Blended Learning Dilemma: Teacher Education in the Confucian Heritage Culture - Article 3

Oct 15, 2026

With rapid development of Internet technologies, higher education institutions adopt blended learning to support active learning and improve learning outcomes. This study examined 261 preservice student teachers in a blended learning teacher education programme using questionnaires and focus group interviews to capture perceptions and analyze how traditional versus constructivist conceptions shape learning. Findings show participants preferred face-to-face lectures over e-learning and favored traditional learning modes. The author concludes that online engagement is still developing, yet the process can be encouraged through Confucian heritage cultural roots.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Introduction

The Context

Confucian Heritage Culture and Learning Outcomes

Australian Journal of Teacher Education | Volume 44 | Issue 1 | Article 3 | | --- | --- | 2019 Blended Learning Dilemma: Teacher Education in the Confucian Heritage Culture Esther Yim Mei Chan The Education University of HongKong, echan@eduhk.hk Recommended Citation Chan, E. Y. (2019). Blended Learning Dilemma: Teacher Education in the Confucian Heritage Culture. Australian Journal of Teacher Education, 44 (1). Retrieved from [https://ro.ecu.edu.au/ajte/vol44/iss1/3](https://ro.ecu.edu.au/ajte/vol44/iss1/3) This Journal Article is posted at Research Online. [https://ro.ecu.edu.au/ajte/vol44/iss1/3](https://ro.ecu.edu.au/ajte/vol44/iss1/3) Australian Journal of Teacher Education Blended Learning Dilemma: Teacher Education in the Confucian Heritage Culture Esther Yim Mei Chan The Education University of Hong Kong Abstract: With the rapid development of Internet technologies, higher education institutions have adopted blended learning to engage students in active learning and enhance their learning outcomes. This study investigated 261 preservice student teachers participating in a teacher education programme that was based on a blended learning design. Questionnaires and focus group interviews were administered to obtain data. The purpose of this study was to understand student’ perceptions of blended learning and examine how the interaction between traditional and constructivist conceptions influences learning. The result indicated that the participants favoured face-to face lectures over e-learning, and they exhibited strong preferences for traditional modes of learning. The author suggests that there is still some way to go before students fully engage with online learning but, as they are rooted in the Confucian heritage culture, this can also be used to encourage students to engage with this mode of learning as the process of transformation. Introduction Concerns over education quality have led to teacher education reforms in many countries (Anchan Fullan & Polyzoi, 2003; Darling-Hammond, 2006; Pantić, 2012) . In Hong Kong, such concerns have resulted in reform efforts aimed at equipping teachers to be agents of change (Hong Kong Institute of Education, 2013; Ho, 2017) . Chan and Elliot (2004) stressed that student teachers should be encouraged to participate more actively in reflective teaching in order to reduce their overdependence on authoritarian sources of knowledge in their learning. However, because of the challenges of such traditions as didactic teaching and passive learning, the reforms have not been as successful as expected. In Asia, students’ passiveness towards learning is generally perceived to be shaped by Confucian heritage culture (CHC). Tran (2013) challenged this conception as an overgeneralisation with the argument that CHC learners can“adjust to active forms of learning if given the opportunity”(p. 64) . With the rapid development of Internet technologies, higher education institutions (HEIs) have adopted blended learning asan innovative learning and teaching approach to engage students in active learning and enhance their learning outcomes. To drive and support blended learning, in our institution, hands-on technology-focused workshops (e.g., the functions and features of Moodle, Mahara, Echo 360, Adobe Connect and Turnitin) were organised for teaching staff. In our faculty, 83% of teaching staff used Moodle for blended learning in 2014-15. User statistics have shown a significant growth in the blended learning user base within the institution. Given that Hong Kong student Vol 44, 1, January 2019 36 Australian Journal of Teacher Education teachers represent a general Chinese approach associated with learning (Chan, 2015; Chan & Elliot, 2004), they may be unable to cope in a blended environment. Zheng (2013) suggested that a critical examination of student teachers’ perceptions of learning would assist in informing future practice

FAQs

How was blended learning investigated in this study?

The research involved 261 preservice student teachers in a blended learning teacher education programme, using questionnaires and focus group interviews to collect data.

What did participants prefer regarding blended learning?

Participants favored face-to-face lectures over e-learning and showed strong preferences for traditional learning modes.

How does Confucian heritage culture relate to learning in the paper?

The study discusses Confucian heritage culture as shaping learning beliefs, and suggests cultural roots can be used to encourage engagement with online learning as a transformation process.

Oct 15, 2026

Uploaded by 4398046744996