Teach and Engage Mainland Chinese Students: Impact of Instructional Techniques Across Perceived Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer

Abstract

The chapter presents the interworkings between perceived learning effectiveness, comfort, familiarity and knowledge transfer across the cultural dislocation aspects and active/passive instructional techniques. Next, the quantitative analysis of the following is presented with supporting discussions, namely, (a) perceived learning effectiveness across different instructional techniques; (b) correlations among perceived learning effectiveness, comfort, familiarity and knowledge transfer; (c) perceived learning effectiveness and comfort; (d) perceived learning effectiveness and familiarity; (e) perceived learning effectiveness and ease of knowledge transfer; and (f) active versus passive instructional techniques. The chapter concludes with a section on implications and recommendations inline to mainland Chinese students’ cultural dislocation aspects and the nuances in delivering knowledge to them effectively to achieve quality education.