Reducing cultural barriers via Internet courses

A Web-based learning environment has been developed to support students from China who are studying in the UK and are confronted by many cultural barriers, which may impede their academic studies. The electronic environment incorporates a number of approaches to support learning, ranging from a simp...

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Bibliographic Details
Published in:Innovations in education and teaching international 2008-05, Vol.45 (2), p.169-181
Main Authors: Xing, Minjie, Spencer, Ken
Format: Article
Language:English
Subjects:
Academic Discourse
Asian students
China
Comparative Analysis
Control Groups
Cultural differences
Cultural Influences
Culture
Doctoral Programs
Educational Change
Educational Environment
English (Second Language)
English language
Essays
Experiments
Foreign Countries
Foreign language learning
Foreign Students
Graduate Students
Host country
Information dissemination
Information Retrieval
Interaction
Internet
Knowledge
Language
Language proficiency
Learning
Learning Strategies
Multimedia
Online Courses
Online instruction
Peer Relationship
Rhetoric
School environment
Search engines
Students
Studies
Study abroad
Teaching Methods
Technological change
United Kingdom
Web Based Instruction
Websites
Writing
Writing Instruction
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Summary:A Web-based learning environment has been developed to support students from China who are studying in the UK and are confronted by many cultural barriers, which may impede their academic studies. The electronic environment incorporates a number of approaches to support learning, ranging from a simple text-based presentation to more active methods, including opportunities to use search-based learning strategies. Experimental results demonstrate a clear advantage for these active approaches. Internet support was also provided for students in the form of an e-learning course for academic writing, which featured extensive opportunities for interactions with English peers. The experimental results demonstrated that the group with access to the e-course successfully acquired skills, resulting in their academic writing being indistinguishable from native English speakers.
ISSN:1470-3297
1470-3300
DOI:10.1080/14703290801950377