A study on the expectation of Chinese learners, in order for them to learn in most effective ways. Comparison between employees and graduate students on their effective learning behavior.

1. Behavior Expectation Model of
Chinese Learning Effectiveness
in The Higher Education & Workplace Environment
by
Prof.Dr.Hora Tjitra,Thomas Jenewein & Wang Huiqi
Vers.2.0 Hangzhou, March 2010
• School of Psychology and Behavioural Sciences • Zhejiang University, Xixi Campus • 310028 Hangzhou • CHINA •
• Phone: ++86 571 8827 3337 • Fax: +86 571 8827 3326 • E-Mail: htjitra@zju.edu.cn • Homepage: http://www.horatjitra.com •

2. Tjitra, 2007
Learning Belief in Chinese Cultural Context
The concept of “Learning” in the traditional Chinese culture contained
the meaning of imitation and practice. This learning belief significantly
influenced Chinese teaching and learning behaviors.
“Xue” originally means that the
birdie imitates other birds, later is
used as human being’s imitating
learning.
“Xi” originally means that the
birdie practices flying and later is
used as human being’s practice
or review on learning things.
立志
(Motivation)
博学
(Perception)
审问、慎思、明辨
(Comprehension)
时习
(Review)
笃行
(Practice)
By summarizing Chinese traditional learning beliefs on learning process,
we found there were five steps in learning process:

3. Tjitra, 2007
Typical Characteristics of Chinese Learner in Former
Studies
In our literature review, we found some key studies about Chinese learner:
Key words Literatures
Rote learning/ Repetition
Yee (1989), Martinsons & Martinsons (1996),
Biggs (1994), Dahlin & Watkins (2000)
Passive learning/Lack of
participation in classroom activities
Chow (1995), Scollon and Scollon (1994), Chan
(1999), Biggs (1994)
Chinese-style group work
Jin & Cortazzi (1998), Biggs (1994), Chan &
Watkins (1994), Tang (1996)
Extrinsic motivation Watkins & Biggs (1996), Salili (1996)
Exam oriented Gao & Watkins (2000)
Teacher/trainer-centered Kirkbrede & Tang (1992), Biggs (1998)
Authority relationship between
teachers and students
Ginsberg (1992),Chan (1999), Pratt (1999)

4. Tjitra, 2007
Research Questions
Question 2
What are the differences in learning behaviors
between Chinese learners in the higher
education and workplace environment?
Question 1
What are the distinctive characteristics of
Chinese learners based on the cultural
context?

5. Tjitra, 2007
Research Method—Focus Group Discussion
Focus group discussion with Chinese learners on how they used to learn and
how would they like to be trained:
Duration -90-120 minutes semi-structured group discussion in Chinese-90-120 minutes semi-structured group discussion in Chinese
Number of groups
-30 group discussions have conducted. Each group will consist of four to five participants
-15 employee groups and 15 student groups
-30 group discussions have conducted. Each group will consist of four to five participants
-15 employee groups and 15 student groups
Analysis
- The whole discussions were video recorded. The flipcharts have been totally transcribed
and analyzed using inductive content analysis. Later all the video data will be analyzed
with the help of atlas.ti software.
- The whole discussions were video recorded. The flipcharts have been totally transcribed
and analyzed using inductive content analysis. Later all the video data will be analyzed
with the help of atlas.ti software.
Participants Students Employees
Requirements
- Native Chinese
- Postgraduate students from different
majors
-Native Chinese
-Got main education in China
-At least 3 years working experiences
-Further he/she should have been
participated in corporate training / learning
programs.
-Employees of big corporation in China
Composition - Randomly sampling -Randomly sampling

6. Tjitra, 2007
Research Method
– Focus Group Discussion Guideline
Group
Discussion
Introduction Introduce the project information and get familiar with each other
Questionnair
e
Finish our questionnaire regarding learning style and technologies
Short Learning
Movies
Watch three movie fragments concerning teaching and learning
Q1: Could you describe learning situations which impressed you
most? Why?
Q2: While you are learning, what are the most important factors
that make it effective?
Q3: What are your expectations of a best teaching situation?
Q4: What is the most effective learning process for you?
Closing Acknowledgment and send gifts to our participants

