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Academic Journal

The Influence of National Culture on Educational Videos: The Case of MOOCs

Subjects: Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, Online Courses, Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, Educational Technology, Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, Technology Uses in Education, Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, Video Technology, Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, Higher Education, Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, Cultural Influences, Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, Foreign Countries, Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, Cultural Differences, Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, Cross Cultural Studies, Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, Coding, Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, Individualism, Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, Collectivism, Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, Masculinity, Online Courses, Educational Technology, Technology Uses in Education, Video Technology, Higher Education, Cultural Influences, Foreign Countries, Cultural Differences, Cross Cultural Studies, Coding, Individualism, Collectivism, Masculinity, FemininityUnited States, France, United States, United States, France, France, United States, France, South Korea

  • Source: International Review of Research in Open and Distributed Learning, v19 n1 p186-201 Feb 2018. 16 pp.

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Academic Journal

MIXED: Educational Perspectives from Families of Mixed East and West Educational Background

Subjects: Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Educational Background, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, High Stakes Tests, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Standardized Tests, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Achievement Tests, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Foreign Countries, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, International Assessment, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Secondary School Students, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Creativity, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Memorization, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Rote Learning, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, STEM Education, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Cross Cultural Studies, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Creative Development, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Western Civilization, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Non Western Civilization, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Semi Structured Interviews, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Collectivism, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Individualism, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Intelligence, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Teaching Methods, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Comparative Education, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Academic Achievement, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Mathematics Skills, Educational Background, High Stakes Tests, Standardized Tests, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Creativity, Memorization, Rote Learning, STEM Education, Cross Cultural Studies, Creative Development, Western Civilization, Non Western Civilization, Semi Structured Interviews, Collectivism, Individualism, Intelligence, Teaching Methods, Comparative Education, Academic Achievement, Mathematics Skills, Science Process SkillsHong Kong, China, Singapore, Japan, South Korea, North America, Europe, Hong Kong, Hong Kong, China, Singapore, Japan, South Korea, North America, Europe, China, Hong Kong, China, Singapore, Japan, South Korea, North America, Europe, Singapore, Hong Kong, China, Singapore, Japan, South Korea, North America, Europe, Japan, Hong Kong, China, Singapore, Japan, South Korea, North America, Europe, South Korea, Hong Kong, China, Singapore, Japan, South Korea, North America, Europe, North America, Hong Kong, China, Singapore, Japan, South Korea, North America, Europe, Europe, Hong Kong, China, Singapore, Japan, South Korea, North America, Europe, AustraliaProgram for International Student Assessment

  • Source: Global Education Review, v5 n1 p52-73 2018. 21 pp.

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Academic Journal

Intercultural Sensitivity, Gender, and Nationality of Third Culture Kids Attending an International High School

Subjects: Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, Cultural Awareness, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, Gender Differences, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, Cultural Pluralism, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, Behavior Modification, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, Individualism, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, Collectivism, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, High School Students, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, International Schools, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, Statistical Analysis, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, Geographic Location, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, Females, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, Males, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, Foreign Countries, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, Student Attitudes, Cultural Awareness, Gender Differences, Cultural Pluralism, Behavior Modification, Individualism, Collectivism, High School Students, International Schools, Statistical Analysis, Geographic Location, Females, Males, Foreign Countries, Student Attitudes, Student BehaviorSouth Korea

  • Source: Journal of International Education Research, v13 n1 p35-44 Jun 2017. 10 pp.

