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Education & Language | Implementing Cross-Culture Pedagogies - Cooperative Learning at Confucian Heritage Cultures

Implementing Cross-Culture Pedagogies

Cooperative Learning at Confucian Heritage Cultures

Thanh, Pham Thi Hong

2014, XIV, 221 p. 8 illus.

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  • Discusses cooperative learning including underpinning perspectives, definitions and popular cooperative learning models
  • Discusses how and why CHC nations have been trying to replace teacher-centered instruction to student-centered
  • Discusses comparative cultural theories as frameworks to clarify differences in teaching and learning between the West and East
  • Proposes culturally appropriate strategies to assist CHC teachers to reduce lecturing and adopt cooperative learning activities

During the last two decades Confucian heritage culture countries have widely promoted teaching and learning reforms to advance their educational systems. To skip the painfully long research stage, Confucian heritage culture educators have borrowed Western philosophies and practices with the assumption that what has been done successfully in the West will produce similar outcomes in the East. The wide importation of cooperative learning practices to Confucian heritage culture classrooms recently is an example. However, cooperative learning has been documented in many studies not to work effectively in Confucian heritage culture classrooms. The reason is that the educators often impose this instructional method on the students without a careful consideration of its appropriateness in the socio-cultural context of Confucian heritage culture  countries. This procedure is not effective and professional because learning does not stand alone. Rather, it is shaped and influenced by other factors including teaching methods, learning tasks, assessment demands, workload and the learning culture of students in the local context. For cooperative learning to work effectively in Confucian heritage culture classrooms, reformers need to consider the importation of this approach in line with a careful examination of all supports and constraints that affect those factors that are associated with learning.

The volume provides an applied theoretical framework and culturally appropriate and practical instructions that could assist Confucian heritage culture educators and teachers to address various factors at multiple levels in order to optimize success in importing cooperative learning to their classrooms. Overall, it provides strategies to assist Confucian heritage culture teachers to change their teaching practices, redesign lessons plans, design assessment methods, and organize learning activities in a manner that can influence Confucian heritage culture students to shift from employing teacher-centered learning approaches to cooperative learning.

Content Level » Research

Keywords » CHC - CHC colleges - CHC countries - Confucian heritage culture - Cooperative learning - Higher education - Learning reform - Vietnam higher education - assessment methods - cross-culture pedagogies - educational reform - student-centredness - teacher-centredness

Related subjects » Education & Language - Epistemology & Philosophy of Science - Learning & Instruction

Table of contents 


Chapter 1) Introduction and Research Overview

Chapter 2) Cooperative Learning in Comparison with the Teacher-Centredness
2.1 Introduction
2.2 Theoretical Perspectives Underpinning Cooperative Learning 
2.3 Benefits of Cooperative Learning
2.4 Cooperative Learning Strategies
2.5 Differences between Cooperative Learning and Teacher-Centredness
2.6 Chapter Summary

Chapter 3) Cooperative Learning in CHC Countries
3.1 Introduction
3.2 Educational Reforms toward Cooperative Learning in CHC Countries
3.3 Cooperative Learning in CHC Classrooms
3.4 Chapter Summary

Chapter 4) An Applied Theoretical Framework to Implement Cooperative Learning in CHC Countries
4.1 Introduction
4.2 The Procedures of Implementing Current Cooperative Learning Reforms in CHC Countries
4.3 An Applied Theoretical Framework to Better Cooperative Learning Reforms in CHC Countries
4.4 Chapter Summary

Chapter 5) Teaching Practices at CHC Education Institutions: A Hidden Challenge and Techniques to Enhance Cooperative Learning 5.1 Introduction
5.2 Teaching Practices at CHC Education Institutions
5.3 A Study to Develop Culturally Appropriate Strategies to Enable CHC Teachers to Promote Cooperative Learning

Chapter 6) Assessment at CHC Education Institutions: Problems and Strategies to Enhance Cooperative Learning   
6.1 Introduction
6.2 Nature of Assessments at CHC Education Institutions
6.3 A Study to Identify Assessment Practices That Could Enhance Cooperation among CHC Students

Chapter 7) Learning Culture of CHC Students: Its Support and Challenge to Cooperative Learning
7.1 Introduction
7.2 Learning Cultural Values of CHC Students That Cooperative Learning Reformers Need to Be Aware of
7.3 A Study to Investigate Conflicts between Learning Cultural Values of CHC Students and Cooperative Learning Principles

Chapter 8) Structural Constraints at CHC Education Institutions: Barriers Hindering Cooperative Learning and Strategies to Overcome 
8.1 Introduction
8.2 Institutional Barriers That Hinder Cooperative Learning in CHC Classrooms
8.3 A Study to Develop Strategies to Minimize the Impact of Institutional Constraints on Cooperative Learning in CHC Classrooms

Chapter 9) Conclusion: Reflection and Integration
9.1 Rethinking the Importation of Educational Reforms to CHC Classrooms
9.2 An Applied Theoretical Framework to Implement Educational Reforms in CHC Countries
9.3 Contributions and Limitations 

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