The Cultural Contexts Of E-Learning In Higher Education In China And Flemish: A Study Focused Student And Teacher Perspectives

Abstract

This research presents the outcomes of a study that compared the study habits and techniques of students from Flemish and Chinese backgrounds. “Collaborative Learning Inventory” (COLI) and “Approaches and Study Skills Inventory for Students” (ASSIST) were given to first-year learners from China (n=362) and Belgium (n=360) by researchers. They tested each culture group using two different models: one based on the three-factor ASSIST model and the other a modified version of the four-factor COLI model. Findings showed that compared to their Flemish peers, Chinese students were more prone to follow learning theories that place an emphasis on comprehension, self-improvement, and the development of social competence. Their perception of learning as a process of rote memorization remained unchanged. Different learning settings used different approaches to education. Despite the obvious differences between the two datasets, they were able to find commonalities in our exploration of learning theory and practice. When seeking to understand challenges connected to students' learning, it is vital to examine both cultural and learning environment components.