- Title
- Deep or surface learning? Perceptions of Chinese international and local students in Australian universities
- Creator
- Li, Boli; Burke, Jenene; Plunkett, Margaret
- Date
- 2022
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/187249
- Identifier
- vital:17046
- Identifier
- ISBN:0313-7155 (ISSN)
- Abstract
- Despite the COVID-19 pandemic, Chinese international students (CIS) still constitute the largest international population in Australian higher education. Yet limited research has examined the lived learning experience of CIS and local students in Australian universities. Underpinned by Biggs, Kember and Leung’s (2001) 3P model of learning, this article explores the perceptions of CIS regarding their approaches to learning in Australian universities, as compared with Australian domestic students (ADS). Surveys incorporating the Revised Study Process Questionnaire (R-SPQ-2F) were conducted with 156 CIS and 212 ADS from two Australian universities. The findings demonstrated that perceived disparities existed between the two cohorts in terms of their approaches to learning. These disparities, however, did not support the well-documented view of CIS as mainly surface oriented learners but rather as more rounded learners than ADS in their learning approaches. This study gave voice to CIS to reflect on their learning in Australian universities, in conjunction with and supplemented by insights provided by their Australian student counterparts. It also enabled a greater understanding of CIS learning in Western universities, particularly in Australian universities. © 2022, Western Australian Institute for Educational Research Inc.. All rights reserved.
- Publisher
- Western Australian Institute for Educational Research Inc.
- Relation
- Issues in Educational Research Vol. 32, no. 1 (2022), p. 149-181
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- https://creativecommons.org/licenses/by-nd/4.0/
- Rights
- Copyright © 2022, Western Australian Institute for Educational Research Inc.
- Rights
- Open Access
- Subject
- 39 Education
- Full Text
- Reviewed
- Funder
- Boli Li was supported by a tuition-fee scholarship from the Faculty of Education and Arts, later the School of Education, Federation University Australia.
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