A Multiple Cross-Cultural Comparison of Approaches to Learning

Autor/inn/en	Bowden, Mark P.; Abhayawansa, Subhash; Manzin, Gregoria
Titel	A Multiple Cross-Cultural Comparison of Approaches to Learning
Quelle	In: Compare: A Journal of Comparative and International Education, 45 (2015) 2, S.272-294 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2013.841465
Schlagwörter	Cross Cultural Studies; Comparative Analysis; Comparative Education; Learning Strategies; Learning Processes; Indigenous Populations; Asians; Confucianism; Student Characteristics; Cultural Differences; Cultural Influences; Cognitive Style; Questionnaires; Correlation; Student Diversity; Cohort Analysis; Undergraduate Students; Business Administration Education; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; Sinti und Roma; Asian; Asiat; Asiatin; Asiaten; Asiate; Konfuzianismus; Kultureller Unterschied; Cultural influence; Kultureinfluss; Cognitive styles; Kognitiver Stil; Fragebogen; Korrelation; Kohortenanalyse; Ausland; Australien
Abstract	This study compares learning approaches of local English-speaking students and students from Asian countries studying at an Australian metropolitan university. The sample consists of students across 13 different countries. Unlike previous studies, students from Asian countries are subdivided into two categories: students from Confucian Heritage Cultures (CHC) and students from Asia-based non-Confucian Heritage Cultures (non-CHC). The rich diversity of student background enables meaningful comparison between cultural groups. There are three key findings. Firstly, CHC and non-CHC students are more likely to adopt a deep learning approach than local English-speaking (LES) students. Secondly, CHC students show a strong tendency to simultaneously adopt surface and deep approaches to learning. This tendency also exists with non-CHC students, albeit not as strongly as in as the former group. The LES students show the least tendency to adopt this mixed approach. Thirdly, memorisation appears correlated with deep learning across all three groups. The study is exploratory in nature but, if confirmed with larger samples, points to the need for further research beyond the traditional focus on CHC students on the role that memorisation and culture play in learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01