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A systematic review of Chinese students’ online learning experiences

Yiyi Mao
Yiyi Mao
 et 
Kyungmee Lee
Kyungmee Lee
   | 18 juil. 2024
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Article Category: Research Article
Publié en ligne: 18 juil. 2024
Pages: 41 - 59
DOI: https://doi.org/10.2478/eurodl-2024-0002
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© 2024 Yiyi Mao et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.

Figure 1:

Systematic review PRISMA* chart. * PRISMA is the abbreviation for The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, which was designed to improve the quality of systematic reviews (Page et al., 2021).
Systematic review PRISMA* chart. * PRISMA is the abbreviation for The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, which was designed to improve the quality of systematic reviews (Page et al., 2021).

Figure 2:

Country of the first author(s).
Country of the first author(s).

Figure 3:

Country of research.
Country of research.

Figure 4:

Country of HE institutions.
Country of HE institutions.

Figure 5:

The use of theories.
The use of theories.

Figure 6:

Research approaches.
Research approaches.

Figure 7:

Research design.
Research design.

Figure 8:

Main research themes.
Main research themes.

Figure 9:

Limitations of previous research.
Limitations of previous research.

Figure 10:

Authors’ attitudes to different aspects of Chinese culture.
Authors’ attitudes to different aspects of Chinese culture.

Figure 11:

The benefits of online learning. ICT, information and communication technology.
The benefits of online learning. ICT, information and communication technology.

Figure 12:

The challenges of online learning.
The challenges of online learning.

Characteristics of Chinese culture stated in the selected articles

Chinese culture Statements n Examples
Authoritative Negative 8 Nield (2004)
Competitive Negative 3 Du (2016)
Face-saving Negative 3 Yong (2021)
Collectivism Neutral 8 Du et al. (2016)
Harmony Positive 4 Zhang (2013)
Chinese education Attitude n Examples
Teacher-driven instruction Negative 5 Windsor (2021)
Achievement-focussed Negative 4 Commander et al. (2016)
Authoritarian Negative 1 Turnbull et al. (2021)
Spoon-fed education Negative 1 Xiao and Hurd (2010)
Content-based instruction Neutral 3 Tsai (2019)
Fundamental skills training Neutral 3 Tsai (2019)
Difficult subjects Neutral 1 Nield (2004)
Long-term oriented Neutral 1 Thompson and Ku (2005)
Learner characteristics Attitude n Examples
Conservative Negative 5 Zhu et al. (2009a)
Silent Negative 5 Zhu et al. (2009a)
Afraid of losing face Negative 4 Law et al. (2013)
Avoiding conflict Negative 2 Zhang (2013)
Diligent Positive 2 Du (2016)
Adaptive Positive 2 Cheng and Ding (2021)
Holistic Positive 1 Thompson and Ku (2005)
Learner behaviours Attitude n Examples
Being passive Negative 9 Windsor (2021)
Not asking for teacher guidance Negative 9 Law et al. (2013)
Being pragmatic and utilitarian Negative 6 Law et al. (2013)
A lack of critical thinking Negative 3 Cheng and Ding (2021)
Content-oriented in discussions Neutral 1 Zhu et al. (2009a)
Searching for new knowledge Positive 1 Zhang (2013)

Specific theories used in the selected articles

Specific theories n Examples
Learning-related theories (n = 11)
Self-regulated learning theory 5 Hou (2020)
Motivation theory 2 Xiao and Hurd (2010)
Flow theory 1 Zhou et al. (2021)
Language learning theory 1 Zheng et al. (2016)
Learner beliefs 1 Xiao and Hurd (2010)
Self-efficacy 1 Cui (2021)
Culture-related theories (n = 10)
Acculturation framework 4 Forbush and Foucault-Welles (2016)
Interpretivism 1 Thompson and Ku (2005)
Social constructivism 1 Zhu et al. (2009b)
Sociocultural constructivism 1 Commander et al. (2016)
Theory of culture 1 Thompson and Ku (2005)
Theory of cultural attributes 1 Zhang (2013)
Theory of interest 1 Du (2016)
Technology-related theories (n = 8)
Technology acceptance model 3 Cui (2021)
Diffusion of innovation 1 Duan et al. (2010)
Media richness theory 1 Zhou et al. (2021)
Multimedia learning theory 1 Tsai (2019)
Push–pull–mooring model 1 Jin et al. (2021)
Transactional distance theory 1 Liu (2020)
Studies without theories (n = 13)
Studies without theories 13 Cheng and Ding (2021)

