dc.contributor.authorRajaram, Kumaran
dc.identifier.citationRajaram, K. (2013). Learning in Foreign Cultures: Self-Reports Learning Effectiveness Across Different Instructional Techniques. World Journal of Education, 3(4).en_US
dc.description.abstractSubstantial numbers of Chinese mainland students are enrolled in overseas Western-based business courses but are dislocated from their home cultures. Business education curriculum and course designers need to understand how these students are best trained in western style education programs. Four-hundred students in Singaporean business training programs provided differential ratings of perceived learning effectiveness, plus dislocation measures of familiarity, comfort and ease of knowledge transfer for each of ten commonly used instructional strategies previously investigated by Rodrigues, four of which he termed “active” and six “passive”. In terms of perceived learning effectiveness alone, Mainland Chinese students reported clear differences. In order of decreasing effectiveness, they reported lectures by instructors, case-studies, group projects, videos, guest speakers, classroom presentations,individual research projects, classroom discussions, computerized learning and lastly, reading textbooks. The study presents strategies and practices for facilitating effective learning for mainland Chinese students in western based education – choice of instructional techniques and mixtures, attention to students’ cultural dislocation, comfort,familiarity, and ease of knowledge transfer.en_US
dc.relation.ispartofseriesWorld journal of educationen_US
dc.rights© 2013 Sciedu Press. This work is licensed under a Creative Commons Attribution 3.0 License.en_US
dc.subjectDRNTU::Social sciences::Education
dc.titleLearning in foreign cultures : self-reports learning effectiveness across different instructional techniquesen_US
dc.typeJournal Article
dc.contributor.schoolCollege of Business (Nanyang Business School)en_US
dc.description.versionPublished versionen_US

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