Online Learning (OL) emerges as a powerful medium for socio-economic innovations and knowledge transfer, as well as cultural reproduction, this paper examines the conditions, dynamics and issues of OL for social science knowledge in Chinese cities (Hong Kong and Shanghai). It addresses to cultural (dis-)advantages of Chinese students in acquiring new knowledge by/through new media, highlighting the comparative socio-developmental aspects of Chinese modern cities.
In this study, we find that Chinese learners, being influenced by Confucian heritage culture, exhibit unique perceptions and behaviors in a web-based learning environment, such as passivity in expressing opinions and uncertainty about their learning without a teacher’s assurance, as shaped by the differentiated motivation and learning strategy of teachers and students. Throughout our paper, we discuss the Chineseness of students’ identity (re-)building and cultural representation is unique as it is embedded in the process of knowledge transfer and innovations. After empirical analysis and critical discussions, this paper ends with remarks on the future of online learning in Chinese communities. |
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