Findings of the studies

Findings about specific online learning tools N Examples
Automatic essay-scoring services improve students’ learning performance. 4 Hou (2020)
Internet/Web search/virtual platforms provide valuable information and help students seek academic resources. 2 Mikal et al. (2015)
Social networking tools discourage students’ cultural integration. 2 Forbush and Foucault-Welles (2016)
There are gender differences in students’ selections and usages of learning tools. 2 Ng and Tan (2017)
Social media platforms are effective in helping students to adjust to their lives abroad. 1 Chen and Yang (2015)
Learning management systems help students interact with others. 1 Turnbull et al. (2021)
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 Yong (2021)
Learning motivation Interest in subjects and positive self-talk improve students’ motivation. 2 Zhou et al. (2021)
Learning outcomes Students learning outcome is generally improved. 2 Commander et al. (2016)
Learning activities Students are heavily involved in the discussion board. 1 Thompson and Ku (2005)
Learning environment Feedback and help-seeking contribute to managing the learning environment. 1 Du (2016)
Learning strategies Students’ learning strategies are more in line with a social–constructivist learning approach. 1 Zhu et al. (2009b)
Findings about Chinese students’ emotions and perspectives N Examples
Students are satisfied with online learning. 3 Zhou et al. (2021)
Students are less comfortable with online learning. 2 Zhu et al. (2009a)
Students show that they need pastoral care 1 Yong (2021)
Due to language problems, international students feel more isolated and alienated. 1 Kung (2017)
Students prefer to take blended learning. 1 Thompson and Ku (2005)

Final inclusion and exclusion criteria

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 research topics

Specific topics n Examples
Students attitudes (n = 19)
Perceptions 5 Zhu et al. (2009a)
Preference 5 Du et al. (2016)
Acceptance 2 Zhou et al. (2021)
Beliefs 2 Zheng et al. (2016)
Motivation 2 Xiao and Hurd (2010)
Satisfaction 2 Tsai (2019)
Self-efficacy 1 Cui (2021)
Learning technologies/tools (n = 15)
Internet/Web search/virtual platform 3 Mikal et al. (2015)
Social networking tools 3 Saw et al. (2013)
Learning management system 3 Turnbull et al. (2021)
Massive open online course (MOOC)/interactive courseware 2 Tsai (2019)
Automatic essay-scoring services 1 Hou (2020)
E-library 1 Ng and Tan (2017)
Game-based learning tool 1 Windsor (2021)
Synchronous communication tools 1 Liu (2020)
Learning activities (n = 15)
Discussion/knowledge co-construction 6 Commander et al. (2016)
Assessment/review exercises 5 Cheng and Ding (2021)
Groupwork 3 Du (2016)
Learning environmental structuring 1 Du (2016)
Learning subject (n = 10)
Language learning 5 Zhou et al. (2021)
Accounting education 2 Yong (2021)
Architecture 1 Wong et al. (2002)
Design education 1 Law et al. (2013)
Engineering education 1 Tawil et al. (2012)
Culture/cultural issues (n = 10)
Culture differences 5 Smith et al. (2005)
Intercultural adaptation 4 Mikal et al. (2015)
Influence of traditional culture 1 Zhang (2013)
Learning strategies (n = 7)
Self-regulated learning 4 Zhou et al. (2021)
Collaborative learning 3 Du (2016)
Learning performance (n = 5)
Learning outcomes 3 Tsai (2019)
Effectiveness 2 Windsor (2021)
Influencing factors (n = 5)
Factors on students’ online learning uptake 4 Cui (2021)
Factors on students’ online learning outcomes 1 Zhu et al. (2009a)

Data collection and analysis methods

Data collection methods n Examples
Survey 22 Jin et al. (2021)
Interview 15 Law et al. (2013)
Experiment (pre- and post-tests) 4 Tsai (2019)
Secondary data 4 Thompson and Ku (2005)
Observation 3 Yong (2021)
Personal experience 2 Wong et al. (2002)
Students’ postings 2 Commander et al. (2016)
Data analysis methods n Examples
Inferential statistics 19 Cheng and Ding (2021)
Descriptive statistics 14 Cheng and Ding (2021)
Qualitative coding 9 Hou (2020)
Thematic analysis 3 Yong (2021)
Content analysis 2 Smith et al. (2005)
Narrative analysis 1 Turnbull et al. (2021)
Systematic analysis 1 Turnbull et al. (2021)
Triangulation 1 Thompson and Ku (2005)

Search strings

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”
eISSN:
1027-5207
Langue:
Anglais
Périodicité:
2 fois par an
Sujets de la revue:
Social Sciences, Education, Curriculum and Pedagogy, other
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