Active Learning for Discovery and Innovation in Criminology with Chinese Learners

Autor/inn/en	Li, Jessica C. M.; Wu, Joseph
Titel	Active Learning for Discovery and Innovation in Criminology with Chinese Learners
Quelle	In: Innovations in Education and Teaching International, 52 (2015) 2, S.113-124 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2013.796720
Schlagwörter	Active Learning; Asians; Qualitative Research; Focus Groups; Statistical Analysis; Foreign Countries; Crime; Intellectual Disciplines; Questionnaires; Student Attitudes; Teaching Methods; Skill Development; Educational Benefits; Creativity; Content Analysis; Outcomes of Education; Prevention; Writing (Composition); Instructional Effectiveness; Confucianism; Hong Kong + Suchen Sie Ihr Suchwort? Aktives Lernen; Asian; Asiat; Asiatin; Asiaten; Asiate; Qualitative Forschung; Statistische Analyse; Ausland; Crimes; Delict; Delicts; Delikt; Geisteswissenschaften; Fragebogen; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungsertrag; Kreativität; Inhaltsanalyse; Lernleistung; Schulerfolg; Prävention; Vorbeugung; Schreibübung; Unterrichtserfolg; Konfuzianismus; Hongkong
Abstract	Whereas a great deal of literature based upon the context of Western societies has concluded criminology is an ideal discipline for active learning approach, it remains uncertain if this learning approach is applicable to Chinese learners in the discipline of criminology. This article describes and provides evidence of the benefits of using active learning approach in a criminology class in a publicly funded university in a Chinese city - Hong Kong. Using quantitative and qualitative data collected from four cohorts of students enrolled in the course over four years (2008-2011) through structured questionnaire, focus group meetings and students' self-reflection, it was evident that active learning could not only enable Chinese learners to achieve the course-intended outcomes but also could advance their attitude, knowledge and skills of learning. The findings were further discussed with respect to the feasibility and constraints of launching active learning for Chinese learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01