Learning to Become an Online Learner in a Chinese University: A Tale of Transformative Pedagogy

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Author(s): David S. Stein (The Ohio State University, USA), Hilda R. Glazer (Capella University, USA), Michael Glassman (The Ohio State University, USA)and Xing Li (Central China Normal University, China)
Copyright: 2018
Pages: 22
Source title: Cultivating Diverse Online Classrooms Through Effective Instructional Design
Source Author(s)/Editor(s): Karen L. Milheim (Walden University, USA)
DOI: 10.4018/978-1-5225-3120-3.ch003

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Virtual Learning Environments

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Abstract

The authors describe how transformational pedagogy can be applied to teaching in a cross-cultural classroom to promote deep learning. Technology tools, instructional teams, time for instruction, and language are shown to be key elements in considering the depth of change possible when introducing ideas to disrupt the idea of the classroom as well as the location of the classroom. Recommendations for teaching in a cross-cultural environment include developing trust in the translator, becoming familiar with the tools used in the host country, considering how examples and terms may be misunderstood, and becoming comfortable with emergent instructional designs such as transformative pedagogy.

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Learning to Become an Online Learner in a Chinese University: A Tale of Transformative Pedagogy

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