FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W1755838853> ?p ?o ?g. }

• W1755838853 abstract "Research on the experiences of East Asian students‘ learning in the UK is growing because a large number of Chinese origin students come to Britain for higher education (HE). In recent years the number of South Asian students from India and Pakistan has also significantly increased. The current research focus on approaches to learning as means to develop independent learning (IL) is not often dealt with in depth in literature. This study examines how Asian students with English as a second language successfully transform their approaches to learning from a traditional learning background into IL skills. It probes both the academic and cultural issues of Chinese, Indian and Pakistani students in British HE institutions, from their own perceptions using a qualitative approach, by examining the inherent challenges between prior learning patterns in the home country and the necessary development of IL skills in the UK.Data was obtained from twenty nine in-depth interviews, questionnaires (66 responses) and personal narratives giving student accounts of the UK learning process; their prior and current educational experience and the closer link that is established in relation to the realisation of the difference in IL and teacher-centeredness. Using Grounded Theory (GT), this thesis conceptualises that IL skills are critical for academic success, and both language and IL skills are vital for adjustment in the UK higher education. Adequate academic writing and communication skills are part of this, and various support strategies are needed to enhance the process of IL. My research contributes to the literature by highlighting the challenges Asian student face in developing IL. Thus, the current theoretical understanding presents some previously-ignored aspects of major learning theories which do play a helpful part in understanding the successful UK independent learning experience of Asian students.The study – adding perspectives of non-Confucian Heritage Culture students to existing studies finds that overall Asian students share a similar learning history of teacher-centeredness and hence face issues of the same identical nature which originate largely from their prior learning experiences of dependency. Despite these difficulties, student Research on the experiences of East Asian students‘ learning in the UK is growing because a large number of Chinese origin students come to Britain for higher education (HE). In recent years the number of South Asian students from India and Pakistan has also significantly increased. The current research focus on approaches to learning as means to develop independent learning (IL) is not often dealt with in depth in literature. This study examines how Asian students with English as a second language successfully transform their approaches to learning from a traditional learning background into IL skills. It probes both the academic and cultural issues of Chinese, Indian and Pakistani students in British HE institutions, from their own perceptions using a qualitative approach, by examining the inherent challenges between prior learning patterns in the home country and the necessary development of IL skills in the UK.Data was obtained from twenty nine in-depth interviews, questionnaires (66 responses) and personal narratives giving student accounts of the UK learning process; their prior and current educational experience and the closer link that is established in relation to the realisation of the difference in IL and teacher-centeredness. Using Grounded Theory (GT), this thesis conceptualises that IL skills are critical for academic success, and both language and IL skills are vital for adjustment in the UK higher education. Adequate academic writing and communication skills are part of this, and various support strategies are needed to enhance the process of IL. My research contributes to the literature by highlighting the challenges Asian student face in developing IL. Thus, the current theoretical understanding presents some previously-ignored aspects of major learning theories which do play a helpful part in understanding the successful UK independent learning experience of Asian students.The study – adding perspectives of non-Confucian Heritage Culture students to existing studies finds that overall Asian students share a similar learning history of teacher-centeredness and hence face issues of the same identical nature which originate largely from their prior learning experiences of dependency. Despite these difficulties,students are able to develop IL skills. The development of IL is however a transitional process which becomes apparent with both an inclusive institutional involvement. The study recommends andragogical strategies, appropriate support strategies; and adopting a multi-ethnic approach towards a socio-cultural adjustment journey in students‘ own personal capacity. In order to develop IL, students must not only develop language skills by adopting a multi-ethnic approach towards socio-cultural adjustment but also a range of approaches to learning, and developing the ability to think independently about the relative topics studied; all which have clear implications in relation to successful IL experience." @default.
• W1755838853 created "2016-06-24" @default.
• W1755838853 creator A5068810346 @default.
• W1755838853 date "2013-01-01" @default.
• W1755838853 modified "2023-09-25" @default.
• W1755838853 title "A Study of Asian Students' Perceptions of Learning Strategies and Related Issues in UK Based Higher Education Institutions" @default.
• W1755838853 cites W1044882845 @default.
• W1755838853 cites W106844232 @default.
• W1755838853 cites W114163179 @default.
• W1755838853 cites W118103997 @default.
