Cultural differences in the perception of a social‐constructivist e‐learning environment

Abstract

This article presents a research study into cultural differences in student perceptions of a social-constructivist electronic-learning environment in China and Flanders. Specifically, student attitudes about issues such as critical thinking, problem solving, peer teaching, group discussions, and their perception of an ideal learning environment are considered. The study examined 165 Chinese and 217 Flemish university freshmen at Beijing Normal University in China and Ghent University in Belgium, respectively.