Academic literature on the topic 'Asian students – Study and teaching (Higher) – Australia'
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Journal articles on the topic "Asian students – Study and teaching (Higher) – Australia"
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Selvarajah, Christopher, John Chelliah, Denny Meyer, Edwina Pio, and Pacapol Anurit. "The impact of social motivation on cooperative learning and assessment preferences." Journal of Management & Organization 16, no. 1 (March 2010): 113–26. http://dx.doi.org/10.1017/s1833367200002303.
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AbstractThis study explores the assessment preferences of 453 postgraduate business students in New Zealand, Australia, and Thailand using a survey linking motivational and educational preferences. This study compares the needs of Western students (Australian and New Zealand), Asian (Thai) and international students (predominantly Chinese and Indian students) in Australia and New Zealand (ANZAC). One major finding is that students from these three countries who are socially motivated prefer ‘cooperative learning’. Further, the study specifically shows that students from Thailand are more socially motivated than students from Australia and New Zealand (ANZAC) while International ANZAC students have the greatest desire for cooperative learning. It also shows that group assessment poses quite significant challenges for local ANZAC students and therefore, remedial intervention from universities is essential if group assessments are to remain relevant and useful in achieving meaningful teaching and learning outcomes.
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Selvarajah, Christopher, John Chelliah, Denny Meyer, Edwina Pio, and Pacapol Anurit. "The impact of social motivation on cooperative learning and assessment preferences." Journal of Management & Organization 16, no. 1 (March 2010): 113–26. http://dx.doi.org/10.5172/jmo.16.1.113.
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AbstractThis study explores the assessment preferences of 453 postgraduate business students in New Zealand, Australia, and Thailand using a survey linking motivational and educational preferences. This study compares the needs of Western students (Australian and New Zealand), Asian (Thai) and international students (predominantly Chinese and Indian students) in Australia and New Zealand (ANZAC). One major finding is that students from these three countries who are socially motivated prefer ‘cooperative learning’. Further, the study specifically shows that students from Thailand are more socially motivated than students from Australia and New Zealand (ANZAC) while International ANZAC students have the greatest desire for cooperative learning. It also shows that group assessment poses quite significant challenges for local ANZAC students and therefore, remedial intervention from universities is essential if group assessments are to remain relevant and useful in achieving meaningful teaching and learning outcomes.
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Djafar, Neni. "Indonesia Master of Education Student’s Perceptions of Their Experience in Learning Tesol in the Tertiary Context in Australia." Jurnal Pendidikan 7, no. 1 (January 15, 2019): 40–54. http://dx.doi.org/10.36232/pendidikan.v7i1.209.
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The aim of research study is to investigate the manner how experience in learning TESOL in tertiary context in Australia impacts on Indonesian M.Ed Students’ perception in the English language learning and in the English language teaching in their context. Although there have been many studies conducted with regard to the perceptions of international students with non-English backgrounds from Asian countries, there is no specific study yet conducted pertaining to how experience in learning TESOL in tertiary context in Australia impacts on Indonesian M.Ed Students’ perception in the English language learning and in the English language teaching in their context. The method used to collect data from the participants of the study consisting of eight of them is an individual semi-structured interview with openended questions and descriptive thematic analysis to analyze the data to generate the result of the study.
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PETRE, Gianina. "TRAINING HIGHER EDUCATION STUDENTS FOR TEACHING IN VIRTUAL CLASSES. A CASE STUDY IN AN ASIAN CONTEXT." JOURNAL PLUS EDUCATION 31, no. 2/2022 (November 1, 2022): 238–50. http://dx.doi.org/10.24250/jpe/2/2022/gp.
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During the COVID-19 pandemic, teachers from higher education faced challenges on how to adequately adjust their teaching from a face-to-face to an online format to train future teachers properly. The study aimed to illustrate participants' experiences regarding their training during virtual courses in an international Asian HE institution. The applied methodology was qualitative, with a case study as a research design, intending to understand participants' experiences and adjust the training model for virtual classes in a particular Asian context. The participants were MA and Ph.D. in education students enrolled in the Instructional Models class, delivered online. Data collection consisted of (a) a focus-group discussion (with five participants) lasting for one hour and a half; (b) document analysis (15 students' journals); (c) video records for five micro-teaching; (d) one study group that lasted for 60 minutes organized to reflect on the 14 micro-teaching lessons. After thematic coding of data, the results revealed participants' empowering experiences during training, with challenges and success in conducting micro-teachings for virtual classes. The participants recommended including more micro-teaching sessions to master the teaching strategies demonstrated and introducing basic training in using technology for those who did not have technological skills. With empowering but still challenging teaching experiences, for further studies, the recommendation is to apply the training model in an online context, for both pre-service and in-service teachers, from different levels of education.
