A cross-cultural comparison of student learning patterns in higher education

Abstract

The aim of this study was to compare student learning patterns in higher education across different cultures. A meta-analysis was performed on three large-scale studies that had used the same research instrument: the Inventory of learning Styles (ILS). The studies were conducted in the two Asian countries Sri Lanka and Indonesia and the European country The Netherlands. Students reported use of learning strategies, metacognitive strategies, conceptions of learning and learning orientations were compared in two ways: by analyses of variance of students' mean scale scores on ILS scales, as well as by comparing the factor structures of the ILS-scales between the three studies. Results showed most differences in student learning patterns between Asian and European students. However, many differences were identified between students from the two Asian countries as well. The Asian learner turned out to be a myth. Moreover, Sri Lankan students made the least use of memorising strategies of all groups. That Asian learners would have a propensity for rote learning turned out to be a myth as well. Some patterns of learning turned out to be universal and occurred in all groups, other patterns were found only among the Asian or the European students. The findings are discussed in terms of learning environment and culture as explanatory factors. Practical implications for student mobility in an international context are derived.

Study abroad tales: Experiences of international students in Taiwan

“…Recent study abroad studies have pointed out various differences that exist between students of different nationalities such as the Chinese and non-Chinese students' social capital (Ma, 2014), for English and non-English speaking students' interactions (Jon, Lee, & Byun, 2014), and for Asian and non-Asian students' learning patterns (Marambe, Vermunt, & Boshuizen, 2012;Yen & Stevens, 2004). This is also true with study abroad students within the short-term and degree seeking programs, which means that the duration of study abroad program matters (Alexejun & D'Angelo, 2013;J.…”

Beyond the amusement, puzzlement and challenges: an enquiry into international students’ academic acculturation

“…Although, study sojourns are relatively short, their transformative effects, arguably last a lifetime (Jones 2013). Growth and transformation beyond academic--related experiences need not come as a surprise since a core element of studying abroad involves students being enveloped by the very fabric characterising the host culture (Gu, Schweisfurth, and Day 2010;Marambe, Vermunt, and Boshuizen 2012).…”

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Enfoque transversal y longitudinal en el estudio de patrones de aprendizaje en alumnos universitarios de ingeniería

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