Li -- 2.6 Classification of Chinese Culture -- 2.7 Cultural Differences and Similarities Between Singapore and China -- 2.7.1 Power Distance -- 2.7.2 Individualism -- 2.7.3 Masculinity -- 2.7.4 Uncertainty Avoidance -- 2.7.5 Long-Term Orientation -- 2.8 Differences Between Different Types of Educational Programmes Offered in Singapore -- 2.9 Revolutionization and Effects of Culture -- References -- Chapter 3: Educational Context: Students' Perceived Learning Effectiveness and Learning Experiences -- 3.1 Educational Hub for International Students -- 3.2 Active Versus Passive Learning -- 3.3 Instructional Techniques -- 3.4 Learning Effectiveness -- 3.5 Perceived Learning Effectiveness Among Different Instructional Techniques -- 3.6 Teaching Mainland Chinese Students -- 3.7 Method -- 3.7.1 Profile of Mainland Chinese Students 3.7.2 Participants -- 3.7.3 Procedure -- 3.7.4 Analysis -- 3.7.5 Findings -- 3.7.5.1 Qualitative Indicators of Perceived Learning Effectiveness -- 3.8 Perceived Learning Effectiveness Indicators Common Across Multiple Instructional Techniques for Mainland Chinese Students -- 3.8.1 Knowledge Acquisition and Quality of Learning -- 3.8.2 Relating Knowledge and Applying in Practical Contexts -- 3.8.3 Reiterate and Refresh to Facilitate Remembering the Information -- 3.8.4 Critical and Analytical Thinking -- 3.9 Indicators Specific to Individual Instructional Strategies -- 3.9.1 Case Studies -- 3.9.2 Individual Research Projects -- 3.9.3 Group Projects -- 3.9.4 Classroom Discussions -- 3.9.5 Lectures -- 3.9.6 Reading Textbooks -- 3.9.7 Videos -- 3.9.8 Class Presentations -- 3.9.9 Computerized Learning Assignments -- 3.10 Discussion and Recommendations -- 3.10.1 Discussion -- 3.10.2 Recommendations -- References -- Chapter 4: Learning Styles of Mainland Chinese -- 4.1 Singapore's Education System -- 4.2 Cultural Implications on Learning and the Education System: International Students in Western-Based Education -- 4.3 Learning-Style Theory: Theory of Learning Effectiveness-Morey and Frangioso's (1988) Six Effective Learning Principles -- 4.3.1 Understanding -- 4.3.1.1 Mental Models or Paradigms -- 4.3.1.2 Systems Thinking (A): Variation (B) -- 4.3.2 Skills -- 4.3.2.1 Ability to Challenge Assumptions -- 4.3.2.2 Listen to Understand -- 4.3.3 Processes -- 4.3.3.1 Learning Cycle: Observe, Assess, Design and Implement (OADI) Cycle -- 4.3.3.2 Teach Others -- 4.3.4 Valuing the Principles -- 4.4 Deficit Theories?: Misconceptions and Stereotypes of the Confucian Heritage Learning Culture -- 4.4.1 Emphasis on the Perception of the Concrete -- 4.4.2 Practicality as a Central Focus -- 4.4.3 Concern for Reconciliation, Harmony and Balance 4.4.4 Rote Learning Versus Repetitive Learning: The Paradox of the Chinese Learner -- 4.4.5 Classroom Behaviour -- 4.4.6 Medium of Instruction -- 4.5 Surplus Theories: Changes and Shifts of the Confucian Heritage Learning Culture -- 4.6 Practical Implications on Challenges Faced: Western-Based Curriculum Versus Chinese Learning Culture and Style -- 4.7 The Applicability of Western Concepts to China -- 4.8 Students' Participation in Classroom Activities -- 4.9 Use of Typical Management Training Techniques -- 4.10 Teacher-Student Relationship and Active Versus Passive Teaching Approaches -- 4.11 Gaps in Current Knowledge of Learning Styles of Mainland Chinese Learners -- References -- Part II: Applications to Universities and Higher Education Institutions -- Chapter 5: Teach and Engage Mainland Chinese Students: Impact of Instructional Techniques Across Perceived Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer -- 5.1 The Interworkings Between Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer -- 5.1.1 Cultural Dislocation Aspects -- 5.1.2 Active/Passive Instructional Techniques -- 5.2 Quantitative Analysis -- 5.2.1 Perceived Learning Effectiveness Across Different Instructional Techniques -- 5.2.2 Correlations Among Perceived Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer -- 5.2.3 Perceived Learning Effectiveness and Comfort -- 5.2.4 Perceived Learning Effectiveness and Familiarity -- 5.2.5 Perceived Learning Effectiveness and Ease of Knowledge Transfer -- 5.2.6 Active Versus Passive Instructional Techniques -- 5.3 Implications and Recommendations -- References -- Chapter 6: Learning Design: Effective Adaptation of Instructional Techniques to Enhance the Learning Process -- 6.1 Discussion -- 6.1.1 Interview Results and Discussion -- 6.1.1.1 Case Study -- 6.1.1.2 Individual Research Project 6.1.1.3 Group Project -- 6.1.1.4 Classroom Discussion -- 6.1.1.5 4 Active Instructional Techniques -- 6.1.1.6 Lectures by Instructors -- 6.1.1.7 Reading Textbooks and Computerized (Online) Learning Assignments -- 6.1.1.8 Classroom Presentations, Videos Shown in Class and Guest Speakers -- 6.1.2 Comfort -- 6.1.3 Familiarity -- 6.1.4 Ease of Knowledge Transfer -- 6.1.5 Other Influences on Learning Outcome -- 6.2 Implications and Recommendations -- References -- Chapter 7: Concluding Thoughts -- 7.1 Contributions to Literature, Theory and Practice -- 7.2 Conclusion -- References Business education-China |
| title | Educating Mainland Chinese Learners in Business Education Pedagogical and Cultural Perspectives - Singapore Experiences |
| title_auth | Educating Mainland Chinese Learners in Business Education Pedagogical and Cultural Perspectives - Singapore Experiences |
| title_exact_search | Educating Mainland Chinese Learners in Business Education Pedagogical and Cultural Perspectives - Singapore Experiences |
| title_exact_search_txtP | Educating Mainland Chinese Learners in Business Education Pedagogical and Cultural Perspectives - Singapore Experiences |
| title_full | Educating Mainland Chinese Learners in Business Education Pedagogical and Cultural Perspectives - Singapore Experiences |
| title_fullStr | Educating Mainland Chinese Learners in Business Education Pedagogical and Cultural Perspectives - Singapore Experiences |
| title_full_unstemmed | Educating Mainland Chinese Learners in Business Education Pedagogical and Cultural Perspectives - Singapore Experiences |
| title_short | Educating Mainland Chinese Learners in Business Education |
| title_sort | educating mainland chinese learners in business education pedagogical and cultural perspectives singapore experiences |
| title_sub | Pedagogical and Cultural Perspectives - Singapore Experiences |
| topic | Business education-China |
| topic_facet | Business education-China |
| work_keys_str_mv | AT rajaramkumaran educatingmainlandchineselearnersinbusinesseducationpedagogicalandculturalperspectivessingaporeexperiences |