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Learning with Technologies: Perceptions and Outcomes in China

Learning with Technologies: Perceptions and Outcomes in China
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Author(s): Anne Campbell (University of Canberra, Australia)
Copyright: 2012
Pages: 21
Source title: Student Reactions to Learning with Technologies: Perceptions and Outcomes
Source Author(s)/Editor(s): Kathryn Moyle (Charles Darwin University, Australia) and Guus Wijngaards (Inholland University, The Netherlands)
DOI: 10.4018/978-1-61350-177-1.ch007

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Abstract

This study explores the perceptions of undergraduate students and their teachers towards the current and future role of learning with technologies in university education in China. Data from a survey completed by 1,740 undergraduate students from 12 universities and colleges throughout a rural province in north-eastern China was supplemented by an analysis of student response to learning with technology in Chinese classroom contexts using visual ethnography. The analysis of the data indicated that the use of technologies in the undergraduate classrooms in this study has had little effect on the way the university lecturers teach, but that their undergraduate students made extensive use of mobile technologies for interpersonal communication and learning outside the classroom, albeit not necessarily in relation to their formal education. These changes raise questions about the key role of socio-cultural expectations regarding effective education in determining the uptake of learning with technologies.

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