ERIC Number: EJ1066670
Record Type: Journal
Publication Date: 2004
Abstractor: As Provided
Using Web-Based Distance Learning to Reduce Cultural Distance
Wong, L. Fai; Trinidad, S. G.
Journal of Interactive Online Learning, v3 n1 p1-13 Sum 2004
In recent years, Web-based distance learning (WBDL) systems have become a popular learning environment for many western learners. While it has been established as an effective learning alternative, WBDL is not flourishing in Hong Kong as expected. This paper proposes that this is because Hong Kong students are not trained to learn independently and actively, as required in distance learning. Trapped in a Chinese Confucian-heritage culture, a generation of Hong Kong learners' learning behavior can be summarized as shy, passive, reactive, inarticulate, non-collaborative, and timid--in short, the SPRINT learning behavior. Hong Kong learners with a SPRINT learning behavior contrast drastically with western learners, who are more proactive, articulate, collaborative, and eager to challenge traditions. The cultural distance in learning that is between western learners and traditional Chinese learners is wide and visible in Hong Kong. The objective of this research was to examine whether a WBDL environment that was integrated with advanced information and communication technology (ICT) can reduce this cultural distance and induce a motivation to learn through interaction. Several key ICT components are suggested that can help to remedy the cultural learning deficiencies of Hong Kong learners when using WBDL environments.
Descriptors: Web Based Instruction, Teaching Methods, Foreign Countries, Asians, Confucianism, Distance Education, Independent Study, Personal Autonomy, Information Technology, Cognitive Style, Student Behavior, Student Motivation, Cultural Traits, Interaction, Computer Mediated Communication
University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A