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Distance Learning Course Design Expectations in China and the United Kingdom

Rees, Terri; Xu, Jingjing

Authors

Terri Rees

Jingjing Xu



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