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¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2015: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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q2 i? Chinese teachers score higher than Flemish teachers on the expert, authority and model teacher roles (p < .01), while facilitator and delegator role perceptions do not differ between the two groups. → 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 · r2
Survey comparison of 60 Chinese and 30 Flemish teachers using the Grasha Teaching Style Survey (five-point scales). The article reports higher Chinese scores on expert, authority and model roles ("p < .01") and no significant group difference on facilitator or delegator roles ("p > .05").
"The survey results show that Chinese teachers stress to a larger extent the teacher as an expert, an authority and a model as compared to Flemish teachers ( p < .01). There are no significant differences in the perception of the teacher's role as a facilitator, or a delegator between the two cultural groups (p > .05)."
Discussion¶
Related Claims¶
- Perceived power distance correlates with expert and authority roles, collaboration with facilitator and delegator roles, and competition correlates with all five teacher roles
- 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)
- Chinese teachers emphasize competition among students more than Flemish teachers, while perceived power distance and collaboration are similar across the two groups — related
- Teachers' adoption of online collaborative learning is associated with constructivist beliefs, facilitator/delegator roles, perceived need for innovation, and institutional conditions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
chinese-teachers-stress-expert-authority-model-roles-more |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
recheck_by |
2015 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — chang-zhu-2010 |
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