Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Conference: Chinese Students, Teachers and Scholars Abroad: Myths and Realities

No description
by

Yusuke Sakurai

on 3 March 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Conference: Chinese Students, Teachers and Scholars Abroad: Myths and Realities

1. Preliminary analysis: Exploratory factor analysis
Centre for Research and Development of Higher Education
Yusuke Sakurai,
Anna Parpala, Kirsi Pyhältö & Sari Lindblom-Ylänne
Are Chinese students likely to exhibit a surface approach as compared with the other international students in Finland?
STORY
WHAT WE FOUND
Deep approach
Surface approach
Organised/ achieving/ strategic
learning
studying
teaching
approaches to learning
assessment
deep approach
surface approach
engagement
self-fulfilling proficiency
dis
engage
ment
Chinese students
Confucius institute
He
lsi
nki
scholar
students
approaches to learning
deep approach
scholar
students
Uni
versity
FINLAND
midpoint
2. Two group t-test (two tailed)
Image: By Jtneill (Own work) [CC-BY-3.0 (http://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons
participants
3. Effect size (Cohen's d)
WHAT WE DID
instrument
Chinese students as rote learners?
Why does it matter?
Self-fullfiling prophecys
(Jussim & Harber, 2005, Riley & Ungerleider, 2012)
procedures
4. Power analysis (1-b)
surface approach
,
deep approach
and
organised studying
extreme response style (Van Herk et al., 2004, Sun & Richardson, 2012)
(Chinese students - Other international students)
making sense of main points
organising one's study time
reasoning
real life connection
linking different bits
looking at evidence
less organised bits and pieces
learning aimlessly
rote-learning and reproducing information
effort management
taking control on one's study
Approaches to learning
(Marton and Säljö, 1976, Biggs, 1988, Entwistle et al. 2005)
WHAT WE WANT TO TELL YOU
Same level: deep approach & organised studying
Both groups adopt a deep approach and organise their study to a similar extent
significant differences
: surface approach & extreme response style
Chinese students are more likely to adopt a surface approach
Chinese students less extremely responded to the survey items
something you take away ...
some reflections ...
1. I have trouble making sense of the things I have to remember.
4. I put a lot of effort into my studying.
5. Much of what I learn seems to be unrelated bits and pieces in my mind.
6. In making sense of new ideas, I relate them to practical or real life contexts.
7. On the whole, I am systematic and organised in my studying.
11. I organise my study time carefully to make the best use of it.
16. When reading, I try to find out for myself exactly what the author means.
17. I study without seeing where I am going.
18. If I do not understand things well enough when studying, I try a different approach or study method.
...
ALSI (Approaches to Learning & Studying Inventory) in ETLQ (Experiences of Teaching & Learning Questionnaire) (Entwistle, 2006)
Examples:
no significant difference
no significant difference
significant difference
BA & MA international students (incl. 43 Chinese students)
307
factor analysis separately
acquiescent response style
individual difference
Chinese students as rote learners - tentative
Chinese students as deep & organised learners
image: by slintmachine, URL: www.flickr.com/photo/slintmachine
image: by Stefano Mastrogiacomo and Mathilde Krause, URL: http://www.stefanomastrogiacomo.info/principle-of-least-cooperative-effort/
image: by keatle, URL: http://www.flickr.com/keatl
image: by .sarahwynne. URL: http://www.flickr.com/photos/goddess-arts/
image: by patriziasoliani URL: http://www.flickr.com/photos/55524309@N05/
image: by Austin Kleon, URL: http://www.flickr.com/photos/deathtogutenberg
(scale 1-5)
Full transcript