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Li, Jian. "Shaping “The Belt and Road Initiative” International Higher Education." Beijing International Review of Education 3, no. 1 (March 30, 2021): 22–37. http://dx.doi.org/10.1163/25902539-03010002.
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Abstract This study aims to exploring the “The Belt and Road” international higher education. This research uses a qualitative method to explore the learning perceptions of 22 international students from South-Asian countries studying in Chinese learning programs at three Chinese higher education institutions. The findings argue that the international students from South-Asian countries’ various attitudes towards the learning and teaching approaches as well as their communications with international classmates, Chinese students and teachers all shaped their learning perceptions of learning Chinese. Moreover, the findings reveal those international students’ cognitive (e.g., thoughts, beliefs, and ideas), affective (e.g., feelings and emotions) and conative (e.g., tendency or disposition) learning perceptions as parts of their psychological mechanisms interacted with institutional or cross-cultural contexts. This study also highlights the importance of making sense of these complexities to understand international students’ learning perceptions. The implications of stimulating their learning perceptions are also discussed.
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Postle, Glen, and Andrew Sturman. "Widening Access to Higher Education – An Australian Case Study." Journal of Adult and Continuing Education 8, no. 2 (May 2003): 195–212. http://dx.doi.org/10.7227/jace.8.2.6.
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In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.
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Lay, Yoon Fah, and Khar Thoe Ng. "CORRELATES OF SCIENCE CLASSROOM TEACHING WITH SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS’ SCIENCE ACHIEVEMENT IN TIMSS 2015." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 425–50. http://dx.doi.org/10.33225/pec/21.79.425.
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Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS assessments. Keywords: TIMSS, comparative study, classroom teachings, science achievement
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Le, Huong, and Jade McKay. "Chinese and Vietnamese international students in Australia." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1278–92. http://dx.doi.org/10.1108/ijem-08-2016-0180.
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Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.
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Han, Song-Ae. "Good Teachers Know Where to Scratch When Learners Feel Itchy: Korean Learners' Views of Native-Speaking Teachers of English." Australian Journal of Education 49, no. 2 (August 2005): 197–213. http://dx.doi.org/10.1177/000494410504900207.
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Cross-border education has been growing dramatically in both English-speaking countries and non-native English-speaking countries. While more and more students, particularly from Asian countries such as Korea, China, Hong Kong, Taiwan, and Japan choose to study in English-speaking countries, many native English speakers go to Asian countries to teach English. In this context, cross-cultural misunderstanding and cultural bias between English language learners and native-speaking teachers of English are becoming major issues. This article focuses on 12 Korean adult learners' views about native-speaking teachers of English working in Korea. Korean learners' expectations and needs regarding English language learning and teaching are explored through the investigation and analysis of the learners' views. It aims to provide educators both in non-English and English-speaking countries, including Australia, with insights to inform the development of effective learning and teaching environments not only for Korean students, but also for those in similar cultural contexts.
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Quadir, Moriam. "TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS." TEFLIN Journal - A publication on the teaching and learning of English 32, no. 2 (November 23, 2021): 295. http://dx.doi.org/10.15639/teflinjournal.v32i2/295-315.
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Research literature consistently suggests that EFL (English as a foreign language) students’ motivation is affected by some teaching factors (Falout et al., 2009; Kim et al., 2018; Lamb, 2017). The main purpose of this study is to identify exactly which teaching factors adversely affect students’ motivation to study English at higher secondary (HS) level (grade 11 and 12) in Bangladeshi EFL context. To collect qualitative data an interview protocol was developed based on the teaching factors identified in some selected studies conducted in Asian EFL contexts (Kikuchi, 2009; Sakai & Kikuchi, 2009; Trang & Baldauf, 2007; Quadir, 2017). A total number of 40 grade 12 completers were interviewed to collect students’ perceptions. Miles and Huberman’s (1994) qualitative data analysis procedure was applied to analyze the data. From the analysis five distinct factors, which adversely affect students’ motivation, are identified in descending order: teachers’ instructional styles and teaching method, private tutoring, teachers’ personality and behavior, teachers’ competence and classroom management, and teachers’ attitude and commitment. Most of these factors comprise further sub-components which detect the underlying sources of students’ disinterest. For amelioration of the situations some feasible implications are discussed addressing the identified factors.
