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Chinese students’ perceptions of a collaborative e-learning environment and factors affecting their performance: implementing a Flemish e-learning course in a Chinese educational context

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Abstract

This study was set up in a Chinese university in Beijing by implementing a Flemish e-learning course in a Chinese setting. A main feature of the e-learning environment is the asynchronous ‘task-based’ online group discussion. The purpose of the study is to understand Chinese students’ perceptions of a collaborative e-learning environment and the factors that affect their online performance and academic achievement. The results of the study indicate that the students had less positive perceptions of the e-learning environment as compared to their perceptions of a more conventional environment. However, the students reported to a higher level of preferences of peer learning, critical thinking, and problem-based learning (PBL) after one semester e-learning experience. In addition, we examined variables that might have affected students’ performance in e-learning environments. The results show that students with higher motivational orientations perform better in the online group discussions.

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Author information

Authors and Affiliations

  1. Department of Educational Studies, Ghent University, H. Dunantlaan 2, 9000, Ghent, Belgium

    Chang Zhu, Martin Valcke & Tammy Schellens

  2. School of Education, Beijing Normal University, Beijing, China

    Yifei Li

Authors
  1. Chang Zhu
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  2. Martin Valcke
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  3. Tammy Schellens
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  4. Yifei Li
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Corresponding author

Correspondence to Chang Zhu.

Appendices

Appendix 1

Questionnaire on the experience in the conventional classroom learning environment.

Actual: To what extent is this statement true for your current learning and teaching environment? 0 = Absolutely not true (or never happen); 6 = very true (or happens very often).

Preferred: To what extent do you want this characteristic to be implemented in your learning and teaching environment? 0 = I Absolutely don’t want it or dislike it; 6 = I very much want it or like it.

Scale

Sample item

Discussion

My classmates and I actively participated in group discussions in the class

Critical thinking

My classmates and I felt comfortable to express different ideas in the class

Peer learning

In my class, my classmates and I often try to work on assignments together

Problem-based learning

In my class, the teachers often ask us to apply our knowledge to solve real life problems

Interaction

I actively expressed my ideas and interacted with my classmates in the class

Help

The teacher helped us when my classmates and I had questions about the course

Appendix 2

Questionnaire on the experience and appreciation of the e-learning environment.

Actual: To what extent is this statement true for your experience in the implemented e-learning environment? (0–6).

Preferred: To what extent do you want this characteristic to be implemented in your future e-learning environment? (0–6).

Scale

Sample item

Discussion

My group mates and I actively participated in the online group discussions

Critical thinking

My group mates and I felt comfortable to express different ideas in the online discussions

Peer learning

I collaborated with other group mates online when working on the assigned tasks

Problem-based learning

Real problems or cases were provided in the online discussion forum for us to study

Interaction

I actively expressed my ideas and interacted with my group members in the group discussions

Help

The tutor gave us help via email or in the online discussion groups

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Zhu, C., Valcke, M., Schellens, T. et al. Chinese students’ perceptions of a collaborative e-learning environment and factors affecting their performance: implementing a Flemish e-learning course in a Chinese educational context. Asia Pacific Educ. Rev. 10, 225–235 (2009). https://doi.org/10.1007/s12564-009-9021-4

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  • DOI: https://doi.org/10.1007/s12564-009-9021-4

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