Comparing the Learning Approaches of Transfer Students and Direct Entrants in an Asian Higher Education Context

Kin Cheung,Ceci Sze Wing Ho,Hilda Tsang,Elaine Lau

doi:10.3390/su14052523

Kin Cheung, Ceci Sze Wing Ho + Show 2 more

Open Access

https://doi.org/10.3390/su14052523

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Abstract

Transfer students (TSs) transitioning from community college (CC) to university have been found to experience adjustment challenges different from those experienced by direct entrants (DEs) admitted straight from high school, which in turn influences their approaches to learning. Learning can enhance the transition towards sustainability, and it is influenced by various factors. However, there have been limited studies examining the factors associated with TSs’ and DEs’ learning approaches. To fill this research gap, this current study used a cross-sectional survey with both TSs (n = 841) and DEs (n = 978) to identify the factors. Our results indicated that the TSs had a higher rate of adoption of surface approaches (SA) to learning than DEs, while TSs and DEs shared some similar predictors of their learning approaches. The results suggest that the commitment of education stakeholders is essential for sustainable learning. They should improve the transfer system by providing adequate support and reduce disparities in the allocation of resources to TSs and DEs, as these affect learning approaches.

Highlights

Learning plays an important role in the transition towards sustainability [1]
Focusing on students enrolled in different disciplines [4,5], previous studies have identified that medical students are generally more adapted to deep approaches (DA) than general education, nursing, and dental students
This is the first study of its kind to investigate the differences between the learning approaches of transfer students (TSs) and direct entrants (DEs) and the factors predicting these learning approaches, in the Asian higher education context

Summary

Introduction

Learning plays an important role in the transition towards sustainability [1]. High school students can be admitted to university through direct entry as direct entrants (DEs) or an alternative “2 + 2” pathway from community college (CC) as vertical transfer students (TSs) [2]. Most TSs experience challenges when adjusting from CC to a new learning environment They are likely to experience different teaching styles, approaches, and assessment requirements and a lack of support from their advisors, faculty, and/or peers in the new university [3]. All of these changes may have an impact on their adoption of learning approaches. Previous studies compared the learning approaches of students from different countries [6,7], and found that Asian students had a higher tendency than Western students to adopt surface approaches (SA), even though both groups of students had similar rates of adoption of DA.

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