Dissertations / Theses on the topic "Asian students – Study and teaching (Higher) – Australia"
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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.
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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
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Shaw, Peter. "The conceptions of art practice held by tertiary visual art students." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36703/1/36703_Digitised%20Thesis.pdf.
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This study explores student learning in a tertiary visual arts institution. Students' conceptions of art practice are described using the phenomenologically based educational research method of phenomenography. The study addresses the intentional content of student art practice in the contexts of the visual arts institution and the status of visual arts in the 1990s. Data collection was carried out through interviews with Honours Year visual arts students, which was processed using textual analysis to examine understandings related to the visual arts.
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Puhl, Les. "An evaluation of the procedures used to assess and remediate the perceived writing difficulties of undergraduate students in the Faculty of Education at Edith Cowan University." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1127.
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The standards of written literacy of teacher-education students at Edith Cowan University are perceived by many staff to be inadequate. The Faculty of Education's response to this perceived inadequacy is to carry out a mandatory skills-based remedial writing programme for students whose literacy competencies are judged to be deficient, The instrument used to assess the students' literacy competencies is the English Skills Assessment test. The students' performances in the various skills which the test purports to measure, also determine the area in which they are given remedial instruction if the results of the test suggest this is necessary. However, many Faculty of Education staff are concerned that there are important conceptual, structural, and organisational inadequacies in students' writing which are not identified by the English Skills Assessment test and, therefore, are not attended to in remediation programmes based on the results generated by this test. This study was an evaluation of the remedial literacy programme conducted by the Faculty of Education at Edith Cowan University. The programme was evaluated from two perspectives (a) a theoretical perspective and (b) a practical perspective. Firstly, the study evaluated the procedures used by the Faculty of Education to diagnose and remediate writing difficulties among its first year student intake by comparing the assumptions underlying those procedures to the assumptions underlying a contemporary perspective of writing and the teaching of writing. This comparison revealed that not only were many of the procedures used by the Faculty ineffectual, but also some of the procedures used had the potential to inhibit the literacy development of its students. Secondly, the study investigated whether the English Skills Assessment test was able to identify (a) all the areas in which students experienced difficulties inwriting and (b) the students who were likely to experience the difficulties. The performances of 426 first year primary and secondary teacher education students attending the Mount Lawley Campus of the Edith Cowan University in the English Skills Assessment test were compared with their performances in a research-essay assignment, carried out as a normal part of their course work. The results of this aspect of the study reinforce the findings of an earlier study (Holbrook & Bourke, 1989) which reported that the English Skills Assessment test neither identified all the areas in which tertiary level students experience difficulty in their real writing nor the students likely to experience difficulties, This study shows that Holbrook and Bourke's findings, which related to narrative text, also applied when students wrote expository text. These results challenge the validity of the Faculty's use of the English Skills Assessment test as a means of identifying students with writing problems and show that any remedial writing programme based solely on the areas identified by the test will have a limited impact on the development of students' written literacy. In addition to the data originally sought for this study, other information came to light which showed the limitations of the way in which the Faculty conceptualises students' literacy needs. The emphasis of this programme is diagnosis and remediation. This conceptualisation has produced a literacy unit which is peripheral to the mainstream academic programme and which teaches the surface features of language in decontextualised, skills-based lessons. As a consequence, the unit: (a) is accorded marginal status by lecturers and students alike, ( b ) bears little relationship to what is happening in other units of the course, and (c) contributes little, if anything, to students' literacy development. It is clear from the findings of this study that the Faculty of Educator's remedial literacy programme contains serious flaws which cannot be rectified by attempting to modify the existing programme, The study concludes by recommending that the Faculty of Education should abandon its existing programme, along with its remedial emphasis, and institute a new programme designed to cater for the literacy needs of all its students. That is, all incoming students should be required to undertake a foundation unit which outlines the Faculty of Education's requirements and expectations of students, and teaches them the structures and processes (reading, writing, and thinking) required for successful learning in Bachelor of Arts (Education) courses.
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Schmidt, Gabriele. "Re-examining the profile and motivation of German studies students in Australian universities." Phd thesis, 2010. http://hdl.handle.net/1885/150548.
