Different instructional preferences between Western and Far East Asian adult learners: a case study of graduate students in the USA

Abstract

As the workplace becomes more international, it is necessary to periodically examine the learning preferences of adults from different cultures in order to enhance their transfer of learning. This study explored whether there was any different instructional preference between Western and nonresident Far East Asian (NFEA, also Confucian-influenced) graduate students. Based on responses of 186 graduate students, study findings revealed different preferences for group and individual learning methods between the two student groups in cross-culture learning settings. Additionally, instructors may need to be concerned with a fact that adult learners would prefer individual learning methods as they aged but be less concerned about gender effect on instructional preference. In a specific situation when instructors face a group of American adult learners, active and passive learning methods are recommended. In comparing to NFEA students, it appears that they are generally open to all types of learning methods. Implications for future research and practice are provided.