• W1755838853 cites W128062981 @default.
• W1755838853 cites W129631245 @default.
• W1755838853 cites W1484583663 @default.
• W1755838853 cites W1491776352 @default.
• W1755838853 cites W1495544098 @default.
• W1755838853 cites W1505707922 @default.
• W1755838853 cites W1511501640 @default.
• W1755838853 cites W1513793735 @default.
• W1755838853 cites W1514884052 @default.
• W1755838853 cites W1519314791 @default.
• W1755838853 cites W1528871119 @default.
• W1755838853 cites W1534155100 @default.
• W1755838853 cites W1540575563 @default.
• W1755838853 cites W1541821566 @default.
• W1755838853 cites W1541897063 @default.
• W1755838853 cites W1542120768 @default.
• W1755838853 cites W1546533203 @default.
• W1755838853 cites W1547253197 @default.
• W1755838853 cites W1553692792 @default.
• W1755838853 cites W1554797477 @default.
• W1755838853 cites W1556686995 @default.
• W1755838853 cites W1560329097 @default.
• W1755838853 cites W1569040185 @default.
• W1755838853 cites W1574410222 @default.
• W1755838853 cites W1583721483 @default.
• W1755838853 cites W1585930953 @default.
• W1755838853 cites W1594948760 @default.
• W1755838853 cites W1596941716 @default.
• W1755838853 cites W1603066596 @default.
• W1755838853 cites W1607675442 @default.
• W1755838853 cites W1607760763 @default.
• W1755838853 cites W1658908529 @default.
• W1755838853 cites W1714723801 @default.
• W1755838853 cites W174740237 @default.
• W1755838853 cites W176541092 @default.
• W1755838853 cites W1791470807 @default.
• W1755838853 cites W1828143461 @default.
• W1755838853 cites W1834197497 @default.
• W1755838853 cites W1897046342 @default.
• W1755838853 cites W1902124834 @default.
• W1755838853 cites W190720813 @default.
• W1755838853 cites W1914972138 @default.
• W1755838853 cites W1964560776 @default.
• W1755838853 cites W1971099716 @default.
• W1755838853 cites W1975912968 @default.
• W1755838853 cites W1976169187 @default.
• W1755838853 cites W1980851581 @default.
• W1755838853 cites W1986356674 @default.
• W1755838853 cites W1986860999 @default.
• W1755838853 cites W1987314112 @default.
• W1755838853 cites W1989138798 @default.
• W1755838853 cites W1990325306 @default.
• W1755838853 cites W1991041195 @default.
• W1755838853 cites W1991185921 @default.
• W1755838853 cites W1991858445 @default.
• W1755838853 cites W1992093894 @default.
• W1755838853 cites W1993319826 @default.
• W1755838853 cites W1995224543 @default.
• W1755838853 cites W2002395353 @default.
• W1755838853 cites W2003204970 @default.
• W1755838853 cites W2004391701 @default.
• W1755838853 cites W2008996006 @default.
• W1755838853 cites W2009349329 @default.
• W1755838853 cites W2013183521 @default.
• W1755838853 cites W2015336596 @default.
• W1755838853 cites W2016490204 @default.
• W1755838853 cites W2018940708 @default.
• W1755838853 cites W2019114172 @default.
• W1755838853 cites W2022540396 @default.
• W1755838853 cites W2026120555 @default.
• W1755838853 cites W2030715981 @default.
• W1755838853 cites W2032216174 @default.
• W1755838853 cites W2032317663 @default.
• W1755838853 cites W2036648640 @default.
• W1755838853 cites W2040028915 @default.
• W1755838853 cites W2046496864 @default.
• W1755838853 cites W2047087000 @default.
• W1755838853 cites W2047724370 @default.
• W1755838853 cites W2048832933 @default.
• W1755838853 cites W2049751192 @default.
• W1755838853 cites W2053966145 @default.
• W1755838853 cites W2054250813 @default.
• W1755838853 cites W2058180517 @default.
• W1755838853 cites W2061392919 @default.
• W1755838853 cites W2065829521 @default.
• W1755838853 cites W2067760738 @default.
• W1755838853 cites W2068159179 @default.
• W1755838853 cites W2070504353 @default.
• W1755838853 cites W2071878988 @default.
• W1755838853 cites W2073627147 @default.

• next