Are Students Using the "Wrong" Style of Learning?: A Multicultural Scrutiny for Helping Teachers to Appreciate Differences

Autor/in	Valiente, Carolina
Titel	Are Students Using the "Wrong" Style of Learning?: A Multicultural Scrutiny for Helping Teachers to Appreciate Differences
Quelle	In: Active Learning in Higher Education, 9 (2008) 1, S.73-91 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787407086746
Schlagwörter	Cognitive Style; Learning Theories; Higher Education; Foreign Countries; Teaching Methods; Cultural Pluralism; Cultural Differences; Intercultural Communication; Teacher Student Relationship; Foreign Students; Educational Environment; United Kingdom + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Learning theory; Lerntheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Kulturpluralismus; Kultureller Unterschied; Interkulturelle Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Großbritannien
Abstract	The literature on learning styles suggests that although the behaviour of some students may appear different from what is defined as a "high-quality learning process," their conduct does not demonstrate an "inferior" approach to learning. Furthermore, existing and emerging academic literature that associates learning theories with the studies of cultural concerns suggests alternative interpretations that may help to develop a richer multicultural learning and teaching approach within Western higher education institutions (HE). This article brings together elements of the theory on learning styles and some elements of multicultural management theory to introduce interpretations that may apply to the emerging UK multicultural universities. It considers the importance of memorization as a tool for learning, and reveals how motivation, communication and collaborative patterns could work differently in different cultures. The comparison between best known Western learning theory and Confucian principles is expected to increase academics' awareness of international students' background. The discussion helps to understand some of the students' pragmatic reactions to the challenges prompted by their studies in foreign countries. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10