Active learning for discovery and innovation in criminology with Chinese learners

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.

Keywords:

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

Acknowledgements

The authors are thankful to the Office of Education Development and General Education (EDGE) of City University of Hong Kong for the financial support to a series of projects through the Teaching Development Grant (TDG) (the project numbers: 6000155, 6000180 and 6000317).