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The last comprehensive data on the profile and motivation of German Studies students in Australian universities was collected in the late 1980s and hence does not reflect changes to the Australian higher education sector introduced in the late 1990s. This lack of current data constrains German Studies programs in their options to prepare for the future. The main objective of this thesis is not only to fill the gap of recent data but at the same time to analyse the new data in the context of relevant theories of language learning motivation. The analysis establishes a theoretically informed and data-based platform for future course design which will assist German Studies programs in designing their courses. The thesis begins with a review and critique of former research on German Studies students in Australian universities as well as pertinent models of language learning motivation. It will be argued that previous studies related their findings to Gardner's dichotomy of integrative and instrumental motivation without testing whether their data matched Gardner's model. The thesis' centrepiece is the analysis and discussion of new data collected for this thesis. The data focuses on students' demographic backgrounds, their motivation to learn German, and on their expectations towards course content. Where possible, the new data is compared with data from former studies in order to investigate what changes have occurred over the last two decades. In this context, it will be shown that these changes are primarily a reflection of changes to higher education policies. The data-based analysis of student motivation will reveal that students' reasons for choosing German as part of their degree are more complex than Gardner's dichotomy of integrative and instrumental motivation.
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Yang, Shihua. "Students' attitudes towards first-year university mathematics: a comparison between Australian and Asian born students." Thesis, 1999. https://vuir.vu.edu.au/18229/.
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To improve the quality of mathematics teaching and learning for students born in
different countries, it is important to get responses from a student perspective. This
study has analysed the attitudinal differences to the learning of mathematics through
comparing Australian-born and Asian-born students' attitudes towards their year 12 and
university mathematics learning. This has resulted in different responses from students
who are studying in different faculties in Victoria University of Technology and who
were born in Australia, Europe, or Asia.
The study has explored Australian and Asian bom students' attitudes toward year 12
and university mathematics learning and relationships to their cultural effects and
educational effects. The findings indicate that attitudinal differences toward
mathematics learning are found between students who studied year 12 in Australia and
those who studied in Asia. These differences occurred in items on the questionnaire
that explored the genesis of students' attitudes into three categories: cognitive category,
affective category and learned category. Findings suggest that students' attitudes
towards mathematics learning can be influenced through their cultural background and
the education system in which they completed their final year high school education.
Cultural influences and educational effects appear to mainly affect students' attitudes to
mathematical learning ability, learning enthusiasm and learning endeavour. The
implications are that it is valuable to identify the way culture affects the learning
milieu. It is important to create opportunities for employing and sharing their learning
methods and strategies obtained from both high school and university learning. Peer
influences, parental interests and students' expectation for future career are essential
parts of encouraging and supporting students' learning. Probing and analysing
unsuccessful learning experiences could provide very useful information for developing
successful learning methods and maintaining positive learning attitudes.
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Guillot, Blandine. "Les repr{u00E9}sentations sociales de l'{u00E9}criture et le rapport {u00E1} l'{u00E9}criture en langue {u00E9}trang{u00E8}re : une approche didactique pour l'enseignement et l'apprentissage de l'{u00E9}crit en FLE en milieu universitaire australien = Social representations in students' writing and the relation to writing in a foreign language : a didactics-based approach to the teaching and learning of written French as a foreign language in an Australian tertiary institution." Phd thesis, 2010. http://hdl.handle.net/1885/150714.
