A Comparative Study of the Use of Video in American Higher Education and That in Chinese Higher Education.

Autor/in	Bai, Jie
Titel	A Comparative Study of the Use of Video in American Higher Education and That in Chinese Higher Education.
Quelle	(1995), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Access to Education; Comparative Analysis; Cross Cultural Studies; Cultural Differences; Educational Media; Foreign Countries; Higher Education; Instructional Effectiveness; Student Attitudes; Teaching Methods; Video Equipment; Videotape Recordings; China; United States + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Bildungsmittel; Unterrichtsmedien; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; USA
Abstract	This paper briefly compares the uses of video as a medium of instruction in higher education in the United States and China and makes tentative explanations from a sociocultural perspective of the differences between these countries in using this medium. Video has been used similarly in a number of ways in both countries, but the ways it is used and the frequency of use have been different. Video as a supplement to instruction is used more frequently in the United States than in China. In the United States it is also used more often to provide input for discussion or other kinds of further work, but in China it is used as an end in itself. The difference lies in the fact that the United States has more equipment and easier access. Chinese teaching still relies on the instructor's delivery, rather than video, and students still tend to feel that the instructor's delivery is superior to video use. To make video more important in Chinese higher education, it will be necessary to change perceptions about delivery as well as to improve access. (Contains 10 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC