E-Learning in Higher Education in China and Belgium: Student, Teacher, Contextual Variables

Chang Zhu (Ghent University, Belgium), Martin Valcke (Ghent University, Belgium), and Tammy Schellens (Ghent University, Belgium)
Copyright: © 2010 |Pages: 157
EISBN13: 9781609602826|DOI: 10.4018/978-1-61520-749-7.ch008
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This case study aims at examining issues related to the adoption and implementation of e-learning in the Chinese and Flemish context, and identifying the similarities and differences regarding the student, teacher and contextual variables. A parallel e-learning design was set up at Ghent University, (Flanders) Belgium and Beijing Normal University, China. A series of variables were considered at the student, teacher and contextual level. Chinese and Flemish students differed in many aspects in their perceptions of and satisfaction with the e-learning environment. Chinese and Flemish teachers were clearly in different stages regarding technology adoption for education. These disparities are related to the specific contexts (both institutional and cultural). Linkage is made to the current status quo of the two contexts and the cultural dimensions, such as individualism/ collectivism, power distance and competition.
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