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This thesis examines the ideas of social representations and the "relation to writing" (Barre-De Miniac 2000) in a multilingual context. Firstly, the thesis examines these ideas, arising from the research field of didactics of teaching French as a first language, in the multilingual context of a French program at an Australian university. Secondly, it analyses the progress in writing ability made by students from the second to the fourth year of French studies, and compares the ways in which they describe the process of writing in their first language and in a foreign language. The objective is to understand the process of writing in its psychological, social and cognitive dimensions. An analysis of the topic (Berthoud 1996) carried out on the discursive corpus of teachers (based on individual interviews) illustrates the limitations of the concept of "relation to writing" in a multilingual context, and makes it possible to identify an idea specific to this teaching situation: the "relation to the foreign language" being learned. An analysis of the topic carried out on the discursive corpus of learners (discussion groups) indicates that their written work in a foreign language originates with ideas, and that the "transposition to writing" in a foreign language can be recognised as a key point in the awareness of linguistic phenomena insofar as this as moment of writing engages knowledge of at least two languages. The situation of transition between languages, made more explicit through the process of writing, is akin to the "zone of proximal development" (ZPD) in Vygotsky's sociocultural theory in that the development of learning strategies and the internalisation of the language are apparent in this negotiation process. A comparison of the processes of writing in a foreign language and writing in a first language shows that the student's level of ability influences the attention given to different aspects of writing. The analysis of written data is divided into three parts. First, those elements in the guidelines for written assignments that reinforce literacy in the foreign language through writing are identified. Secondly, the students' written work enables exploration of another possibility in their "relation to writing". Adopting an analytical approach based on M. K. Halliday's systemic-functional linguistics to determine the writer's investment in his or her output, the data show that the investment varies depending on the stage the student has reached in their foreign language learning. Finally, an analysis of. the comments made by those reading or marking the work establishes a certain continuity of the topics between spoken and written discourse, and highlights the fact that these comments mainly confirm the importance of the "relation to language". The thesis contributes empirical oral and written data in a multilingual university context in which the "relation to writing" can be observed through a grasp of the continuity of the topic. It also constitutes a theoretical contribution to the teaching methodology of writing in a foreign language in that it highlights ideas including the "relation to language", the "relation to learning" and the "transposition to writing".
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Steen, Tangikina 'Utumeimoana Moimoi. "Students' adjustments to use of information technology (IT) in their university studies." 2003. http://arrow.unisa.edu.au:8081/1959.8/25015.
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The current thesis is concerned with investigating students' adjustments to the use of IT in their university studies, through three specific foci: Viz, (a) to document students' patterns of IT usage, (b) to identify factors which influence students' use of IT in a university environment, and (c) to investigate problem solving strategies that students use when encountering difficulties in IT. Three empirical studies were conducted. The current thesis found that given appropriate opportunities, students do make successful adjustments to use of IT during their university studies. Although indigenous students rated their competencies lower than non-indigenous students, no significant differences were found between ethnicity and the types of problem solving strategies that students used in IT.thesis (PhD)--University of South Australia, 2003.
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Burrowes, Gunilla. "Gender dynamics in an engineering classroom engineering students' perspectives." Diss., 2001. http://www.newcastle.edu.au/services/library/adt/public/adt-NNCU20021210.142001.
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De, Fazio Teresa. ""Cold hard words in cyberspace" : a study of non-traditional and traditional distance students, their lecturers and academic learning support." Thesis, 2007. https://vuir.vu.edu.au/30509/.
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Tuapawa, Kimberley. "An interpretation of key stakeholders' experiences using educational online technologies in blended tertiary environments: a phenomenological study." Thesis, 2017. http://hdl.handle.net/1959.13/1350943.
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Research Doctorate - Doctor of Philosophy (PhD)Although educational online technologies (EOTs) have transformed the delivery of learning in higher education, significant challenges have impeded their effectiveness, preventing widespread implementation. The prevalence of these challenges suggests that tertiary education institutes (TEIs) have experienced a gap in understandings about the reality of key stakeholders’ EOT needs. While it is critical that TEIs adapt to meet these needs, doing this effectively requires that they have current, in-depth knowledge of their stakeholders’ EOT challenges and experiences, at a level that enables the delivery of informed, relevant, and meaningful support. Using a phenomenological approach, this research aimed to build understandings of key stakeholders’ EOT experiences to determine their current EOT needs and challenges, and provide a basis from which to recommend methods for effective EOT support. It was completed in two stages. Firstly, the preliminary research aimed to establish a robust foundation of current knowledge. It verified and updated key issues in the literature through a qualitative analysis of data from 13 blended learning experts in New Zealand, Australia, and Canada. Secondly, the phenomenological research aimed to make an interpretation of key stakeholders’ EOT experiences. It examined and classified the experiences of 10 students and 10 teachers from New Zealand and Australia, and interpreted their phenomenological meanings through an abstraction, articulation and synthesis of local and global themes. These interpretations, which included descriptions of stakeholders’ EOT challenges, helped to inform a set of recommendations for effective EOT use with different key entities, and assist TEIs to address EOT challenges and meet stakeholders’ needs. The research also proposed the development of a digital tool that could conceptualise phenomenological data and further help TEIs make practical application of stakeholders’ EOT experiences. This research developed and unified two extensive systems of data, aggregating a collection of highly contextualised phenomenological interpretations with a spectrum of expertly-verified literature, to form an elaborate and multi-dimensional structure of knowledge. Its output was richly narrated across a dual modularised set of publications, which illuminated and synergised a wide array of contemporaneous EOT issues with compelling firsthand insights into the phenomena of EOT use.