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Academic Journal

"Seodang": A Pilgrimage toward Knowledge/Action and "Us-ness" in the Community

Subjects: Foreign Countries, Epistemology, Korean Culture, Community Schools, Indigenous Knowledge, Curriculum, Research Methodology, Educational Research, Ethnocentrism, Mastery Learning, Literacy Education, Foreign Countries, Foreign Countries, Epistemology, Korean Culture, Community Schools, Indigenous Knowledge, Curriculum, Research Methodology, Educational Research, Ethnocentrism, Mastery Learning, Literacy Education, Epistemology, Foreign Countries, Epistemology, Korean Culture, Community Schools, Indigenous Knowledge, Curriculum, Research Methodology, Educational Research, Ethnocentrism, Mastery Learning, Literacy Education, Korean Culture, Foreign Countries, Epistemology, Korean Culture, Community Schools, Indigenous Knowledge, Curriculum, Research Methodology, Educational Research, Ethnocentrism, Mastery Learning, Literacy Education, Community Schools, Foreign Countries, Epistemology, Korean Culture, Community Schools, Indigenous Knowledge, Curriculum, Research Methodology, Educational Research, Ethnocentrism, Mastery Learning, Literacy Education, Indigenous Knowledge, Foreign Countries, Epistemology, Korean Culture, Community Schools, Indigenous Knowledge, Curriculum, Research Methodology, Educational Research, Ethnocentrism, Mastery Learning, Literacy Education, Curriculum, Foreign Countries, Epistemology, Korean Culture, Community Schools, Indigenous Knowledge, Curriculum, Research Methodology, Educational Research, Ethnocentrism, Mastery Learning, Literacy Education, Research Methodology, Foreign Countries, Epistemology, Korean Culture, Community Schools, Indigenous Knowledge, Curriculum, Research Methodology, Educational Research, Ethnocentrism, Mastery Learning, Literacy Education, Educational Research, Foreign Countries, Epistemology, Korean Culture, Community Schools, Indigenous Knowledge, Curriculum, Research Methodology, Educational Research, Ethnocentrism, Mastery Learning, Literacy Education, Ethnocentrism, Foreign Countries, Epistemology, Korean Culture, Community Schools, Indigenous Knowledge, Curriculum, Research Methodology, Educational Research, Ethnocentrism, Mastery Learning, Literacy Education, Mastery Learning, Foreign Countries, Epistemology, Korean Culture, Community Schools, Indigenous Knowledge, Curriculum, Research Methodology, Educational Research, Ethnocentrism, Mastery Learning, Literacy Education, Literacy Education, Foreign Countries, Epistemology, Korean Culture, Community Schools, Indigenous Knowledge, Curriculum, Research Methodology, Educational Research, Ethnocentrism, Mastery Learning, Literacy Education, CollectivismSouth Korea

  • Source: Cogent Education, v5 n1 Article 1516498 2018. 16 pp.

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Academic Journal

The Value of Higher Education for Individuals and Society in the Asia-Pacific Region

Subjects: Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Higher Education, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Relevance (Education), Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Role of Education, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Educational Benefits, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Community Benefits, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Social Values, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Individualism, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Collectivism, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Interviews, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Influences, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Teacher Attitudes, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Administrator Attitudes, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Student Attitudes, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Qualitative Research, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Phenomenology, Higher Education, Relevance (Education), Role of Education, Educational Benefits, Community Benefits, Social Values, Individualism, Collectivism, Interviews, Influences, Teacher Attitudes, Administrator Attitudes, Student Attitudes, Qualitative Research, Phenomenology, Foreign CountriesSouth Korea, Japan, India, Hong Kong, Philippines, Singapore, Vietnam, China, Malaysia, Asia, Thailand, South Korea, South Korea, Japan, India, Hong Kong, Philippines, Singapore, Vietnam, China, Malaysia, Asia, Thailand, Japan, South Korea, Japan, India, Hong Kong, Philippines, Singapore, Vietnam, China, Malaysia, Asia, Thailand, India, South Korea, Japan, India, Hong Kong, Philippines, Singapore, Vietnam, China, Malaysia, Asia, Thailand, Hong Kong, South Korea, Japan, India, Hong Kong, Philippines, Singapore, Vietnam, China, Malaysia, Asia, Thailand, Philippines, South Korea, Japan, India, Hong Kong, Philippines, Singapore, Vietnam, China, Malaysia, Asia, Thailand, Singapore, South Korea, Japan, India, Hong Kong, Philippines, Singapore, Vietnam, China, Malaysia, Asia, Thailand, Vietnam, South Korea, Japan, India, Hong Kong, Philippines, Singapore, Vietnam, China, Malaysia, Asia, Thailand, China, South Korea, Japan, India, Hong Kong, Philippines, Singapore, Vietnam, China, Malaysia, Asia, Thailand, Malaysia, South Korea, Japan, India, Hong Kong, Philippines, Singapore, Vietnam, China, Malaysia, Asia, Thailand, Asia, South Korea, Japan, India, Hong Kong, Philippines, Singapore, Vietnam, China, Malaysia, Asia, Thailand, Thailand, South Korea, Japan, India, Hong Kong, Philippines, Singapore, Vietnam, China, Malaysia, Asia, Thailand, Hawaii

  • Source: Studies in Higher Education, v42 n10 p1809-1824 2017. 16 pp.

