Literature Review
Communication- Wang (2007) claims that the cultural differences between Asian countries are vast. He identified Chinese students prefer the self contained and private learning experience that online work spaces can allow for. They tend to enjoy online resources that are for them only and lower levels of peer interaction as they take ownership of their work alone. In stark contrast, Korean students demonstrated that they disliked the impersonal experiences online and that the communication online was ‘rude’ and against cultural norms for communication. However there is a shared 75% self-motivation compared to 25% amongst students who are studying for the pride of their families.
In relation to the Hong Kong Students, Waters and Leung (2012) claim that in Hong Kong there is an increased social pressure to obtain a degree for social benefits as opposed to a personal pride and ownership. Additionally, Chen, Bennett & Maton (2008) found their international sample cohort displayed less willingness to utilise the Internet to search for resources and contributed less intellectual online messages.
Caruana (n.d.) confirms the importance to value the opportunities to learn from diverse others through fostering cross-cultural skills, positive attitudes, patience, knowledge and understanding the students dispositions for future graduate employment. English online learning environments sole communication depends on written English. Thompson and Ku (2005) identified those international students who have English as an additional language may find it difficult to communicate in this manner.
An institution which encompasses the ability and knowledge to communicate effectively and efficiently across cultures has achieved compatibility allowing the institute to recognise the legitimacy of other cultural practices in one’s personal upbringing and their professional lives to date (Caruana, n.d). An institution should be concerned with the quality and deliverance to each student irrespective of their personal background/circumstances, gender, ethnicity, disability and sexuality (Armstrong, Armstrong, Barton, 2000).
With growing numbers of international students attending international branch campuses there are an increasing array of different expectations and educational needs. However, Chen, Bennett and Maton (2008) describe the characteristics of international students to be perceived as an antithesis of characteristics viewed as desirable in Western education. They found their international sample cohort to display less willingness to utilise the internet to search for resources and contributed less intellectual online messages (Chen, Bennett & Maton, 2008). This could be due to the language barrier.
In relation to the Hong Kong Students, Waters and Leung (2012) claim that in Hong Kong there is an increased social pressure to obtain a degree for social benefits as opposed to a personal pride and ownership. Additionally, Chen, Bennett & Maton (2008) found their international sample cohort displayed less willingness to utilise the Internet to search for resources and contributed less intellectual online messages.
Caruana (n.d.) confirms the importance to value the opportunities to learn from diverse others through fostering cross-cultural skills, positive attitudes, patience, knowledge and understanding the students dispositions for future graduate employment. English online learning environments sole communication depends on written English. Thompson and Ku (2005) identified those international students who have English as an additional language may find it difficult to communicate in this manner.
An institution which encompasses the ability and knowledge to communicate effectively and efficiently across cultures has achieved compatibility allowing the institute to recognise the legitimacy of other cultural practices in one’s personal upbringing and their professional lives to date (Caruana, n.d). An institution should be concerned with the quality and deliverance to each student irrespective of their personal background/circumstances, gender, ethnicity, disability and sexuality (Armstrong, Armstrong, Barton, 2000).
With growing numbers of international students attending international branch campuses there are an increasing array of different expectations and educational needs. However, Chen, Bennett and Maton (2008) describe the characteristics of international students to be perceived as an antithesis of characteristics viewed as desirable in Western education. They found their international sample cohort to display less willingness to utilise the internet to search for resources and contributed less intellectual online messages (Chen, Bennett & Maton, 2008). This could be due to the language barrier.
Perceptions
A compelling factor in higher educational institutions has been to understand the differences faced by international students as numbers increase. Through understanding the differences it aids the institution to prioritise their outreach strategies (Chaudaha, Orosz & Chang, 2012).
Wilkins, Balakrishnan and Huisman (2012) comment that little research has been conducted into students’ perceptions and experiences of transnational higher education at international branch campuses. They state that international branch campuses rarely come close to offering the standard of the parent country relating to breadth of curriculum, quality of staff, learning resources available and the physical environment (Wilkins, Balakrishnan and Huisman, 2012).
Wilkins, Balakrishnan and Huisman (2012) comment that little research has been conducted into students’ perceptions and experiences of transnational higher education at international branch campuses. They state that international branch campuses rarely come close to offering the standard of the parent country relating to breadth of curriculum, quality of staff, learning resources available and the physical environment (Wilkins, Balakrishnan and Huisman, 2012).
Online Presence
A study by Tu (2001, 57) investigated social interaction. The results indicated ‘the level of social presence varies by how users perceive and utilize Computer Mediated Communication systems. Therefore, the degree of social presence can be altered and cultivated with different strategies and different participants’. To engage Chinese students in a more interactive online learning environment, one must scrutinize all of the variables (interactivity, lack of connection, length of messages, replying, absence of non-verbal cues) presented in this study and apply appropriate strategies to increase the level of social presence of Chinese students.
Respect
Rees (2010) claims that Asian culture means that students see a authority difference between themselves and their educators. Learners see their educators as higher level members of society and out of respect, will not question or challenge them. This translates through to communication with lecturers so not to cause offence or undermine their knowledge. It is this cultural perception that Rees (2010) argues can hinder the interaction between students and their educators and potentially lower the desire to interact with online discussions. Water and Leung (2013) and Watkins (2004) further support the idea of power differences as do Chen, Bennett and Maton (2008) who suggest that Chinese students are taught to listen to authority figures and memorize what they are told as truth, whereas Western learners are encouraged to be independent and question truth to find their own epistemology guided by the educators.
Virtual Community
Petra, Minocha and Barroca (2014) identify that establishing a virtual community for doctoral students can engage them and establish a research community which will help distant learners to engage.
Students using a range of different technologies in a variety of ways – some awareness between what they want to be private and what they will share – this affects what technology they choose to use for what purpose. Students prefer to keep academic persona separate (JISC, 2007). Email still dominates with an increase in cloud storage (with some preference to secure uni storage) and increased engagement with MOOCs and OERs.
Students using a range of different technologies in a variety of ways – some awareness between what they want to be private and what they will share – this affects what technology they choose to use for what purpose. Students prefer to keep academic persona separate (JISC, 2007). Email still dominates with an increase in cloud storage (with some preference to secure uni storage) and increased engagement with MOOCs and OERs.
Role of Language- Multilingualism
Rothman and Treffers-Daller (2013) suggest that the ability to communicate promoted intercultural understanding and bi/multi-linguals’ who switch between languages are cognitively more flexible and shows an advanced working memory processes with the ability to supress irrelevant information. Rothman and Treffers-Daller (2013) express concern for the staff to understand the cultures influencing their students. With particular attention to their use of grammar, punctuation and sentence structure that is likely to deviate from expected student norms. Potentially giving way to negative assumptions and stereotypes (Rothman & Treffers-Daller, 2013).
Role of Language- Aspects of English Delivery
Amritavalli’s (2013) work focuses on English deliverance through context-sensitive understanding and application of meaningful contexts. Amritavalli (2013) highlights the concern for who is responsible for the curriculum, the establishment, the environment or the teacher competence/confidence. This research indicates innate advantages for young children to learn many languages they are meaningfully exposed to but highlights the need for balance between educational prescribed texts and learner-chosen texts.
Role of Language- Developing the ASER English Tool
Banerji and Bobde (in Berry, 2013) identified that westernised icons are not always recognised by Easters students.