Books on the topic "Asian students – Study and teaching (Higher) – Australia"
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Graham, Gibbs, and Habeshaw Sue, eds. 53 interesting ways of helping your students to study. Bristol: Technical and Educational Services, 1987.
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1942-, Long Michael G., ed. The science achievement of year 12 students in Australia. Victoria, Australia: ACER, 1991.
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McLellan, James, and Roger Barnard. Codeswitching in university English-medium classes: Asian perspectives. Bristol: Multilingual Matters, 2014.
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Motives for studying German in Australia: Re-examining the profile and motivation of German Studies students in Australian universities. Frankfurt am Main: Peter Lang, 2011.
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Christine, Asmar, ed. Doing postgraduate research in Australia. Carlton, Vic: Melbourne University Press, 1999.
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Brogan, Michael C. Surviving law school. 2nd ed. South Melbourne, Vic: Oxford University Press, 2008.
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Brogan, Michael C. Surviving law school. South Melbourne, Vic: Oxford University Press, 2004.
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Fulanya dang an or The John Fryer Papers: The John Fryer papers. Guilin Shi: Guangxi shi fan da xue chu ban she, 2010.
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53 Interesting Ways of Helping Your Students to Study: Proven Strategies for Supporting Students. Allen & Unwin, Limited, 2013.
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McLellan, James, and Roger Barnard. Codeswitching in University English-Medium Classes: Asian Perspectives. Multilingual Matters, 2013.
Find full textBook chapters on the topic "Asian students – Study and teaching (Higher) – Australia"
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Joseph, Dawn, and Bradley Merrick. "Sustaining Higher Education Learning in Australia." In Developing Curriculum for Emergency Remote Learning Environments, 233–52. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6071-9.ch013.
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The COVID-19 pandemic disrupted teaching and learning in higher education institutions globally since March 2020. Tertiary educators restructured modes of delivery to maintain enrolments and engage with students, shifting to remote online learning. This chapter forms part of the study “Reimaging the Future: Music Teaching and Learning, and ICT in Blended Environments in Australia.” It investigates the ways in which tertiary music educators modified teaching practice as they engaged with music technology and information communication technology. Qualitative thematic analyses are employed to code survey data (March-April 2021). Five overarching themes are discussed including constraints and opportunities. This chapter provides additional insights into the growing body of research investigating adaptive approaches to teaching and learning in blended environments. Recommendations identify the need for Australian university educators to prepare graduates with digital and social-emotional competencies in response to the ‘new COVID-19 normal environment'.
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Quintal, Vanessa Ann, Tekle Shanka, and Pattamaporn Chuanuwatanakul. "Mediating Effects of Study Outcomes on Student Experience and Loyalty." In Marketing Strategies for Higher Education Institutions, 61–83. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4014-6.ch006.
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This paper aims to examine whether expectations of the student experience have an impact on student loyalty that is mediated by expectations of study outcomes at their university. To achieve this, a 15-minute pen and paper survey was self-administered to a convenience sample of students at a major university in Western Australia. The total sample size was 400 students, with 200 students each drawn from the home and international student populations. Findings suggest the university’s image and facilities that prepare students for career, personal and academic development were positively related to home student loyalty, while teaching and support services that prepare students for career development were positively related to both home and international students’ loyalty. Since the global trend is toward a customer-oriented model, universities can remain competitive by providing the ‘gestalt’ student experience that helps students to achieve their study outcomes and develop loyalty toward their university.
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Naqvi, Jeff. "Putting Industry Into WIL Teaching Praxis." In Applications of Work Integrated Learning Among Gen Z and Y Students, 38–63. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6440-0.ch003.
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A 2008 review identified the need for Australia to get more citizens into higher education. With this increase in participation, the student cohort began to diversify. Qualitative research showed that final-year students experienced anxiety and a lack of confidence towards their impending transition into professional practice. The WIL course in this case study encouraged students to view career management proactively, as more than generating professional sustenance, but to connect to individual values and working preferences. Students reported that the WIL course helped them gain confidence in their existing skillsets to approach the market. There is an evidence base that as graduates the ‘lifelong' career management benefits of the course continue to be valued. Considerations for WIL praxis include earlier adoption of work-based learning, leverage internal stakeholders to understand the student cohort, and educating academics on assessment design to enhance students' opportunity to learn.
