Chinese teachers emphasize competition among students more than Flemish teachers, while perceived power distance and collaboration are similar across the two groups¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Chinese teachers put more emphasis on competition among students than Flemish teachers (p < .001), but the two groups do not differ significantly on power distance teacher-student or student collaboration. → Chang Zhu 2010

Evidence¶

Chang Zhu 2010¶

Chang Zhu, Martin Valcke and Tammy Schellens. (2010). A cross-cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education. European Journal of Teacher Education. https://doi.org/10.1080/02619761003631849

q2 · i? · associational · r1

Cultural Environment Survey (power distance, collaboration, competition subscales) administered to 60 Chinese and 30 Flemish teachers. The article reports no significant group difference on power distance or collaboration and a significant difference on competition favouring higher Chinese emphasis ("p < .001").

"The results show that power distance between teacher-student and student collaboration appear to be similar between the two cultural groups ( p > .05). However, compared to the Flemish teachers, Chinese teachers put more emphasis on competition among students (p < .001)."

Discussion¶

Related Claims¶

• Flemish faculty adopt e-learning and online collaborative learning at higher rates than Chinese faculty (about 95% vs 30% e-learning; 27% vs 8% online collaboration)
• Perceived power distance correlates with expert and authority roles, collaboration with facilitator and delegator roles, and competition correlates with all five teacher roles — related
• Chinese university teachers stress the expert, authority and model teacher roles to a larger extent than Flemish teachers, with no group difference in facilitator or delegator roles — related
• Perceived collaboration among peers positively predicts academic engagement, but competitive climates can undercut collaboration — related
• Teachers' adoption of online collaborative learning is associated with constructivist beliefs, facilitator/delegator roles, perceived need for innovation, and institutional conditions — related