BCM 212 : Learning Culture – Asia and Australia Student’s Participation During Class (Task 1)

Introduction 

What is Learning culture? Based on The Danielson Group (2011) research, refers to the atmosphere in the classroom and the general tone of the class.  As an international student, I am interested and curious about the aspect of culture and learning also there are a lot of factors may affect student’s participation in class by the discrepancies of learning culture. My purpose for this research project is to investigate the cultural variation of learning through student’s participation in Asia and Australia during class.

Focus Questions

Here are some focus questions on this topic: 

  • How was the current situation of student’s participation in class? Are there any interesting parts? 
  • What are the factors that can influence a student’s participation? 
  • What are the impacts i.e. pros and cons while students were less interactive with the teacher? 
  • Are there any effective and successful ways of learning that can take as reference for both University?
Relevant Facts & Data

After the first 2 weeks of school in UOW, I had found a few interesting parts here and want to figure out more learning cultures between Asia and Australia. The idea for this subject is very story immediately came to my mind when I first attended the first lecture and tutorial class, I saw every student opened their laptop immediately and start to jot the notes in MS Word during the lecture. However, based on my experience students in Hong Kong more tend to print out the lecture notes to take notes, but still, some of the students were more likely to used laptops for note-taking.

In my observations, compare with students in Hong Kong, students in Australia are more active and initiative to express their opinion during the class. One of the articles (Chang, T.-S.2012, p.) mention that, different culture and history may affect the interaction between student and teachers. More, it also lists out 4 reasons and examples to explain why students in Taiwan were less interactive with the teacher during class.

In addition, Hong Kong students were unwilling to interrogate and question their teachers even though they got a different opinion and point of view. The scholars claimed that there has a stereotypical view which most of the student in Asia views teachers as an authority figure. Also, its student in British they will ask questions in order to know. In contrast, Chinese students answering to their teachers while they have already known it. Those are the reason that impedes student’s participation in class. (Harfitt, GJ 2012, p.5)

Furthermore, the impact of ‘losing face’ causes Hong Kong student resistance to participation in class. (Tani, M. 2005) When students are low of self-esteem and honors in the group or community may affect their academic performance. Such as, when students at risk of failure to comply with a community standard i.e. failed in exam or interrupting a teacher during a lecture.

For the above reasons, it can show the discrepancies in learning differences between the two countries and the reason that may cause student’s participation also the situation of student’s participation during class. Besides, this will be a reference and suggestion for the university in Asia whether they should apply the same teaching method as like as Australia.

Methodology

For this research report, I will use questionnaires as a quantitative data collection method. The information provides an in-depth understanding of the current situation of student’s participation in University and it helps to identify the reason which may affect student participation. After analyzing all the resources and data, I have found some of them which are similar purposes to this study which can conducive for me to have a deeper look into this topic and provide some suggestions and feedback to the university which can improve student participation in class.

Reference List: 

(Chang, T.-S.2012):  Chang, T.-S., Wang, T.-W., Huang, H.-W., & Lin, H.-H. (2012), ‘When West Meets East: The Classroom Interaction between a Western Professor and Taiwanese Undergraduate Students’,, Journal of Research in Education Sciences, vol. 57, no. 3, pp. 27-57. 

(Harfitt, GJ 2012):  Harfitt, GJ 2012, ‘Class Size and Language Learning in Hong Kong: The Students’ Perspective’, Journal of  Educational Research, vol. 54, no. 3, pp. 331–342.

(Tani, M. 2005):  Massimiliano, T, 2005, ‘Quiet, but only in class: reviewing the in-class participation of Asian students’, Journal of  Australian Defense Force Academy, viewed 28 March 2020, <https://conference.herdsa.org.au/2005/pdf/non_refereed/030.pdf >

(The Danielson Group (2011):  Charlotte, D,  2011,  Issues Paper The Framework for Teaching Evaluation Instrument, viewed 28 March 2020,  <http://static.pdesas.org/content/documents/danielson_rubric_36.pdf >

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