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)¶
Claim · All claims
Evidence · 1 study · qualitativer3·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¶
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q2 i? About 95% of Flemish faculty adopted e-learning versus about 30% of Chinese faculty, and 27% of Flemish versus 8% of Chinese faculty adopted online collaborative learning. → 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? · qualitative · r3
Interview-based classification of adopters among 60 Chinese and 30 Flemish teachers (Table 6). The article reports the printed adoption percentages for e-learning and for online collaborative learning in each group, noting Ghent University's university-wide Minerva platform.
"From the results, we see only about 8% of the Chinese faculty adopted an online collaborative learning mode; however, 27% of the Flemish faculty adopted this innovative mode. The general adoption of e-learning by the Flemish faculty reaches about 95%; however, the general adoption of e-learning is only about 30% among the Chinese faculty."
Discussion¶
Related Claims¶
- Chinese teachers emphasize competition among students more than Flemish teachers, while perceived power distance and collaboration are similar across the two groups
- 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
- Perceived power distance correlates with expert and authority roles, collaboration with facilitator and delegator roles, and competition correlates with all five teacher roles — 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 |
flemish-faculty-adopt-e-learning-more-than-chinese |
title |
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) |
description |
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) |
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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