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ERIC Number: EJ1158870
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0897-5930
International-Domestic Student Differences in Learning: Use of Classroom Response Systems in China versus in Canada
Fan, Hong; Power, Jeffrey W.; Song, Xiaofei
Journal of Teaching in International Business, v28 n2 p76-86 2017
This study compares the impact of audience response systems (clickers) on the learning experience and classroom behavior of Chinese and Canadian students. Based on differences in student learning styles, which are rooted in the differences in national cultures, we predict that clicker technology will result in a more positive learning experience, and have more impact on classroom behavior in Chinese students than in Canadian students. Our survey results show that, consistent with the findings of prior studies, both groups of students report a positive experience and improved classroom behavior with the use of clickers. Chinese students report a more positive learning experience, but no difference in classroom behavior changes than Canadian students. This study extends the research on clickers by considering the impact of cultural background and shows classroom technology such as clickers can potentially help mitigate the cultural barriers in international business education.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Canada
Grant or Contract Numbers: N/A