More than 85% of the international students in New Zealand are Asian in origin. The level of satisfaction of Asian international students with their learning experiences in New Zealand has been of enormous concern for the New Zealand export education industry. The results of this current research, based on a qualitative research study conducted at a New Zealand tertiary institution, provide a critical summary of some important and yet challenging issues in teaching Asian students. This study found that Asian students were overall satisfied with their learning experiences at the university in terms of educational quality, program offering, and learning support. Asian students' voices and narratives on which this research was based have challenged some of our taken-for-granted education traditions, norms, and practices. Characterizing these challenges are language difficulties and cultural differences as intercultural communication barriers, unfamiliar patterns of classroom interactions, lack of knowledge of academic norms and conventions, inadequate learning support, difficulties in making friends with domestic students, and lack of sense of belonging, all these combining to affect Asian students' perceptions and levels of satisfaction with their learning experiences at the university. The study suggests that it is important that lecturers and host institutions are professionally responsible to equip Asian students with adequate knowledge of academic discourses and to help them transcend the culturally framed borders and subjectivities. To meet these challenges, it is important to review and adapt our pedagogical practices and to realign them to the needs of both local and international students.
This work investigates the efficacy of software simulations of electronic circuits laboratories to support beginning electrical engineering students. Experiment 1 was a formative evaluation of an Electronic Laboratory Simulator (ELS), as an optional add‐on to physical labs for 120 subjects at four universities. All subjects received the same treatment: their normal classes and physical labs, with optional use of simulated labs. Subjects took written tests specific to the lab's content, before and after using each simulated lab. Only subjects who took both pre‐ and post‐tests were included. Pre‐ and post‐test comparisons indicated significant improvement in both theory and lab knowledge when scores for all labs were combined, but inconsistent performance on individual labs. As the treatment included other learning opportunities in addition to simulated labs, the results were not attributed to the simulations, but provided initial indications and qualitative data on subjects' experiences. These helped to improve the labs and the implementation strategies. Experiment 2 used 40 college sophomores in a beginning electronic circuits lab. Physical lab subjects received seven physical labs. Combined lab subjects received a combination of seven simulated labs and two physical labs. The latter repeated two of the simulated labs to provide physical lab practice. Both treatments used the same assignments. Learner outcome measures were: (a) time required to complete a new criterion physical lab; (b) score on written lab and theory tests over all the labs; and (c) comments on the lab experience. The group that used combined simulated and physical labs performed significantly better on the written tests than the group using entirely physical labs. Both groups were equivalent in time to complete the criterion physical lab. Comments about the simulated labs were generally positive, and also provided specific suggestions for changes.
This study, conducted in 2005 in a New Zealand tertiary institution, examines Asian students' perceptions of the much-promulgated cooperative learning concepts in the form of group work and group assignments. Twenty-two Asian students participated in one-hour individual face-to-face semi-structured interviews. The study found that Asian students valued highly the significance of classroom group discussions where they could interact with students from other cultures and backgrounds, improve their English-language skills, enhance their cultural understanding and provide them with opportunities to make friends. However, they held intensely negative views about group assignments that required students to complete a project as a group with shared marks determined by the performance of the group. Contributing factors affecting group dynamics included members' attitudes and willingness to cooperate and contribute as a team, the composition of the group, students' competing demands on students' time and attention, heterogeneity from the natural abilities of students, and the varying cultural values and beliefs held by group members. Most Asian students felt disheartened and helpless at having to complete mandatory group assignments. The study suggests that cooperative learning has its strengths and weaknesses. Students' needs, interests, cultural values, and teaching effectiveness should be considered as a priority in teaching in tertiary institutions.
This paper describes the creation and testing of computer‐simulated laboratories for use in undergraduate engineering education. The design and implementation of a ‘virtual laboratory’ that closely mimics the capabilities of a physical laboratory is explained. Experiments that compare time and learning gains of students using physical and virtual laboratories are discussed. Experimental results indicate that students who use the virtual laboratory prior to a physical laboratory are able to complete the physical laboratory in a much shorter time, require less assistance, and also report that they are very satisfied with their laboratory experience.
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