Active learning for discovery and innovation in criminology with Chinese learners

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journalpeer-review

2 Scopus Citations
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Detail(s)

Original languageEnglish
Pages (from-to)113-124
Journal / PublicationInnovations in Education and Teaching International
Volume52
Issue number2
Online published16 May 2013
Publication statusPublished - 2015

Abstract

Whereas a great deal of literature based upon the context of Western societies has concluded criminology is an ideal discipline for active learning approach, it remains uncertain if this learning approach is applicable to Chinese learners in the discipline of criminology. This article describes and provides evidence of the benefits of using active learning approach in a criminology class in a publicly funded university in a Chinese city − Hong Kong. Using quantitative and qualitative data collected from four cohorts of students enrolled in the course over four years (2008–2011) through structured questionnaire, focus group meetings and students’ self-reflection, it was evident that active learning could not only enable Chinese learners to achieve the course-intended outcomes but also could advance their attitude, knowledge and skills of learning. The findings were further discussed with respect to the feasibility and constraints of launching active learning for Chinese learners.

Research Area(s)

  • active learning, Chinese learners, creativity, criminology, discovery and innovation, Hong Kong