Distance Learning Course Design Expectations in China and the United Kingdom

Rees, Terri; Xu, Jingjing

Abstract

© 2016 Taylor & Francis Group, LLC. This article provides insight into different expectations between Chinese and British academic culture for distance learning. The article is based on a pedagogic research project, a case study, and is centered on a distance learning course in maritime law proposed by a British university for a university in China. Some important commonalities and gps between perceptions of deliverers and receivers of the proposed course were identified. There were important differences between Chinese and UK respondents about the value of open educational resources, the sequential access to course materials, the type of technologies that were important for delivery of content and for communication, the value of peer assessment, and the time expectations for feedback. Recommendations are suggested for bridging the cultural gaps in distance learning between a British and Chinese context.

Citation

Rees, T., & Xu, J. (2016). Distance Learning Course Design Expectations in China and the United Kingdom. American Journal of Distance Education, 30(4), 250-263. https://doi.org/10.1080/08923647.2016.1235395

• Journal Article Type: Article
• Acceptance Date: Feb 16, 2016
• Online Publication Date: Dec 16, 2016
• Publication Date: Oct 1, 2016
• Deposit Date: Mar 10, 2020
• Journal: American Journal of Distance Education
• Print ISSN: 0892-3647
• Electronic ISSN: 1538-9286
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Volume: 30
• Issue: 4
• Pages: 250-263
• DOI: https://doi.org/10.1080/08923647.2016.1235395
• Public URL: https://uwe-repository.worktribe.com/output/5575247
• Additional Information: Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=hajd20