A STUDY ON THE CULTURAL CONTEXTS OF E-LEARNING IN HIGHER EDUCATION IN CHINA AND FLANDERS, FOCUSED ON STUDENT AND TEACHER PERSPECTIVES

Abstract

E-learning has grown into an important element of excellent educational programmes around everywhere, although cultural factors have a significant impact on its efficacy. The present research examines the cultural elements that affect the acceptance and effect of e-learning in Chinese colleges and universities from the standpoints of both students and teachers. In this quantitative investigation, a representative cross-section of Chinese university students and teachers filled out pre-designed questionnaires. The results show that cultural norms including testing-focused educational systems, collectivism, and authoritarian relationships between educators and pupils greatly impact learning in virtual classrooms. Students are emphasising cooperative educational practices including group work and assistance from peers, which are in line with China's collectivist cultural values. Autonomous education and active participation were hindered, nevertheless by an emphasis on instructor authorities and a lack of encouraging of free debate. Despite the benefits of e-learning innovations, educators have struggled to adapt their pedagogical practices to be more focused on students and participatory. Furthermore, pupils in urban areas have access to more advanced technology than students in the countryside due to demographic differences. The research found that for e-learning to work in China, it needs to take cultural factors into account. It also addresses the technological gap, suggests specialised instruction for educators that integrates cultural awareness with creative teaching methods, and suggests a balance between formal teacher direction and interactive and participatory components. Virtual teaching results in Chinese secondary institution can be more equitable, durable, and transformational if e-learning methodologies are aligned with cultural norms.