Examining culture's impact on the learning behaviors of international students from Confucius culture studying in a Western online learning context

Response One Pappas (2013) discussed an important assumption based on Knowles’ andrological approach to adult learning and orientation to learning: adult learners demand immediate application of knowledge. This orientation shifts the focus of learning from subject-centeredness to problem centeredness (Pappas, 2013). This assumption is appropriate to Confucius culture which emphasizes the interests of the community and family over the interests of the individual in society (Kang & Chang, 2016; Merriam & Kim, 2011). Adult learning and knowledge considering this assumption would have immediate application to problem-solving in the context of a community. Andragogy emphasizes the experiences that adult learners bring to the learning process. (Pappas, 2013). Non-western cultures stress the importance of life experiences holistically when it comes to lifelong learning (Kang & Chang, 2016; Merriam & Kim, 2011). Holistic learning is derived from the experiences of mind, body, spirit, and emotions in the non-western perspective (Merriam & Kim, 2011). Western society does not necessarily consider valuable learning experience derived from everyday life (informal learning) but rather from classroom learning (Merriam & Kim, 2011). Knowles described adult learning as self-directed, allowing knowledge acquisition to occur independently (Knowles, Holton, & Swanson, 2015; Pappas, 2013). However, non-western orientation values authority over originality and critical thinking (Kang & Chang, 2016; van Oorschot, 2014). Kang and Chang (2014) stressed that Confucius culture instills respect for authority and direction from the authority of a teacher. Non-western students look for highly structured programs, transparency, and clear rules from an instructor that guides learning behavior (rather than self-direction) (Kang & Chang, 2016). This cultural influence causes stress and conflict for some students (Kang & Chang, 2016). Students may require more structure and meaningful feedback from the instructor (van Oorschot, 2014). References Kang, H., & Chang, B. (2016). Examining culture's impact on the learning behaviors of international students from Confucius culture studying in a Western online learning context. Journal of International Students, 6(3), 779-797. https://www-proquest-com.ezp.waldenulibrary.org/docview/1792214319?accountid=14872 Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge. Merriam, S. B., & Kim, Y. S. (2011). Non-Western perspectives of learning and knowing. The Jossey-Bass reader on contemporary issues on adult education. Jossey-Bass. https://class.content.laureate.net/d09c5411c8999ba4c3fd58a2d1b5afaf.pdf Pappas, C. (2013). The adult learning theory - Andragogy - of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm- Knowles van Oorschot, I. (2014). Negotiating knowledges abroad: Non-Western students and the global mobility of knowledge. Compare: A Journal of Comparative and International Education, 44(6), 895-915. https://www-tandfonline-com.ezp.waldenulibrary.org/doi/pdf/10.1080/03057925.2013.824782?needAccess=true Response two The education of adults in many developing countries is guided by the adult learning theories that are developed in Western societies. In other countries their cultural traditions can influence the why, when, what, and from whom but not the how of adult learning. Eheanzu (1983) stated that some programs in other countries are ineffective because the educational methods based on the Western models of adult learning do not incorporate the informal and community-based educational practices of one’s culture. Swartz (1998) argues that framing educational research and practices as Western or non-Western creates a false difference of opinions that can oversimplify discussions of key issues, prevent important similarities, and reflect biases or false assumptions. According to Reagan (2000), educational historians and philosophers can be ethnocentric and use the practice of their society as the “norm” and a basis to evaluate other societies. Andragogy is a European concept that was imported to the United States by Knowles in the 1960’s. In non-western cultures adults seek to become more refined and competent. Based on andragogy in American, adults have the desire to become and/or express themselves as a capable human being. Since knowledge is fundamentally different in Western and non-Western systems, I personally feel that both perspectives are important and needed for a comprehensive understanding of andragogy and its place in the field of adult education. These differences in how knowledge is constructed based on individuals learn and the best way to instruct, helps the individual learn what they need to know. Eheanzu, B. A. (1983). Functional literacy as a technique for effective mobilization of resources for community development. Journal of the African Adult Education Association Reagan, T. (2000). Non-Western educational traditions: Alternative approaches to educational thought and practice (2nd ed.). Trenton, NJ: Prentice Hall Swartz, L. (1998). Culture and mental health: A South African view. Cape Town, South Africa: Oxford University Press.

ANSWER. PAPER DETAILS
Academic Level	Masters
Subject Area	Nursing
Paper Type	Discussion Post
Number of Pages	2 Page(s)/550 words
Sources	3
Format	APA
Spacing	Double Spacing

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