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Learning to Become an Online Learner in a Chinese University: A Tale of Transformative Pedagogy

Learning to Become an Online Learner in a Chinese University: A Tale of Transformative Pedagogy

David S. Stein, Hilda R. Glazer, Michael Glassman, Xing Li
Copyright: © 2018 |Pages: 22
ISBN13: 9781522531203|ISBN10: 1522531203|EISBN13: 9781522531210
DOI: 10.4018/978-1-5225-3120-3.ch003
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MLA

Stein, David S., et al. "Learning to Become an Online Learner in a Chinese University: A Tale of Transformative Pedagogy." Cultivating Diverse Online Classrooms Through Effective Instructional Design, edited by Karen L. Milheim, IGI Global, 2018, pp. 45-66. https://doi.org/10.4018/978-1-5225-3120-3.ch003

APA

Stein, D. S., Glazer, H. R., Glassman, M., & Li, X. (2018). Learning to Become an Online Learner in a Chinese University: A Tale of Transformative Pedagogy. In K. Milheim (Ed.), Cultivating Diverse Online Classrooms Through Effective Instructional Design (pp. 45-66). IGI Global. https://doi.org/10.4018/978-1-5225-3120-3.ch003

Chicago

Stein, David S., et al. "Learning to Become an Online Learner in a Chinese University: A Tale of Transformative Pedagogy." In Cultivating Diverse Online Classrooms Through Effective Instructional Design, edited by Karen L. Milheim, 45-66. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3120-3.ch003

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Abstract

The authors describe how transformational pedagogy can be applied to teaching in a cross-cultural classroom to promote deep learning. Technology tools, instructional teams, time for instruction, and language are shown to be key elements in considering the depth of change possible when introducing ideas to disrupt the idea of the classroom as well as the location of the classroom. Recommendations for teaching in a cross-cultural environment include developing trust in the translator, becoming familiar with the tools used in the host country, considering how examples and terms may be misunderstood, and becoming comfortable with emergent instructional designs such as transformative pedagogy.

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