Approaches to learning : perceptions about Chinese international undergraduates in Australian Universities

- Li, Boli

Title
Approaches to learning : perceptions about Chinese international undergraduates in Australian Universities
Creator
Li, Boli
Date
2021
Type
Text; Thesis; PhD
Identifier
http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/181912
Identifier
vital:16056
Abstract
Chinese students constitute the largest cohort of international undergraduates in Australian universities, comprising 37.3% in 2019. However, there is a scarcity of research examining perceptions of how Chinese international students (CIS) learn in Australian universities, from the broader context of the students themselves, their Australian teachers and Australian domestic student (ADS) counterparts. Drawing on the 3P (Presage-Process-Product) framework by Biggs, Kember, and Leung (2001), this thesis explored the perceptions of CIS, and their lecturers and classmates regarding their approaches to learning in Australian universities. Utilising a mixed methods approach (Creswell, 2014), surveys were conducted with 156 CIS and 212 ADS incorporating a validated survey by Biggs et al. (2001) called the R-SPQ-2F. Interviews were also conducted with 10 CIS and 10 Australian academics from two Australian universities, one regional and the other metropolitan. The findings demonstrated that perceptions of CIS were characterised by a unique learning structure that differed from ADS in a number of ways, particularly in relation to group learning, the use of understanding and memorisation strategies, and classroom engagement. It was noted that these disparities did not support the generally held view of CIS as mainly surface oriented learners who preferred rote-learning techniques (Grimshaw, 2007). While adopting similar levels to ADS of deep approach strategies in their learning, CIS also used more surface and achieving approaches than ADS, and tended to incorporate memorising with understanding in their learning process. However, it was also evident that the approaches used by CIS in Australia were often more complex than what was easily observed. For instance, their reticence in class was not necessarily indicative of passive learning, but instead, suggestive of the complexity of context that needs to encompass the ‘whole being’ of these students, i.e., their personality, culture, and most of all, the dynamics of their perceived approaches to their learning. This study also investigated negotiations that occurred between CIS and their Australian lecturers. While CIS’ learning approaches were greatly shaped and determined by academics’ instructional decisions involving curriculum, teaching patterns and assessment procedures, it was also found that academics’ instructional activities were reshaped and counter-determined by CIS’ learning approaches. As a result, a Co-constructed Model of Learning and Teaching (CMLT) for CIS in Australian universities, based on the 3P framework (Biggs et al., 2001), was developed to assist future education experiences for international students. This study is significant in that it has given voice to Chinese students, enabling a greater understanding of their experiences in Australian universities to emerge, in conjunction with and supplemented by insights provided by their Australian student counterparts and educators. It has enabled both international and domestic students the opportunity to reflect on possible cultural impacts on learning, hopefully improving their capacities to act as effective global citizens. It has also afforded an opportunity for academics to reflect on their beliefs and practices in relation to teaching diverse student cohorts, which will hopefully deepen their understanding of the complexities that come with the increasing globalisation of education.; Doctor of Philosophy
Publisher
Federation University Australia
Rights
All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
Rights
Copyright Boli Li
Rights
Open Access
Subject
Approaches to learning; Chinese international students; Australian domestic students; Australian lecturers; Australian universities
Full Text
Thesis Supervisor
Plunkett, Margaret
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