Cross-cultural Learning Styles in Higher Education

2006 ◽  
Vol 12 (5) ◽  
pp. 247-256
Author(s):  
Gerhard Apfelthaler ◽  
Katrin Hansen ◽  
Stephan Keuchel ◽  
Martin Neubauer ◽  
Siow Heng Ong ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Cross Cultural ◽  
Cultural Learning

scholarly journals Expectations, Practices, And Preferences Of College Students: A Cross-Cultural Perspective Of CIS-Born And Israeli-Born Students In Israel

2012 ◽  
Vol 8 (3) ◽  
pp. 309-318
Author(s):  
Nitza Davidovitch ◽  
Lobova Elena ◽  
Pryamikova Elena ◽  
Semenova Tatiana ◽  
Pechenkina Tatiana ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Cross Cultural ◽  
Institutions Of Higher Education ◽  
Cultural Perspective ◽  
Academic World ◽  
Academic Characteristics ◽  
Student Responsibility ◽  
Research Population ◽  
Almost All

Processes of globalization are permeating the world of higher education and escalating to a previously unprecedented degree, and institutions of higher education previously known for their cultural homogeneity are becoming increasingly heterogeneous. Consequently, cross-cultural study of higher education is evolving from a discipline investigating a relatively marginal phenomenon to one examining a rapidly accelerating process shifting from the margins to the center. Today some claim that cultural differences between students are an essential factor affecting their study expectations, practices, and preferences. This study seeks to examine differences in learning styles, expectations, and study practices of Israeli students versus students in the Commonwealth of Independent States (CIS). The research population consisted of 1,122 students, 554 studying in Israeli institutions of higher education and 568 in the CIS. The research tool was developed specifically for this study and it consisted of 44 items related to four main spheres: 1) students' personal and academic background characteristics, 2) perception of the academic world and of the opportunities afforded by higher education, 3) evaluation of the study environment, and 4) faculty/student responsibility for the study process. Research results indicate intercultural differences on almost all dimensions examined - personal and academic characteristics, perception of opportunities offered by academic studies as manifested in perception of crucial factors for selecting schools, factors arousing academic interest, crucial factors producing competent lecturers, requirements for receiving a good education, creating satisfaction with study conditions, study practices, and time devoted to studies. Research conclusions indicate that the inclusive character of the findings should prompt the academic world to examine mobility in higher education from a cultural perspective. Specifically, it is necessary to consider the diversity of practices, study styles, and preferences among international students.

scholarly journals Computer-Mediated Communication and Culture: A Comparison of ‘Confucian-Heritage’ and ‘Western’ Learner Attitudes to Asynchronous E-Discussions Undertaken in an Australian Higher Educational Setting

2005 ◽  
Vol 2 (3) ◽  
pp. 263-275 ◽  
Author(s):  
Guy Ramsay
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Practice Research ◽  
Cultural Learning ◽  
Pedagogical Practice ◽  
Mediated Learning ◽  
Mediated Communication ◽  
Computer Mediated

While the internationalisation of higher education has made learner diversity a key consideration in tertiary pedagogical practice, research into the application of computer-mediated technologies in this domain has rarely taken into account culture. This article responds to this gap in the research by comparing ‘Confucian-heritage’ and ‘Western’ learners' experience of computer-mediated discussions undertaken as part of an Australian university curriculum. Likert and open-ended question formats reveal that cultural learning styles and behaviours are salient to the computer-mediated learning experience and can inform how learners view its pedagogical applications. While appreciation of the utilitarian benefits is common to both cultural cohorts, Confucian-heritage learners place greater emphasis on the interpersonal benefits. By placing distinctions in learner cultural background at the centre of the study, a more nuanced understanding of computer-mediated communication and its attendant pedagogical applications in higher education emerges.

scholarly journals The importance of metacognition and the experiential learning process within a cultural intelligence–based approach to cross-cultural coaching

2018 ◽  
Vol 16 ◽  
Author(s):  
Catherine A. Van der Horst ◽  
Ruth M. Albertyn
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Process ◽  
Cultural Awareness ◽  
Cultural Intelligence ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Culturally Appropriate ◽  
Key Concepts ◽  
The Cross

Orientation: Research on cultural intelligence (CQ) is increasingly used to evaluate, explain and predict the cross-cultural efficacy of management behaviour in everyday cross-cultural interactions. However, there is limited evidence in cross-cultural coaching of the use of a CQ-based approach incorporating metacognition and experiential learning theory (ELT).Research purpose: This article explored the theoretical linkages, benefits and directions of CQ for enhancing cross-cultural coaching.Motivation for the study: Exploration of theoretical perspectives of CQ for application in cross-cultural coaching.Research design, approach and method: A critical interpretative synthesis research methodology was employed to identify and study key concepts. The methodology is sensitive to the emergence of meaning in a diverse body of literature from adjacent disciplines.Main findings: This research suggests four findings motivating a CQ-based approach for cross-cultural coaching: firstly, the recognition of the use of metacognitive strategies in (cross-cultural) coaching; secondly, the usefulness of metacognition to cross-cultural coaching for grasping and transforming cultural experience and insights into culturally appropriate behaviour; thirdly, an understanding of the significance of suitability and predisposition of certain learning styles to cross-cultural learning effectiveness and lastly, acknowledging the importance of a heightened focus on the experiential learning process within the cross-cultural coaching engagement.Practical and managerial implications: Key concepts and insights from research on CQ have application in cross-cultural coaching in pursuit of the transformation of cultural awareness and insight into culturally appropriate behaviour.Contribution/value-add: This research motivates the use of a CQ-based approach incorporating metacognition and ELT to cross-cultural coaching.

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