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Academic Journal

Challenges Experienced by Korean Medical Students and Tutors during Problem-Based Learning: A Cultural Perspective

Subjects: Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Foreign Countries, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Medical Students, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Medical School Faculty, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Problem Based Learning, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Qualitative Research, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Case Studies, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Interviews, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Grounded Theory, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Cultural Context, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Culturally Relevant Education, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Power Structure, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Fear, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Individualism, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Collectivism, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Masculinity, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Femininity, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, Orientation, Foreign Countries, Medical Students, Medical School Faculty, Problem Based Learning, Qualitative Research, Case Studies, Interviews, Grounded Theory, Cultural Context, Culturally Relevant Education, Power Structure, Fear, Individualism, Collectivism, Masculinity, Femininity, Orientation, TutorsSouth Korea

  • Source: Interdisciplinary Journal of Problem-based Learning, v10 n1 Article 8 Apr 2016. 19 pp.

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Academic Journal

Cultural Difference in Conflict Management Strategies of Children and Its Development: Comparing 3- and 5-Year-Olds across China, Japan, and Korea

Subjects: Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Cultural Differences, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Conflict Resolution, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Preschool Children, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Asians, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Cross Cultural Studies, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Conflict, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Competition, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Sampling, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Preferences, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Child Behavior, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Age Differences, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Context Effect, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Models, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Foreign Countries, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Family Characteristics, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Task Analysis, Cultural Differences, Conflict Resolution, 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Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Vignettes, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Classification, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Questionnaires, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Chinese, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Japanese, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Korean, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Interpersonal Competence, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Intimacy, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Collectivism, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Asian Culture, Cultural Differences, Conflict Resolution, Preschool Children, Asians, Cross Cultural Studies, Conflict, Competition, Sampling, Preferences, Child Behavior, Age Differences, Context Effect, Models, Foreign Countries, Family Characteristics, Task Analysis, Story Telling, Puppetry, Vignettes, Classification, Questionnaires, Chinese, Japanese, Korean, Interpersonal Competence, Intimacy, Collectivism, Asian Culture, Statistical AnalysisChina, Japan, China, China, Japan, Japan, China, Japan, South Korea

  • Source: Early Education and Development, v26 n8 p1210-1233 2015. 24 pp.

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Academic Journal

The Impact of National Culture on Informal Learning in the Workplace

Subjects: Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, Informal Education, Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, Workplace Learning, Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, National Norms, Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, Cultural Influences, Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, Social Distance, Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, Collectivism, Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, Individualism, Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, Femininity, Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, Masculinity, Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, Stress Management, Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, Goal Orientation, Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, Industrial Psychology, Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, Literature Reviews, Informal Education, Workplace Learning, National Norms, Cultural Influences, Social Distance, Collectivism, Individualism, Femininity, Masculinity, Stress Management, Goal Orientation, Industrial Psychology, Literature Reviews, Foreign CountriesSouth Korea

  • Source: Adult Education Quarterly: A Journal of Research and Theory, v64 n1 p39-59 Feb 2014. 21 pp.

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Academic Journal

Insight into Learners' Identity in the Korean English as a Lingua Franca Context

Subjects: Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, Official Languages, Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, Second Language Learning, Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, English (Second Language), Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, Self Concept, Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, Cultural Context, Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, Korean, Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, Native Speakers, Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, Language Role, Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, Cultural Influences, Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, Foreign Countries, Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, Student Attitudes, Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, Questionnaires, Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, Collectivism, Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, Individualism, Official Languages, Second Language Learning, English (Second Language), Self Concept, Cultural Context, Korean, Native Speakers, Language Role, Cultural Influences, Foreign Countries, Student Attitudes, Questionnaires, Collectivism, Individualism, College StudentsSouth Korea

  • Source: Journal of Language, Identity, and Education, v11 n4 p229-246 2012. 18 pp.

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