Learners’ reflexivity and the development of an e-learning community among students in China
Learners’ reflexivity and the development of an e-learning community among students in China
The experiences of Chinese learners on two e-learning programmes in China were investigated, focusing particularly on the formation of learning communities. Data were collected using a range of instruments to access the learners' perspectives in depth and detail. Archer's account of reflexivity as the mediating power between structure and agency is applied to understanding how learners succeeded in one programme in forming a learning community, through their negotiated responses to the existing structural and cultural conditions, whereas little evidence was found of the emergence of learning community in the other case. Further understanding emerges from reappraisal of Confucian philosophy of learning and social relationships, how these influenced the participants' prior learning experiences and how they play a part in their responses to the e-learning experience.
5-17
Li, Zhen
f327e11e-490f-4ef7-8021-6a4907c48f50
16 March 2011
Li, Zhen
f327e11e-490f-4ef7-8021-6a4907c48f50
Li, Zhen
(2011)
Learners’ reflexivity and the development of an e-learning community among students in China.
Research in Learning Technology, 19 (1), .
Abstract
The experiences of Chinese learners on two e-learning programmes in China were investigated, focusing particularly on the formation of learning communities. Data were collected using a range of instruments to access the learners' perspectives in depth and detail. Archer's account of reflexivity as the mediating power between structure and agency is applied to understanding how learners succeeded in one programme in forming a learning community, through their negotiated responses to the existing structural and cultural conditions, whereas little evidence was found of the emergence of learning community in the other case. Further understanding emerges from reappraisal of Confucian philosophy of learning and social relationships, how these influenced the participants' prior learning experiences and how they play a part in their responses to the e-learning experience.
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Published date: 16 March 2011
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Local EPrints ID: 183991
URI: http://eprints.soton.ac.uk/id/eprint/183991
ISSN: 2156-7069
PURE UUID: 301c25f6-cb7a-4c68-900d-940628551f39
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Date deposited: 04 May 2011 13:21
Last modified: 14 Mar 2024 03:05
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Author:
Zhen Li
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