International-Domestic Student Differences in Learning: Use of Classroom Response Systems in China Versus in Canada |
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Authors: | Hong Fan Jeffrey W Power Xiaofei Song |
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Institution: | 1. Department of Accounting, Sobey School of Business, Saint Mary’s University, Halifax, Nova Scotia, CanadaHong.Fan@smu.ca;3. Department of Accounting, Sobey School of Business, Saint Mary’s University, Halifax, Nova Scotia, Canada |
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Abstract: | ABSTRACTThis study compares the impact of audience response systems (clickers) on the learning experience and classroom behavior of Chinese and Canadian students. Based on differences in student learning styles, which are rooted in the differences in national cultures, we predict that clicker technology will result in a more positive learning experience, and have more impact on classroom behavior in Chinese students than in Canadian students. Our survey results show that, consistent with the findings of prior studies, both groups of students report a positive experience and improved classroom behavior with the use of clickers. Chinese students report a more positive learning experience, but no difference in classroom behavior changes than Canadian students. This study extends the research on clickers by considering the impact of cultural background and shows classroom technology such as clickers can potentially help mitigate the cultural barriers in international business education. |
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Keywords: | Clicker Audience response system National cultural Learning experience Classroom behavior |
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