Abstract
Culture influences how students give meanings to, and engage with, e-learning. Since the predominance of research draws on models construed with values from the Western world they risk lacking congruence with other contexts. This study aims to identify the motives of students in Chinese culture towards e-learning and explain how these predict behavior. I use a form of laddering to identify students’ motives and associating organizing schema. Results show 37 motives draw students towards while 31 push them away from e-learning. The analysis reveals that students are drawn towards the temporal spatial benefits of e-learning. They, however they feel debilitated and lack a sense of mo-qi with both their classmates and the teacher. These results point towards a different conceptualization of e-learning motivations than seen so far in the literature.
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Stanworth, J.O. (2020). Chinese Students’ Motivations to Adopt E-Learning. In: Huang, TC., Wu, TT., Barroso, J., Sandnes, F.E., Martins, P., Huang, YM. (eds) Innovative Technologies and Learning. ICITL 2020. Lecture Notes in Computer Science(), vol 12555. Springer, Cham. https://doi.org/10.1007/978-3-030-63885-6_57
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