Exploring learning style preferences of Chinese postgraduate students in Australian Transnational programs

Ting Wang, Cara Moore

    Research output: Contribution to journalArticle

    Abstract

    In recent years there has been a rapid increase in the number of Chinese international students on Australian university campuses and in offshore programs. Therefore there is a need to seek a better understanding of their learning styles in order to cater to their needs and support their transition to new academic environments. This study explores the learning style preferences reported by two groups of Chinese students enrolled in two Australian offshore Masters courses. Using the pre- and post-questionnaire method, this study examined the students’ self-reported learning style preferences after exposure to Western pedagogical practices. The study revealed limited changes in the students’ self-reported learning style preferences after one intensive teaching week. Comparison of the responses was made between the two groups located in different regions in China. The findings contradict the assumption that Chinese learners from different places have homogeneous approaches to learning. The study also critically examined the widely held view that Chinese learners prefer passive and teacher-directed learning. Australian academics should consider international students’ learning style preferences and adapt their pedagogical practices to students’ needs
    Original languageEnglish
    Pages (from-to)31-41
    Number of pages11
    JournalInternational Journal of Pedagogies and Learning
    Volume3
    Issue number2
    DOIs
    Publication statusPublished - 2007

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    Cite this

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    title = "Exploring learning style preferences of Chinese postgraduate students in Australian Transnational programs",
    abstract = "In recent years there has been a rapid increase in the number of Chinese international students on Australian university campuses and in offshore programs. Therefore there is a need to seek a better understanding of their learning styles in order to cater to their needs and support their transition to new academic environments. This study explores the learning style preferences reported by two groups of Chinese students enrolled in two Australian offshore Masters courses. Using the pre- and post-questionnaire method, this study examined the students’ self-reported learning style preferences after exposure to Western pedagogical practices. The study revealed limited changes in the students’ self-reported learning style preferences after one intensive teaching week. Comparison of the responses was made between the two groups located in different regions in China. The findings contradict the assumption that Chinese learners from different places have homogeneous approaches to learning. The study also critically examined the widely held view that Chinese learners prefer passive and teacher-directed learning. Australian academics should consider international students’ learning style preferences and adapt their pedagogical practices to students’ needs",
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