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Naibaho, Lamhot. "Impact of COVID-19 on Higher Education." In Handbook of Research on Asian Perspectives of the Educational Impact of COVID-19, 336–46. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8402-6.ch019.
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This chapter aims to obtain information about the effects of the COVID-19 pandemic on education. It is done at Indonesian Christian University using the library research method. The instrument used in writing this chapter is the researcher as a critical instrument. The author read sources related to the topic “COVID-19” and its impact on education in Indonesia. These documents are sourced from books, research journals, and other articles taken from the Google Scholar website. The results of this study are that there are several obstacles experienced by students, lecturers, and parents in online teaching and learning activities. They are 1) lack of mastery of technology; 2) the cost of internet quota; 3) the existence of additional jobs for parents in assisting children to learn; 4) communication and socialization between students; 5) fewer lecturers and parents; and 6) working hours become unlimited for lecturers because they had to communicate and coordinate with parents, other lecturers, and rectors.
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Chen, Yi-Mei, and Yan Wei. "Understanding Chinese Learners in Transnational Higher Education in China." In Handbook of Research on Developments and Future Trends in Transnational Higher Education, 265–85. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5226-4.ch014.
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Chinese students have become the largest share of international students in many countries. Meanwhile, the number of transnational higher education (TNHE) programmes has reached a new high in China. This makes it exceptionally important for teachers whose own cultural and educational background are very different from Chinese to understand their learners. The study set out to better understand Chinese students in TNHE by studying a case of a Sino-Anglo cooperation university in China. The foreign teachers' and foreign students' views on Chinese students were collected and juxtaposed with Chinese students' own accounts. The qualitative study finds many commonly cited features of East Asian students evident in this research context. However, this study gains insights of these phenomena and strategies from the very experienced expatriate teachers, who demonstrated a good understanding of their Chinese students. The authors propose a new approach to teach Chinese students. This study is believed to be of reference to teaching in TNHE in vast contexts with students from Confucian heritage cultures (CHC).
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Boadu, Gideon, Peninah Kansiime, Sarah Eyaa, and Shannon John Said. "Culturally Responsive Education." In Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students, 37–60. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8921-2.ch003.
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As higher education providers (HEPs) across the globe continue to recruit international students to improve their financial and diversity profiles, it is critical that sufficient effort is made to integrate cultural responsiveness across institutional systems with the goal of creating a good experience for these students. This critical collaborative reflection study is positioned within Fook's critical reflection framework. The authors story their experiences as international students in Australia and reflect on how such experiences have influenced their work as academics. The stories weave together to identify critical issues such as positive relationships, empathetic understanding, and sensitive pedagogies that are relevant in the pursuit of culturally responsive education in higher education institutions.
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Velliaris, Donna M. "A Clear Pathway." In Handbook of Research on Academic Misconduct in Higher Education, 343–65. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1610-1.ch016.
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The educational institution participating in this research is a pre-university pathway college in South Australia. Specific to this study are the international students who enter this educational organization to undertake a Diploma in Business, Information Technology (IT) or Engineering, which constitutes the ‘first-year' of a Bachelor's degree at the partner university. In response to a mandatory online questionnaire, 106 responses were gathered from new students to the open-ended question—What is the difference between ‘group work' and ‘collusion'? Faculty are taking greater responsibility for elucidating the ‘line' between authorized and unauthorized collaboration. Deep(er) understanding of students' views/notions of these two concepts are indispensable if institutions with diverse student populations are to develop effective policies and procedures for increasing Academic Integrity (AI) among all members of the teaching and learning community.
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Park, Hyunsil, Robert A. Filback, and Jenifer Crawford. "Increasing Participation of International Students in the Higher Education Classrooms Through Technology-Enhanced Instruction." In Optimizing Higher Education Learning Through Activities and Assessments, 307–27. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4036-7.ch015.
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This research-based chapter explores East Asian international graduate students' challenges in the U.S. higher education environment and identifies how technology-enhanced instructional practices can increase their active participation in the classroom. The classroom-based intervention study was conducted in a Master of Arts program in Teaching English to Speakers of Other Languages (TESOL) at a research university in the Western U.S. The participants were 56 students in this TESOL program. The three types of technology (Padlet, Plickers, and Poll Everywhere) were selected based on criteria including ease of implementation and positive influences on students' participation and learning in class. The data were collected through a pre- and post-survey and three weeks of classroom observation. The resulting qualitative observational and survey data revealed consequences of the technology enhancements in instruction in terms of changes in students' active participation in class, insights produced into critical cultural understandings, and relationships to learning outcomes.
