Factors Contributing to Gen Z's Deep Learning: Investigating Undergraduates' Course Experience in Malaysian Private Higher Education Institutions

Autor/inn/en	Thien, Lei Mee; Leong, Mi-Chelle; Por, Fei Ping
Titel	Factors Contributing to Gen Z's Deep Learning: Investigating Undergraduates' Course Experience in Malaysian Private Higher Education Institutions
Quelle	In: Journal of Applied Research in Higher Education, 14 (2022) 4, S.1637-1655 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thien, Lei Mee) ORCID (Leong, Mi-Chelle) ORCID (Por, Fei Ping)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-01-2021-0005
Schlagwörter	Foreign Countries; Undergraduate Students; Private Colleges; Student Experience; Learning Experience; Skills; Objectives; Standards; Independent Study; Time Factors (Learning); Learning Processes; Personal Autonomy; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Privathochschule; Studienerfahrung; Lernerfahrung; Skill; Fertigkeit; Goal definition; Zielsetzung; Standard; Selbststudium; Learning process; Lernprozess; Individuelle Autonomie
Abstract	Purpose: This study aims to examine the relationship between undergraduates' course experience and their deep learning approach and to identify areas of improvement to facilitate students' deep learning in the private higher education context. Design/methodology/approach: Data were collected from 844 Malaysian undergraduate students who studied in six private higher education institutions (HEIs) in Penang and Selangor. This study used partial least squares structural equation modelling (PLS-SEM) for data analysis. Findings: The findings revealed that good teaching and appropriate assessment have no significant relationship with deep learning. Generic skills, clear goals and standards, appropriate workload and emphasis on independence are positively related to deep learning. Generic skills and emphasis on independence are two domains that deserve attention to enhance deep learning among undergraduates. Practical implications: Lecturers need to focus on to the cultivation of generic skills to facilitate students' deep learning. Student autonomy and student-centred teaching approaches should be empowered and prioritised in teaching and learning. Originality/value: The current study has its originality in providing empirical findings to inform the significant relationship between dimensions of course experience and deep learning in Malaysian private HEIs. Besides, it also identifies the areas of improvement concerning teaching and learning at the private HEIs using importance-performance matrix analysis (IPMA) in a non-Western context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01