Learning cultures and learning styles: myth-understandings about adult (Hong Kong) Chinese learners

By P. Kennedy. 2002

414 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/d052338949a6d2eaee9f8b53130b61193b6e21a0

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Citations in the corpus

Developing alternative frameworks for exploring intercultural learning: a critique of Hofstede's cultural difference model (2009, background): “However, Kennedy (2002) and Tahar (2007) point out that closer inspection of both philosophical traditions shows significant similarities in relation to teaching and learning approaches.”
Pre‐service Teachers' Conceptions about Teaching and Learning: A closer look at Singapore cultural context (2007, background): “Traditionally, the Chinese perceive teachers to be the sole custodians of knowledge and top‐down approach is extolled pedagogically, with scant opportunity for questioning (Biggs, 1996 ; Kennedy, 2002 ).”
Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level (2021, background): “Indeed, Kennedy (2002) has indicated that Chinese teachers’ apparent reluctance to ask for help when they encounter problems with teaching is due to a fear of ‘losing face’ (mien-tzu – having status in front of others).”
Are students using the 'wrong' style of learning? (2008, background): “In practice, comparisons among students and universities are mainly based on the publication of grades and quantitative data that has no evident way of comparing real progress in the students’ achievement (Marslow, 1973: 161; Kennedy, 2002: 439; Turner, 2006).”
A cross-cultural comparison of student learning patterns in higher education (2012, background): “Several researchers have carried out cross-cultural, qualitative studies to better understand the study habits and conceptions of learning among students from different cultural backgrounds (e.g. Charlesworth 2008; Dahlin and Watkins 2000; Kennedy 2002; Manikutty et al. 2007; Valiente 2008).”
Demographic differences in how students navigate through MOOCs (2014, background): “However, researchers have also pointed out that learning styles are dynamic, so that learners might adopt new strategies when required [12] or as they grow older [8].”