Ramburuth And Prem

The need for higher education has prompted many students to seek further studies in international colleges outside their countries and Australia has become an academic hub for international students who mostly come from developing nations in Asia and Africa. The students, once they secure a place in this schools, they are subjected to a new environment which comes with different challenges. International students in Australia have become an integral part of the society both social and economical. However the students face a myriad of challenges before fully adopting to the new learning culture. In

In the individualistic and collectivistic cultures there are continuums as well (Alshahrani, (2017; Yoo, 2014). Students from the individualistic culture expect to learn and express themselves. The student’s personal ideas are just as important as mastering the content. If a student is from a collectivistic culture, they do now come to engage in any intent way. These students come to class to hear the information and to leave with the instructor’s point of view and content. Students from this dimension and both cultures may not grow in a personal or social way.

This student’s preferred learning strategy compared to the learning strategy provided by V.A.R.K. is almost identical. The learning strategies that have been used throughout her education have always netted good results, which is evident by her grades. In the past other students have commented about her learning style and the amount of time spent on note taking, outlines, and writing out note cards, but she has perfected this process for her learning style.

It’s important for me to identify my ‘Learning Style’ because it maximises my own personal learning; Honey and Mumford states ‘’each learner ought to understand their learning style and seek out opportunities to learn using that style’’ to do this. I’d say I’m very particular about the way I go about learning and I am not entirely open-minded in my approach to

The first two chapters of “What the Best College Students Do” cover several topics. Throughout the chapters, the lives and experiences of different college students are explored. A reoccurring theme in the book is the concept of learning styles. Essentially, the three learning styles are memorization, comprehension, and strategy. According to the author, comprehension is the most effective style of learning. While everyone will possess one of these three learning styles, it is not impossible for someone to adjust to another style. Additionally, the author elaborates on academic ideas such as independence, grades, and outside influences.

We all learn in diverse ways, inclined by the combination of our past educational experiences, study practices and personal approach to particular tasks. This can be designated as our learning style, defined as ‘particular ways of gathering, processing and storing information and experiences’ (Cuthbert, P.F., 2005).

From an early age I found learning hard and in my early educational years I

Initially, due to English is a foreign language, international students usually need spend more time in studying than local students. In fact, more or less language problems will happen in international students’ studying life. For example, some students cannot correctly use English to analyze the topic, research the information and write work paper in their group-research. Moreover, different countries have different cultures, those from countries in different education system even need to change their way in speaking, writing and thinking etc. into international models. Therefore, learning time for international students is very tight because they are facing with so much pressure. This means that, if international students use too much time doing part-time work, they cannot have enough time to do their school work which is

However, the change from home to college can be difficult for international students (Mesidor & Sly, 2016). While some international students find it easy to adjust to the transition, others international students find it challenging to adjust to the transition (Mesidor & Sly, 2016). Studies show that international students experience many challenges as a result of language and cultural barriers, academic difficulties, financial difficulties, medical issues, housing concerns, food differences, alienation, homesickness, lack of social support system, racial discrimination, and cross-cultural loss) (Akanwa, 2015; Guzman et al., 2015; Mesidor & Sly, 2016; Sherry et al., 2010; Smith & Khawaja, 2011; Tung, 2011; Zhang & Goodson, 2010). According to Prieto-Welch (2016), international students as a group are regarded as a main minority population in campuses

The Learning and Study Strategies Inventory, Second Edition (LASSI-2; Weinstein, Palmer, & Schulte, 2002) is a self-report measure of high school and college students’ study skills and learning strategies. The college version of the LASSI-2 consists of 80 items that are answered on a 5-point scale (1 = not at all like me, 5 = very much like me). The LASSI-2 is composed of 10 subscales related to strategic learning (e.g., time management, motivation, concentration, information processing). Previous research has shown that the 10 subscales can be divided into three overarching factors (i.e., Affective Strategies, Goal Strategies, Comprehension Monitoring Strategies) that are each associated with academic performance (Cano, 2006), and these three composite scales were used to measure study skills and learning strategies in the present study. The Affective Strategies domain assesses attitudes toward school success (e.g., “I only study the subjects I like”), time management (e.g., “I end up ‘cramming’ for every test”), concentration on school-related tasks (e.g., “Because I don’t listen carefully, I don’t understand some course material”), and motivation for performing school-related tasks (e.g., “When work is difficult, I either give up or study only the easy parts”). The Goal Strategies domain assesses the degree to which students have anxiety about their schoolwork and academic performance (e.g., “Even when I am well prepared for a test, I feel very anxious”),

Self-concept is one’s view of personal identity and goals in relation to others, which could be influenced by culture and understood by the collectivism-individualism dimension. This study examines self-concept of individuals from countries of different cultures, to be compared to Individualism Index ratings to ascertain correlation with allocentric, idiocentric and group levels. The sample is dominantly Australian (72%), with 6.5% from United Kingdom, 2.6% from Singapore and 18.9% from other countries. The 234 undergraduates did the ‘I Am’ Test by completing seven statements beginning with ‘I am’ with self-descriptions. Individualism Index ratings were found to be positively correlated with the idiocentric answer score and negatively correlated with allocentric and group answer scores. The sample displayed idiocentric tendencies the most due to the highest mean score for idiocentric answers. While further research could be done to minimise identified weaknesses, this study has contributed significant support for past research, thus prove to be relevant in the pursuit for cultural competence in culturally diverse environments like tertiary education institutions.

“In 2006 to 2007, according to the data compiled by the Institute of International Education, 582,984 students from all over the world were enrolled in American colleges and universities in a wide range of fields” (Carter, Paragraph 2, 2008). The United States has the highest number of students who are coming to study abroad than any other countries. Each year, the number of international students coming to the United States to obtain degrees is increasing by thousands, and home countries of these students are primarily India, China and Korea, all located in the whole different continent. But what are the motives of students who are crossing the sea to study? Their goal of studying abroad is to experience diversity and to adapt attitudes

Secondly, these two systems can be differentiated by their educational values. Each country develops it education system according to its culture and history. In America, people view learning academic subjects and participating in extracurricular activities as their main educational priority. “Extracurriculars also make school more palatable for a whole lot of kids who otherwise find it bleak or unsatisfying” (Kronholz 11). In many American schools, students participate in a wide array of extracurricular activities not just only to bolster their college resume but also enjoy school life. In contrast, Japanese people think that academic achievement is very important. “Both academic content and the structure of Japanese schooling emphasize the cultivation of effort as a highly desirable personal trait” (Ellington 406). Japanese students are often told by their parents to study various subject matter to hopefully pass their college entrance examinations. When compared with one, American students are scoring as well like their Japanese counterparts on an international level. However, there is one advantage that American

Education systems in Asia are often characterized to be more overwhelming for students, compared to Western countries. In South Korea, students are pressured to ascend through high competition to enter a top-tier university to get a good job. To be superior than others in test scores, which are fundamental in getting into a good university, Korean students often use cramming-style and rote learning study method to get high test scores and grades. They go through overwhelming amount of study every day, and they have an extremely busy routine as they go to private institutes called “Hakwon”, where they can get extra lessons out of school. Cramming for the

The extent of student’s learning in academics may be determined by the grades a student earns for a period of learning has been done. It is believed that a grade is a primary indicator of such learning. If a learner earns high grades it is concluded that they may also have learned a lot while low grades indicate lesser learning. However, many experiences and studies found out that there are also several factors that would account for the grades. No single factor can be definitely pointed out as predicting grades. It has been an interplay of so many factors – gender, daily allowance, social status, time and interest. In fact, almost all of existing environmental and personal factors are a variable of academic