7. Tjitra, 2007
Participant Profile
41.00%
59.00%
Male
Female
38%
22%
19%
21%
Dalian
Chengdoo
Shanghai
Hangzhou
Gender
Location
A Equal Gender and Location Representation –
A Young Target Group Coming from Various Backgrounds –
8%
2%
30%
22%
21%
18%
Management
Social Science & Language
Engineering
Computer
Art
Science

8. Tjitra, 2007
Profile of Participants Shows a Young Target Group
Coming from Various Backgrounds
8%
2%
30%
22%
21%
18%
Management
Social Science & Language
Engineering
Computer
Art
Science
Age 20-24 25-29 30-34 35-39
Student 55 17 0 0
Employee 10 37 17 4
Total 65 54 17 4
Lowest Highest Average S
Student 20 29 23.6 1.54
Employee 21 37 28.2 3.78
Total 20 37 25.8 3.67
8

9. Tjitra, 2007
Research Method (II)
– Data Analysis Framework
Discussion
Research Questions
Inductive Content
Analysis
-Flipchart Data
Pre-structure
 What are the prior learning experiences and expectations of Chinese learners and
what is the most effective learning process for them in the higher education and
workplace?
Corp. Group
Stud. Group
G1
G1
G2
G2
G4
G4
G7
G7
G15
G15
Chinese effective learning pre-structure
Deductive Content
Analysis
-Transcription Data
Final Results
Discussion
Corp. Group
Stud. Group
G1
G1
G2
G2
G4
G4
G7
G7
G15
G15
Final distinctive Chinese effective learning structure

10. Tjitra, 2007
Research Method (III)
– Inductive Content Analysis Procedure
1. Dimension level: e.g. Person
2. Sub-dimension level: e.g. Ideal Teacher
3. Item level: e.g. Passion & Effort
Item level
(Experienced/Expected)
Sub-dimension level
Dimension level
 Key words in Flipchart
The pre-structural categories
Determination of
Category Definition
Step by Step
Formulation
Structure for
Each Group
 Integrate relevant
keywords into the same
sub-dimension
 Integrate relevant sub-
dimension into the
same dimension

11. Tjitra, 2007
Research Method (IV)
– Deductive Content Analysis Procedure
Theoretical based definition
of main categories, sub categories
Theoretical based formulation
of definitions, quotations and
coding rules for the categories
Collection them in the coding book
Revision of categories
and coding book
Interpretation of the results
• Start from the pre-structure
• Recode the original video data
by Atlas.ti
• Collect the quotations for each
sub categories
• Recheck the wording and
frequencies
• Modify the whole structure
• Relate the results to Chinese
culture and other literatures

12. Tjitra, 2007
Data Analysis Sample

13. Tjitra, 2007
Important Expectations of Learners
concerning Learning Effectiveness
Characteristics
The Effective Learning Characteristics in Chinese
Cultural Context
(Employee-867 / Student-723) ①
PERSON
(38.7% / 37.3%)
PROCESS
(41.3% / 46.6%)
Self Studying *
(12% / 19.6%)
Knowledge Delivery **
(21% / 7.7%)
Mentoring Support
(36% / 36.2%)
Stimulating Learning
(32% / 37.1%)
Qualified Learner
(14% / 18.1% )
Ideal Teacher
(44% / 34.5%)
Interpersonal Relationship *
(8% / 20%)
Learning Motivation
(34% / 27.4%)
CONTEXT *
(20% / 16.1%)
Course Materials
(36% / 32.8%)
Instructional Media
(38% / 42.2%)
Infrastructure &
Environment
(26% / 25%)
① The left numbers represent the frequency of the employee, and the right ones represent that of the student.
* p<.05, ** p<.01 (Mann-Whitney)

