Cross-cultural Learning Styles in Higher Education

Apfelthaler, Gerhard; Hansen, Katrin; Keuchel, Stephan; Neubauer, Martin; Ong, Siow Heng; Tapachai, Nirundon; Mueller, Christa

doi:10.18848/1447-9494/cgp/v12i05/47784

Cited by 7 publications

(5 citation statements)

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“…In response to this apparent need, the present investigation explored student approaches to studying with samples in China, Kuwait, and the USA. While previous research supports the notion of culture and national context on student approaches to learning and studying (Apfelthaler et al, 2006;Byrne et al, 2009;Omidvar and Tan, 2012;Teixeira et al, 2013), few studies have addressed the Middle East (Biyikli, 2016;Gadelrab, 2011) and the Peoples Republic of China (Zhu et al, 2008).…”

Section: Introductionmentioning

confidence: 94%

Studying approaches: samples in China, Kuwait, and USA

Fusilier

Bhuyan

Russell

et al. 2021

JARHE

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PurposeStudent approaches to studying were explored in business courses with samples in China, Kuwait and the USA. Information on approaches to studying is critical as delivery and content of educational practices are increasingly adapted to different world regions.Design/methodology/approachThe Revised Approaches to Studying Inventory (RASI) was administered to address the extent to which students focused studying on deep learning of concepts, surface learning/memorization of material or strategic maximization of grades.FindingsResults suggested (1) acceptable reliability for the RASI scales, (2) higher mean scores on deep, surface and strategic approaches for the Kuwait versus the China or USA samples, and (3) an interaction effect between country sample and strategic studying on the dependent variable of reported grade point average.Originality/valueThe research focuses on student initiative in the educational process. Also, comparative evidence from the Middle Eastern context is provided. This area has received relatively little attention in the literature.

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Section: Introductionmentioning

confidence: 94%

Studying approaches: samples in China, Kuwait, and USA

Fusilier

Bhuyan

Russell

et al. 2021

JARHE

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“…Due to the immigration of Chinese to Thailand, certain Confucian traditions have been adopted within the education system (Nguyen et al, 2006;Wang & King, 2008), and one element of this is a strict hierarchical structure where the teacher is a highly respected figure of authority within the class, and the students are mainly listeners (Kainzbauer & Hunt, 2016), which has led to a predominantly teacher-centered classroom (Deveney, 2005). One consequence of the distance of power between the students and teachers is that students rarely question or criticize the teacher, which has resulted in students holding their teacher responsible for their learning (Apfelthaler et al, 2006;Littlewood, 2000). This can have an effect on students' perceptions of teachers who expect students to ask questions and take responsibility for their own learning, which is a perspective that some Western teachers may hold.…”

Section: Thai Culturementioning

confidence: 99%

Characteristics of Effective English Language Teachers: Student and Teacher Perspectives at a Thai University

Quieti

Nanni

2022

Sage Open

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This study investigated students’ and teachers’ perceptions of the characteristics of effective English language teachers in the Thai cultural context. A survey comprising 68 Likert-scale items was administered to students ( n = 124) and teachers ( n = 11) in the intensive English program (IEP) of a Thai university. The survey measured the participants’ perception of the characteristics of effective teachers in seven areas: general characteristics, affective variables, knowledge about students, pedagogical knowledge, content knowledge, knowledge about classroom management, and professional development. A comparison of the responses showed a statistically significant difference between the median responses of teachers and students in three areas: affective variables, knowledge of students, and professional development. In all three areas, students ascribed a higher level of importance. These findings have implications for teachers, who may underestimate the value that their students place on the personal and affective aspects of education and on professional development.

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“…On the other hand, a large body of research show a positive correlation between cultural background and learning styles. Apfelthaler et al (2005) carried out a cross-cultural analysis of approaches to learning among students in Germany, Austria, Th ailand and Singapore who were found to adopt diff erent attitudes towards learning. Th e diff erences are particularly signifi cant among European and Asian students in the areas of teaching method and the role of teacher.…”

Section: Learning Strategies Across Culturally Contrasting Groupsmentioning

confidence: 99%

Approaches to studying across culturally contrasting groups: Implications for security education

Domalewska¹

2017

Security and Defence Quarterly

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Th e problem of increased migration and integration of migrant children in schools has become a serious challenge for Security Education, especially the question of how to teach increasingly varied groups of students and whether students that come from culturally contrasting groups diff er in their preferred learning style. Th is study sets out to analyse how students of various cultural backgrounds approach learning tasks, which is of utmost importance nowadays given that modern schools face the challenge of educating culturally diverse students. To this end, the Approaches and Study Skills Inventory for Students (ASSIST) was administered to 450 Th ai students in a Th ai university. Th e correlation between the learning approaches and individual diff erences (age, GPA and major) was assessed. Th en, the results of the study were compared with the results of similar studies carried out in diff erent cultures. Th e results show that the students scoring higher on the deep approach have the highest academic performance, whereas the students who approach the learning material strategically achieve the lowest learning outcomes. Furthermore, the Th ai students did not diff er signifi cantly from their western peers (Norwegian, Egyptian, Portuguese and British); however, their results diff ered from the students from China, who generally scored lower on all subscales of the ASSIST scores. Th us, the fi ndings of the study prove that the integration of migrant children can be highly successful because both migrant and host society students adopt similar approaches and strategies that strive for academic excellence.

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Cross-cultural Learning Styles in Higher Education

Cited by 7 publications

References 0 publications

Studying approaches: samples in China, Kuwait, and USA

Studying approaches: samples in China, Kuwait, and USA

Characteristics of Effective English Language Teachers: Student and Teacher Perspectives at a Thai University

Approaches to studying across culturally contrasting groups: Implications for security education

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