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Morgan, Chris, and Janie Conway-Herron. "Blended Learning in a Creative Writing Program." In Cases on Online and Blended Learning Technologies in Higher Education, 63–75. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-880-2.ch004.
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This case study reports on the results of a two-year pilot study in blended learning in an undergraduate creative writing program at Southern Cross University in Australia. It documents the development and implementation of a blended delivery model that dispenses with outdated divisions between face-to-face and distance modes of delivery, creating a converged, blended learning experience for all students. Findings from the pilot provided important data in relation to student satisfaction, pedagogical considerations, institutional constraints, teaching technologies, faculty workload issues, and costs associated with blended learning. These findings will contribute to a University-wide move to converged, blended learning in 2009.
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Strang, Kenneth David. "Balanced Assessment of Flexible e-Learning versus Face-to-Face Campus Delivery Courses at an Australian University." In Cases on Technological Adaptability and Transnational Learning, 42–68. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-779-4.ch003.
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This case study reminded researchers of the value in using formal methodologies to gain an objective balanced perspective of actual practice. By using models and survey instruments that gathered objective input from key stakeholders in the higher education market, several of the true underlying factors were revealed. The key instrument used in the case study allowed us to objectively measure if flexible e-learning was at least as effective as campus delivery mode. More so, the assessment was not just performance and not just student satisfaction – instead the outcomes assessed included six factors that were linked to Australian university accreditation: Industry focus, resources/content materials, critical thinking activities, teaching quality, student satisfaction, and student performance (including completion). One of the most interesting aspects of the case study was that we are seeing history in the making to some degree in that as a result of the 2008 global economic crises, the international student market is changing which will force universities to change what and how they offer higher education in the future. More countries (and their populations) in the world are seeking a credible university higher education and they do not always want to travel to holiday destinations to obtain that… the world economic model is changing, continuing to increase the demand for education, yet changing how that product/service must be delivered. Successful higher education institutions around the world are already showing the followers how to do that. This case study provides some ideas and benchmarks for becoming more competitive in higher education, and while the model was developed and used in Australia, likely it can be applied elsewhere since the majority of students feeding into this model and research were international.
Conference papers on the topic "Asian students – Study and teaching (Higher) – Australia"
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Byrne, Graeme, and Lorraine Staehr. "International Internet Based Video Conferencing in Distance Education: A Low-Cost Option." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2451.
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Higher education institutions in Australia are increasingly embracing the Internet as a tool to support academic programs offered in the Asian region. The purpose of this study is to describe a low cost internet-based international video conferencing system and to assess staff attitudes toward its use to deliver lectures and tutorials to Hong Kong. The students are enrolled in undergraduate business programs at a regional campus of an Australian university. The video conferencing system is used to deliver around 50% of the course content with the remainder delivered in “face-to-face” mode requiring the lecturer concerned to travel to Hong Kong. To evaluate the use of the videoconferencing system, semi-structured interviews were conducted with staff involved in the program. The results revealed an overall positive attitude toward the technology itself, but revealed some shortcomings in its effectiveness as a teaching tool.
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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.
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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
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Assif, Maria, Sonya Ho, Shalizeh Minaee, and Farah Rahim. "Undergraduate Students as Partners in a Writing Course: A Case Study." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.012.
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Abstract Engaging undergraduate students and faculty as partners in learning and teaching is arguably one of the most important and flourishing trends higher education in the 21st century, particularly in the UK, North America, Australia, and New Zealand. Students as partners is a concept that intersects with other major teaching and learning topics, such as student engagement, equity, decolonization of higher education, assessment, and career preparation. In this context, the aim of this presentation is to report on a case study, where four undergraduate students (hired as undergraduate research students) and a faculty/program coordinator collaborated in the fall of 2020 to review and re-design the curriculum of English A02 (Critical Writing about Literature), a foundational course in the English program at the University of Toronto Scarborough. This presentation will serve as a platform for these students and faculty to share the logistics of this partnership, its successes, challenges, future prospects, and possible recommendations for faculty and students who may partake similar projects in the future. Keywords: Students as Partners (SaP), writing, curriculum, decolonization
Reports on the topic "Asian students – Study and teaching (Higher) – Australia"
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities