This paper examines the methods that students find most valuable for their learning by comparing home and international students. The quantitative data is derived from an online survey administered to undergraduate accounting students in the UK, Australia and New Zealand. There were 273 useable responses to this survey, conducted from October 2008–June 2009 together with qualitative discursive transcribed material from six focus groups, comprising two at each of the same universities. Analysis of the survey data indicated that both home and international students similarly ranked factors that they regarded as important in learning, regardless of ethnicity and the country in which they studied. Of the choices offered listening to the lecture, note taking and textbooks were most valuable. The focus groups also indicated that PowerPoints were unpopular as a learning medium, and that Asian students did not like group learning. These findings support current scholarship, which suggests revising the stereotypes of international learners. This study, therefore, contributes to building a clearer understanding of learning expectations and perceptions of the fast developing and ethnically-diverse international student cohort.
|Keywords:||Learning, International Students, Teaching Practices|
Teaching Fellow, College of Education, University of Otago, Dunedin, New Zealand
Professor, School of Accounting and Commercial Law, Victoria University of Wellington, Wellington, New Zealand
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