During the last two decades, countries with a Confucian heritage culture (CHC)(e.g. China, Hong Kong Korea, Malaysia, Singapore, Taiwan and Vietnam) have widely promoted teaching and learning reforms to advance their educational systems. To skip the painfully long research stage, CHC educators have often borrowed Western philosophies and practices with the assumption that what has been done successfully in the West will produce similar outcomes in the East.The wide importation of cooperative learning practices to CHC classrooms recently is an example. However, many studies have documented that cooperative learning has not worked effectively in CHC classrooms. The reason is that cooperative learning was often imposed on CHC teachers and students without a careful consideration of its appropriateness in the sociocultural context of CHC countries.This procedure is not effective and professional because learning is not an independent factor that stands alone. Rather, it is shaped and influenced by other factors including teaching methods, learning tasks, assessment demands, workload and the learning culture of students in the local context. For cooperative learning to work effectively in CHC classrooms, reformers need to consider the importation of this approach in line with a careful examination of all supports and constraints that affect those factors associated with learning.
|Place of Publication||Singapore|
|Number of pages||217|
|Publication status||Published - 2014|