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Examining Issues of E-learning Practices in Chinese Higher Education: A Comparative Study of Mainland China, Hong Kong and Taiwan
ARTICLE

, The Hong Kong Institute of Education, China

International Journal on E-Learning Volume 12, Number 4, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Empirical studies of e-learning practices in Chinese higher education are still controversial. Shared Chinese beliefs in education, moving towards mass higher education for global competitiveness and improving e-readiness levels press for ubiquitous use of e-learning in mainland China, Taiwan and Hong Kong. This is a small-scale case study using a qualitative, cross-sectional approach to examining issues related to the practices involved in transforming the higher education of these three places. The findings enrich the understandings and extend the theoretical underpinnings of e-learning in terms of institutional settings, pedagogic responses to change and information and communication technologies (ICT) enabled capacity in education. Results show that (1) e-learning policy and practices were not explicitly integrated (2) faculties were reluctance to change; and (3) over-reliance on ICT-enabled capacity for teaching and learning. Implications and future research are also discussed.

Citation

Szeto, E. (2013). Examining Issues of E-learning Practices in Chinese Higher Education: A Comparative Study of Mainland China, Hong Kong and Taiwan. International Journal on E-Learning, 12(4), 383-402. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 31, 2020 from .