Chinese culture | Statements | n | Examples |
---|---|---|---|
Authoritative | Negative | 8 | |
Competitive | Negative | 3 | |
Face-saving | Negative | 3 | |
Collectivism | Neutral | 8 | |
Harmony | Positive | 4 | |
Chinese education | Attitude | n | Examples |
Teacher-driven instruction | Negative | 5 | |
Achievement-focussed | Negative | 4 | |
Authoritarian | Negative | 1 | |
Spoon-fed education | Negative | 1 | |
Content-based instruction | Neutral | 3 | |
Fundamental skills training | Neutral | 3 | |
Difficult subjects | Neutral | 1 | |
Long-term oriented | Neutral | 1 | |
Learner characteristics | Attitude | n | Examples |
Conservative | Negative | 5 | |
Silent | Negative | 5 | |
Afraid of losing face | Negative | 4 | |
Avoiding conflict | Negative | 2 | |
Diligent | Positive | 2 | |
Adaptive | Positive | 2 | |
Holistic | Positive | 1 | |
Learner behaviours | Attitude | n | Examples |
Being passive | Negative | 9 | |
Not asking for teacher guidance | Negative | 9 | |
Being pragmatic and utilitarian | Negative | 6 | |
A lack of critical thinking | Negative | 3 | |
Content-oriented in discussions | Neutral | 1 | |
Searching for new knowledge | Positive | 1 |
Specific theories | n | Examples |
---|---|---|
Learning-related theories ( |
||
Self-regulated learning theory | 5 | |
Motivation theory | 2 | |
Flow theory | 1 | |
Language learning theory | 1 | |
Learner beliefs | 1 | |
Self-efficacy | 1 | |
Culture-related theories ( |
||
Acculturation framework | 4 | |
Interpretivism | 1 | |
Social constructivism | 1 | |
Sociocultural constructivism | 1 | |
Theory of culture | 1 | |
Theory of cultural attributes | 1 | |
Theory of interest | 1 | |
Technology-related theories ( |
||
Technology acceptance model | 3 | |
Diffusion of innovation | 1 | |
Media richness theory | 1 | |
Multimedia learning theory | 1 | |
Push–pull–mooring model | 1 | |
Transactional distance theory | 1 | |
Studies without theories ( |
||
Studies without theories | 13 |
Findings about specific online learning tools | N | Examples | |
---|---|---|---|
Automatic essay-scoring services improve students’ learning performance. | 4 | ||
Internet/Web search/virtual platforms provide valuable information and help students seek academic resources. | 2 | ||
Social networking tools discourage students’ cultural integration. | 2 | ||
There are gender differences in students’ selections and usages of learning tools. | 2 | ||
Social media platforms are effective in helping students to adjust to their lives abroad. | 1 | ||
Learning management systems help students interact with others. | 1 | ||
Findings about Chinese students’ behaviours | N | Examples | |
Learning culture | There is a strong cultural clash between Chinese traditional education and online pedagogic practices, which strongly affects students’ learning behaviours. | 4 | |
Learning motivation | Interest in subjects and positive self-talk improve students’ motivation. | 2 | |
Learning outcomes | Students learning outcome is generally improved. | 2 | |
Learning activities | Students are heavily involved in the discussion board. | 1 | |
Learning environment | Feedback and help-seeking contribute to managing the learning environment. | 1 | |
Learning strategies | Students’ learning strategies are more in line with a social–constructivist learning approach. | 1 | |
Findings about Chinese students’ emotions and perspectives | N | Examples | |
Students are satisfied with online learning. | 3 | ||
Students are less comfortable with online learning. | 2 | ||
Students show that they need pastoral care | 1 | ||
Due to language problems, international students feel more isolated and alienated. | 1 | ||
Students prefer to take blended learning. | 1 |
Criteria | Inclusion | Exclusion |
---|---|---|
Student nationality | Chinese students | Non-Chinese students |
Education level | Higher education | Not higher education |
Mode of delivery | Online, distance, remote, emergency remote learning | Face-to-face, blended, hybrid learning |
Empirical study | Papers include empirical data | Conceptual papers, literature review |
Specific topics | n | Examples |
---|---|---|
Students attitudes ( |
||
Perceptions | 5 | |
Preference | 5 | |
Acceptance | 2 | |
Beliefs | 2 | |
Motivation | 2 | |
Satisfaction | 2 | |
Self-efficacy | 1 | |
Learning technologies/tools ( |
||
Internet/Web search/virtual platform | 3 | |
Social networking tools | 3 | |
Learning management system | 3 | |
Massive open online course (MOOC)/interactive courseware | 2 | |
Automatic essay-scoring services | 1 | |
E-library | 1 | |
Game-based learning tool | 1 | |
Synchronous communication tools | 1 | |
Learning activities ( |
||
Discussion/knowledge co-construction | 6 | |
Assessment/review exercises | 5 | |
Groupwork | 3 | |
Learning environmental structuring | 1 | |
Learning subject ( |
||
Language learning | 5 | |
Accounting education | 2 | |
Architecture | 1 | |
Design education | 1 | |
Engineering education | 1 | |
Culture/cultural issues ( |
||
Culture differences | 5 | |
Intercultural adaptation | 4 | |
Influence of traditional culture | 1 | |
Learning strategies ( |
||
Self-regulated learning | 4 | |
Collaborative learning | 3 | |
Learning performance ( |
||
Learning outcomes | 3 | |
Effectiveness | 2 | |
Influencing factors ( |
||
Factors on students’ online learning uptake | 4 | |
Factors on students’ online learning outcomes | 1 |
Data collection methods | n | Examples |
---|---|---|
Survey | 22 | |
Interview | 15 | |
Experiment (pre- and post-tests) | 4 | |
Secondary data | 4 | |
Observation | 3 | |
Personal experience | 2 | |
Students’ postings | 2 | |
Data analysis methods | Examples | |
Inferential statistics | 19 | |
Descriptive statistics | 14 | |
Qualitative coding | 9 | |
Thematic analysis | 3 | |
Content analysis | 2 | |
Narrative analysis | 1 | |
Systematic analysis | 1 | |
Triangulation | 1 |
Topic and cluster | Search string |
---|---|
Student | “Chinese student” OR “Chinese learner” OR “Chinese * learner” OR “Chinese * student” |
AND | |
Mode of delivery | “online” OR “distance” OR “remote” OR “emergency” |
AND | |
Education level | “higher education” OR “universit*” OR “college” OR “tertiary education” OR “higher Institut*” OR “postgraduate” OR “undergraduate” OR “graduate” OR “PhD” |