From the Confucian Way to Collaborative Knowledge Co-Construction, Part 1 New Directions for Teaching and Learning, Number 142 J–B TL Single Issue Teaching and Learning Series

Sharing and engaging in interactions and discussion as required for collaborative teaching and learning can be a foreign concept to students coming from Asia or growing up in an Asian family. As such, this first volume in a two-volume edition helps lecturers, educators, and teachers create collaborative teaching and learning experiences with multicultural adult learners in higher education. Topics include:

• assessment and evaluation techniques that focus on collaborative teaching and learning with diverse students,

• students’ cultural beliefs and strategies for outcomes-based collaborative teaching and learning in Asia, and

• an understanding of the unique learning motivations of contemporary Asian students.

 
This is the 142nd volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

PROLOGUE 1
Gertina J. van Schalkwyk, Rik Carl D’Amato

1. Learning the Confucian Way 5
Tieyuan Guo

In this chapter, the focus is on understanding the unique learning motivations shared by contemporary students in Confucian heritage cultures.

2. Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education 19
Gertina J. van Schalkwyk

This chapter explores the background and development of outcomesbased collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.

3. Doing Outcomes-Based Collaborative Teaching and Learning in Asia 41
Gertina J. van Schalkwyk

This chapter focuses on applying the concepts of outcomes-based collaborative teaching and learning in an Asian context and with students coming from a Confucian heritage culture and explores examples of how to implement effective collaborative teaching and learning in an Asian higher education setting.

4. Authentic Assessment of Knowledge, Skills, and Attitudes 65
Brenda C. Litchfield, John V. Dempsey

This chapter proposes supplementing traditional assessment strategies with innovative and authentic ways to evaluate students’ performance on intended learning outcomes.

5. Connectivism and the Use of Technology/Media in Collaborative Teaching and Learning 81
Neena Thota

This chapter explores the ways in which a relational understanding of the education process and the use of collaborative technologies in the connectivist tradition might inform and transform university teaching.

INDEX 97

Gertina J. Van Schalkwyk is an associate professor of psychology and head of the Department of Psychology, and former coordinator for professional development in the Centre for Teaching and Learning Enhancement at the University of Macau, China.

Rik Carl D'Amato is a professor of psychology on the faculty of the Chicago School of Professional Psychology, and former director of the Centre for Teaching and Learning Enhancement at the University of Macau, China.