Cross-Cultural Differences in Learning Style and Learning Skills

Yamazaki, Yoshitaka; Toyama, Michiko; Attrapreyangkul, Thitiwat

doi:10.4018/978-1-5225-3776-2.ch008

Cited by 6 publications

(5 citation statements)

References 42 publications

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“…Accordingly, as a whole, Japanese freshmen exhibited a preference for a feeling (CE) rather than a thinking (AC) learning orientation. Most Japanese freshmen had an Accommodating or Diverging learning style, which is consistent with past learning style study results Yamazaki, Toyama, & Attrapreyangkul, 2018). To analyze how freshmen's learning style related to their state and trait anxiety, this study used two-way analysis of variance (i.e., learning style and gender) by controlling gender.…”

Section: Methodssupporting

confidence: 79%

The Relationship Between Learning Style and Anxiety Among Japanese Undergraduates

Toyama¹,

Yamazaki²

2019

Psychological Applications and Trends 2019

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This study examined the relationship between learning style and anxiety among university freshmen, controlling for gender. Although many studies on learning style have been conducted since the 1960s, relatively little research has highlighted an association between learning style and anxiety. Particularly, there is limited information on how learning style relates to anxiety at a time when students experience the important transition from high school to university. This study sought to fill this gap. Participants of the study consisted of 194 freshmen of a Japanese university located near Tokyo. The third version of Kolb's Learning Style Inventory was used to identify students' learning style, while the State-Trait Anxiety Inventory (STAI) developed by Spielberger was employed to examine the level of state and trait anxiety. Data were collected in a required course and analyzed using two-way analysis of variance (i.e., learning style and gender). In our sample, 71 students had an Accommodating learning style; 69, Diverging; 41, Assimilating; and 13, Converging. Thus, as a whole, Japanese freshmen were more inclined towards a feeling than a thinking learning orientation. The study included 143 men and 51 women. Analysis of variance results revealed that the four learning styles significantly differed in both state and trait anxiety variables. However, there was an insignificant difference in both anxiety types between male and female students. Additionally, there was no interaction effect of learning style and gender in terms of both types of anxiety. The Tukey post hoc test showed that the Diverging learning style had a significantly higher level of state anxiety than the Accommodating style and Converging style. Also, the Diverging style had a significantly higher level of trait anxiety than the Accommodating style and a marginally higher level than the Converging style. These results suggest that regardless of gender, freshmen with a Diverging learning style, compared with other learning styles, tend to have the highest level of state and trait anxiety during this important academic transition.

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Section: Methodssupporting

confidence: 79%

The Relationship Between Learning Style and Anxiety Among Japanese Undergraduates

Toyama¹,

Yamazaki²

2019

Psychological Applications and Trends 2019

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“…Interest in this space has been driven by increased international student mobility that has led to greater multiculturalism in business schools (Hardy and Tolhurst, 2014). Existing literature has found evidence that cultural values do make a significant impact on learning styles (Holtbrügge and Mohr, 2010; Manikutty et al , 2007; Yamazaki et al , 2018). Cultural values have been found to shape not only learning styles but also teaching approaches (Czuchry and Yasin, 2008).…”

Section: Introductionmentioning

confidence: 99%

Teaching a while measuring b: cultural bias in assessing student performance

Seno‐Alday

Budde-Sung

2021

JIEB

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Purpose This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition. Design/methodology/approach This study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school. Findings The study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions. Originality/value The paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.

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“…This study attempted to explore learners’ preferences toward online resources, activities, and communication tools. Additionally, as many researchers suggest that there can be a difference in the learning styles (Joy and Kolb, 2009; Niles, 1995; Yamazaki et al., 2018), a country-wise comparison was conducted related to their preferences to examine how different factors influence learners in two countries in terms of online learning preferences. The participants are the first-year undergraduate learners from two countries: Turkey and Kyrgyzstan.…”

Section: Resultsmentioning

confidence: 99%

“…The study was conducted in 2018–2019 fall term with the participation of undergraduate learners from Turkey, and from Kyrgyzstan. The concept of comparing learning styles of learners coming from different countries has been analyzed by many researchers (Yamazaki et al., 2018). Mostly, in such research, representatives of remarkably different cultural backgrounds, as in the case of learners from Canada and Turkey (Arpaci, 2015), where major differences in learners mobile learning adoption behavior was found.…”

Section: Discussionmentioning

confidence: 99%

Learners’ preferences for online resources, activities, and communication tools: A comparative study of Turkey and Kyrgyzstan

Adanır

Muhametjanova

Çelikbağ

et al. 2020

E-Learning and Digital Media

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The progresses in technology lead to advances in e-learning as well as lead to increase in number of learners participating in e-learning courses. Richness of online resources, activities, and communication tools presented in online courses can be one of the factors that influence learners’ attendance to e-learning. In this regard, the initial purpose of this study was to identify online resource, activity and communication tool preferences of learners studying in two public universities: one located in Turkey and one located in Kyrgyzstan. At the second stage, comparison of Turkish and Kyrgyz learners’ preferences was carried out to explore differences in two countries. The participants are first-year undergraduate learners enrolled in first-year courses in the online environment. The total number of participants is 370, which involves 185 Turkish learners and 185 Kyrgyz learners. In the context of this study, participants’ submissions to the questionnaire were collected as quantitative data; while participants’ opinions toward online resources, activities, and communication tools were obtained as qualitative data. Thus, the study was designed as a mixed methods research that quantitative and qualitative methods were applied for the data analysis. The results demonstrated that Turkish learners perceive communication tools, online exams, and text-based course notes to be the most useful for e-learning, whereas perceive online group activities and wiki pages as not useful enough. On the other hand, Kyrgyz learners perceive interactive materials, online exams, and social media tools to be the most useful for e-learning, whereas perceive online chats and pages as not useful enough. The participants’ opinions cover important points for the improvement of current online materials. In addition, learners from Turkey and Kyrgyzstan showed both similarities and differences in terms of their preferences toward online resources, activities, and communication tools, which are explained through this paper.

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Cross-Cultural Differences in Learning Style and Learning Skills

Cited by 6 publications

References 42 publications

The Relationship Between Learning Style and Anxiety Among Japanese Undergraduates

The Relationship Between Learning Style and Anxiety Among Japanese Undergraduates

Teaching a while measuring b: cultural bias in assessing student performance

Learners’ preferences for online resources, activities, and communication tools: A comparative study of Turkey and Kyrgyzstan

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