Saint Francis University, Hong Kong.
Saint Francis University, Hong Kong.
Nurse Educ Pract. 2024 Jul;78:104023. doi: 10.1016/j.nepr.2024.104023. Epub 2024 Jun 14.
It is common for Chinese students to sit quietly during classroom lectures, attentively following teachers' instructions without interacting or asking questions, viewed as passive engagement. This study aims to understand further the passive engagement of Chinese students in relation to classroom questioning, just-in-time feedback and collaborative activities. With objectives to formulate strategies to enhance Chinese students' engagement in a large class learning environment without undermining the cultural dimension of "face".
Engaging in collaborative educational activities between teachers and students can be challenging in a large classroom learning environment. Within the Chinese context, Confucian-heritage culture may further exacerbate the challenges teachers face. Chinese students often appear passive when responding to questions. In this situation, educators may receive insufficient student feedback to modify and optimise their teaching and learning approaches.
A qualitative research method, with an interpretative phenomenological approach was employed in a self-financed institute of higher education in Hong Kong.
Eight nursing graduates were invited to participate in two focus group interviews to generate teaching and learning strategies. In addition, individual in-depth interviews were conducted with twelve nursing teachers recruited through a snowballing sampling strategy. The narratives were coded, categorised, themed, analysed and interpreted through thematic analysis.
Chinese students are concerned with "losing face" and the fear of being teased by their peers in a collectivist culture. Based on these findings, three teaching and learning strategies for engaging students in classroom questioning and collaborative activities were generated. These strategies include using digital learning platforms, the promotion of communication and fostering interpersonal relationships.
In higher education, academic managers and teachers must critically reflect on teaching and learning strategies tailor-made to different cultural and contextual settings. Collaborating on pedagogical reforms can provide solid guidance and insight on implementing student-centred learning for Chinese students in large class learning environments while respecting the cultural dimension of "face".
中国学生在课堂上通常静静地坐着，专心听从教师的指导，不互动也不提问，这种行为被视为被动参与。本研究旨在进一步了解中国学生在课堂提问、即时反馈和合作活动方面的被动参与情况。本研究的目的是制定策略，以增强中国学生在大班学习环境中的参与度，同时不破坏“面子”这一文化维度。
在大班学习环境中，教师与学生之间进行合作教育活动可能具有挑战性。在以儒家文化为传统的中国背景下，这种挑战可能会进一步加剧。中国学生在回答问题时往往显得很被动。在这种情况下，教育者可能无法收到足够的学生反馈，无法调整和优化他们的教学方法。
本研究采用定性研究方法，采用解释现象学方法，在香港一所自筹资金的高等教育机构进行。
邀请 8 名护理专业毕业生参加了 2 次焦点小组访谈，以制定教学策略。此外，通过滚雪球抽样策略，招募了 12 名护理教师进行个人深入访谈。通过主题分析，对这些叙述进行编码、分类、主题分析、分析和解释。
在中国的集体主义文化中，中国学生担心“丢脸”和被同龄人嘲笑。基于这些发现，提出了三种在课堂提问和合作活动中激发学生参与的教学策略。这些策略包括使用数字学习平台、促进沟通和培养人际关系。
在高等教育中，学术管理人员和教师必须批判性地反思教学策略，针对不同的文化和背景环境进行调整。合作进行教学改革可以为中国学生在大班学习环境中实施以学生为中心的学习提供坚实的指导和见解，同时尊重“面子”这一文化维度。