14. Tjitra, 2007
Expectations towards Personal Factors
Qualified
Learner
(13% / 16% )
Ideal
Teacher
(43% / 33%)
Interpersonal
Relationship *
(9% / 19%)
PERSON (380/403)
 Pre-Knowledge &
Experience (15/14)
 Mental & Physical
Readiness (18/24)
 Devoted Diligence
(18/25)
 Authoritative
Reputation (44/31)
 Appropriate
Appearance (21/11)
 Vivid Expression *
(23/7)
 “Hao-ren” (34/37)
 Passion & Effort
(22/34)
 Openness & Humorous
(19/13)
 Friend-like Non
Hierarchical
Relationship outside
the Class (18/29)
 Familiarity with others
(6/1)
 Hierarchical
Relationship
in the class (6/1)
 Partner Learning **
(6/45)
Learning
Motivation
(34% / 33%)
 Personal
Enthusiasm (51/47)
 Learning Reward
(31/24)
 Future Perspective
(11/14)
 Face (Mian-zi) (6/8)
 External Pressure
(31/38)
* p<.05, ** p<.01, ***p<.001 (Mann-Whitney)

15. Tjitra, 2007
Expectations towards Process Factors
Knowledge
Delivery **
(19% / 10%)
Mentoring
Support
(39% / 42%)
PROCESS (403/421)
 Logical & Clear
Demonstration ***
(44/10)
 Give Example (16/5)
 Visualize the
Knowledge (8/13)
 Relate Theory to
Practice (10/13)
 Providing Resources
(19/12)
 Utilizing Aptitudes *
(52/22)
 Giving Guidance
(44/61)
 Feedback Mechanism
(25/44)
 Inspiration &
Encouragement
(19/36)
Self
Studying *
(12% / 20%)
 Self Information
Searching (17/21)
 Self Reading &
Reviewing (15/25)
 Self Exercise (15/19)
 Learning Route **
(3/21)
Stimulating
Learning
(29% / 28%)
 Participative
Interaction (48/58)
 Sharing Experiences
(28/16)
 Free Atmosphere
(12/11)
 Hands-on Practice
(28/34)
*topic mentioned by (Employee / Student)

16. Tjitra, 2007
Expectations towards Context Factors
Course
Materials
(34% / 32%)
Instructional
Media
(40% / 45%)
Infrastructure
& Environment
(26% / 23%)
CONTEXT * (172/111)
 Novel & Interesting Content
(14/14)
 Relevance to the Jobs **
(22/0)
 Native Language (7/0)
 Overload - Briefly &
Systematic * (16/6)
 Insufficient information -
Abundant & Accurate **
(0/15)
 Interactive Media (12/19)
 Visualization (Visually
Attractive) (13/12)
 Accessibility & Easiness
(18/9)
 Openness & Flexibility (13/5)
 Up-to-Date & Different Ideas
(9/5)
 Variety of the Media (4/0)
 Physical Infrastructure
(15/16)
 Affordable Finance (7/2)
 Time Management (22/8)
*topic mentioned by (Employee / Student)

17. Tjitra, 2007
Group Discussion Brief Summary
 There are several different categories in our Chinese effective learning
structure between participants in higher education and workplace
environment although the major dimensions are similar.
 The learner pointed out the significant influences of the person,
process and context in effective learning. They postulated what good
learner and ideal teacher should have as well as what advantageous
context should incorporate. Learning process should be driven actively
by the teacher and qualify the learner to learn by themselves.
 Employees referred to the overload of information and highlighted the
practical relevance of the learning content, the variety of the media
used, and the issues of the time.
 Students emphasize external supervision from others (teacher or
schoolmate) to encourage themselves learning and the desire to have
a deep insight on what they learn.

18. Cross-cultural Learning Behavior
@ Tjitra,2010
Thanks for your interest
Any comments & questions
are welcome
Contact me at hora_t@mac.com
18
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