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http://dx.doi.org/10.22156/CS4SMB.2020.10.04.089

The Effect of Power Distance in School on Instructor-Student Interaction, Help Seeking, Critical Thinking, and Convergence Thinking  

Kim, Hannah (Division of Paideia, Sungkyul University)
Publication Information
Journal of Convergence for Information Technology / v.10, no.4, 2020 , pp. 89-97 More about this Journal
Abstract
The study aims to enhance the understanding of Korean learners concerning globalization and localization of educational contents. The study explores power distance in school, and examines its effects on instructor-student interaction, help-seeking, critical thinking, and convergence thinking. Four hundred sixteen students participated. Power distance in school is analyzed as aspects of course driver, instructor's role, and instructor-student equality. It is found that students have tendencies for large power distance and it has significant effects on instructor-student interaction, help-seeking, critical thinking, and convergence thinking. Considerations to localize international educational contents for Korean learners are discussed. Lastly, study limitations and future research direction are addressed.
Keywords
Power distance; IS interaction; Help seeking; Critical thinking; Convergence thinking;
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Times Cited By KSCI : 4  (Citation Analysis)
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