Global culture, learning style, and outcome: an interdisciplinary empirical study of international university students

Abstract

The study examined 2500 business degree students from 21 countries, enrolled at an Australian university, using a survey to assess learning style, which was integrated into a global culture taxonomy. The research hypothesis was that academic outcome could be explained through an interdisciplinary model, by integrating proven theories from educational psychology (learning style) and anthropology (culture). The literature review included interdisciplinary and rival theories to make the research useful for global practitioners. Technical discussion was minimized, focusing on the pedagogical implications of a generalized least squares regression model, which was statistically significant (r 2 = 0.87; X 2 = 0, df = 0, p < 0.0001; n = 715). Four factors dominated the model in predicting higher multicultural student academic outcome: collectivist and risk-taking cultures, along with visual-input and active-processing learning styles.L'apporte a examiné le degré d'affaires 2500 étudiants de 21 pays, inscrits dans une université australienne, au moyen d'une enquête visant à évaluer le style d'apprentissage, qui a été intégré à une culture mondiale en matière de taxonomie. La recherche a été hypothèse que études résultat pourrait être expliqué par le biais d'un modèle interdisciplinaire, en intégrant les théories éprouvées de psychologie de l'éducation (style d'apprentissage) et de l'anthropologie (la culture). La revue de la littérature inclus interdisciplinaire et théories rivales à faire de la recherche utiles pour les praticiens mondial. Discussion technique a été réduit au minimum, axée sur les implications pédagogiques d'un généralisée des moindres carrés modèle de régression, qui a été statistiquement significative (r 2 = 0.87; X 2 = 0, df = 0, p < 0.0001; n = 715). Quatre facteurs dominent le modèle supérieur à la prévision multiculturelle des étudiants universitaires résultat: collectiviste et de prendre des risques cultures, ainsi que les visuels d'entrée et de processus actif styles d'apprentissage.

Determining the Consistency of Student Grading in a Hybrid Business Course using a LMS and Statistical Software

“…Good quality higher education programs should encourage interaction and use peer assessments in the pedagogy (Johnson & Aragon, 2003). Peer assessments should be used in addition to faculty-generated and self-regulated feedback because students learn best from multiple sources (Strang, 2010b), and through a variety of learning style matches with their professors or tutors (Strang, 2008(Strang, , 2010a.…”

Staff’s Practice of Peer Assessment in the International Classroom in UK HE

“…Strang finds that ISs are likely to achieve more highly in western academic settings if they favour group work, risk taking and interactive learning [26]. In this study, some ISs described their transition from disliking group work to favouring this style, as did a Chinese student (male, CS, phase II), who changed his attitude towards group work after conducting PA: 'When I meet team work next time…I will be more willing and well prepared to engage in the team, and won't fear it any more'.…”

International students’ experiences in a flipped classroom environment

“…Understanding how the cultural backgrounds of international students impacts learning in a western environment is also an important consideration. Strang (2010) explored cultural factors and learning styles in his study of predictors of higher academic outcomes for 2,500 international business students in an Australian university. One such factor was a collectivist orientation, which may negatively impact on international student’s ability to work individually, but make group work easier for them.…”