Exploring International Students’ Change in Learning Behaviour: Towards a Fruitful and Enjoyable International Learning Environment

By Patrick A. Fuss.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The aim of this paper was to explore how 25 international students in their first semesters of international undergraduate study in New Zealand experience changes in their learning behaviour. The qualitative paper was based on past research that confirmed correlations between teachers’ and students’ past experience, expectations, beliefs and perceptions of performance as factors in the learning environment. The researcher wanted to explore how international students embrace an environment of dialogue, personal responsibilities, Habermas’ levels of interests relating to learning behaviour, the belief in students and their abilities to cope with language and academic expectations. The primary research consisted of a self reporting questionnaire asking how often students engage in activities related to the themes of the research. The change was identified through the frequency of activities before and after the semester of the research. The various shifts in frequencies opened up new ideas and understanding of students’ changing learning behaviour.

Keywords: Learning Environment, Iinternational Students, Dialogue and Teaching

The International Journal of Learning, Volume 14, Issue 7, pp.189-200. Article: Print (Spiral Bound). Article: Electronic (PDF File; 588.429KB).

Patrick A. Fuss

Lecturer, School of International Studies , Art Programme , Language and Culture, AIS St. Helens, Auckland, New Zealand

Patrick A. Fuss, lecturer at AIS St Helens in Auckland/New Zealand. Writing this paper, (my first publication) has possibly given me a better understanding of who I am becoming: passionate and curious philosopher of development would describe me best. My academic career is my third, however one thing has evolved throughout all of careers – development; on a personal, collective and organisational level, specifically ethical, identity, power and diversity development. Teaching excites me because I see students grow, I enjoy to see new opportunities and possibilities. My teaching range does not fit into one faculty and ranges from Culture, Media, Communication, Ethics, Marketing, Management. As researcher, I am intrigued by in qualitative methods, especially hermeneutics, semiotics, dialectics, appreciative inquiry, deconstructionism and post structuralism and I like to integrate different styles.


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