Internationally‐educated health professionals: a distance education multiple cultures model

Lum, Lillie

doi:10.1108/00400910610651755

Cited by 22 publications

(15 citation statements)

References 20 publications

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“…Parker and McMillan (2007) state that successful quality assurance processes can be achieved by controlling inputs such as students and educational resources as well as providing a quality educational programme. Lum (2006) agrees and further states that cultural differences and diverse learning styles of students should be considered as opportunities to design curricula that are locally relevant and culturally inclusive.…”

Section: Quality Assurance In Distance Education Programmesmentioning

confidence: 89%

Teaching and Learning in Higher Education in the Time of COVID-19

Mkhize¹,

Ndimande-Hlongwa²,

Ramrathan³

et al. 2020

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Alternation research groups have made decisive and far-sighted knowledge production contributions in the interdisciplinary Arts and Humanities arena for more than twenty-five years. From 2020, it adds the Alternation African Scholarship Book Series (AASBS) to its research outputs system. Via its incisive thematically-focused inter-, multi-, and transdisciplinary, as well as digitally-informed, research approaches, the AASBS not only advances the frontiers of knowledge in Africa's institutions of Higher Learning in designated focus areas, but also critically generates scholarship of, by and with the people(s) of our continent. Historically the research draws on the rich traditions of interactive African intellectualisations, from its earliest civilisations, through struggles for liberation and freedom, to independence and growth. It opens up future epistemic opportunities through intellectual initiative and resourcefulness, while critically contributing to the international advancement of knowledge on all relevant levels. Contributing to research-led constructive, transformative and substantial discourse development in our programmes and disciplines, it also aims at impacting the wellbeing of our people foundationally and all-inclusively in the present. All forms of scientific and social challenge which Africa's societies and communities face, need to be problematised and researched in the Arts and Humanities, in the interest of cooperative and conscientious responsible knowledge generation and foundational conceptual and methodological research impacts. We serve the hopes and aspirations of the people of Africa.AASBS is committed to the highest levels of inclusive, factually correct and critical, sociallyresponsive and socially-accountable evidence-based research analyses and outputs. Each chapter is reviewed by at least two independent peer reviewers. Through its editing and peerreview system, each volume also builds research leadership, research expertise, and interactive research acumen, capacity and capabilities.

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Section: Quality Assurance In Distance Education Programmesmentioning

confidence: 89%

Teaching and Learning in Higher Education in the Time of COVID-19

Mkhize¹,

Ndimande-Hlongwa²,

Ramrathan³

et al. 2020

View full text Add to dashboard Cite

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“…According to Reid (1995), learning styles are internally-based features for the processing of new information, whereas Pritchard (2009) believes that they are not fixed characteristics and that learners can have different styles in different contexts. Sadler-Smith (as cited in Lum, 2006) distinguishes a learning style from a learning preference in that the former is perceived as an information-processing activity while the latter has to do with one's choice of a mode of learning over another.…”

Section: Definition Of Learning Stylesmentioning

confidence: 99%

Investigating Algerian EFL Students' Learning-Style and Brain-Dominance Profiles

Merrouche

2017

SSRN Journal

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Learning styles and brain-dominance preferences continue to attract, today, the attention of both researchers and practitioners in the field of education. Learners are different from each other and this difference matters in learner-centred instruction. This work is an attempt to identify the students' learning-style and brain-dominance profiles at the Department of English, Larbi Ben M'hidi University, Oum el Bouaghi, Algeria. Seventy two Master Two-level students took part in this study. The Barsch Learning-Style Inventory and the Brain-Dominance Inventory were used as data collection tools. The results show that most of the participants have a visual mode of learning, whether predominantly or in combination with the auditory mode. In addition, the majority of the students are found to have a slight preference either to the left-or the right-brain hemisphere. The paper eventually discusses ways to enable teachers to tailor classroom instructional strategies to students' learning preferences, and hence capitalize on their learning strengths.

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“…Culture, communication and learning are intertwined and mutually dependent (Lum, 2006). To successfully maintain their reputations, international schools must strive to achieve a current and future cultural fit in their offshore operations to enable international students to acquire knowledge in the most effective manner which results in quality education (Bodycott and Lai, 2012).…”

Section: Shifts In Chinese Cultural Learningmentioning

confidence: 99%

Learning in Foreign Cultures: Self-Reports Learning Effectiveness Across Different Instructional Techniques

Rajaram

2013

WJE

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Substantial numbers of Chinese mainland students are enrolled in overseas Western-based business courses but are dislocated from their home cultures. Business education curriculum and course designers need to understand how these students are best trained in western style education programs. Four-hundred students in Singaporean business training programs provided differential ratings of perceived learning effectiveness, plus dislocation measures of familiarity, comfort and ease of knowledge transfer for each of ten commonly used instructional strategies previously investigated by Rodrigues, four of which he termed "active" and six "passive". In terms of perceived learning effectiveness alone, Mainland Chinese students reported clear differences. In order of decreasing effectiveness, they reported lectures by instructors, case-studies, group projects, videos, guest speakers, classroom presentations, individual research projects, classroom discussions, computerized learning and lastly, reading textbooks. The study presents strategies and practices for facilitating effective learning for mainland Chinese students in western based education-choice of instructional techniques and mixtures, attention to students' cultural dislocation, comfort, familiarity, and ease of knowledge transfer.

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Internationally‐educated health professionals: a distance education multiple cultures model

Cited by 22 publications

References 20 publications

Teaching and Learning in Higher Education in the Time of COVID-19

Teaching and Learning in Higher Education in the Time of COVID-19

Investigating Algerian EFL Students' Learning-Style and Brain-Dominance Profiles

Learning in Foreign Cultures: Self-Reports Learning Effectiveness Across Different Instructional Techniques

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