Abstract
Learning strategies are crucial to student learning in higher education. In this paper, there are comparisons of student engagement, feedback mechanism and workload arrangements at some typical universities in Australia and China, which are followed by practical suggestions for active learning. First, an inclusive class would allow learners from different backgrounds to become more engaged in classroom activities. Second, universities should improve feedback mechanisms, making them more timely and helpful to enable students to adapt their learning strategies and allowing teachers to adjust teaching methods to target students effectively. Third, this paper proposes a framework of principles under which the flexible workload of academics should be ensured so that students can learn social skills from administrative staff and have more free time to develop unique thinking and planning capacities.
Highlights
As tertiary education has become increasingly international, several Chinese universities are prone to accept and enroll overseas students, while more and more Chinese students choose to study abroad
According to the statistics provided by Australian Department of Education, Chinese students were the biggest single group of international students as a whole in 2011 and 2012 (Wang, Andre & Greenwood, 2015, p. 609)
With a purpose to improve students’ motives, time management strategies, communication skills and so on, these special issues that could potentially influence learning outcomes and satisfaction of students should be integrated into a tertiary education system
Summary
As tertiary education has become increasingly international, several Chinese universities are prone to accept and enroll overseas students, while more and more Chinese students choose to study abroad. With a better understanding of learning strategies in higher education, from a comparative level in practice, new insights into the issues supporting learning strategies could be of importance, contributing to the evolution and innovation of universities in Australia, China and others. With a purpose to improve students’ motives, time management strategies, communication skills and so on, these special issues that could potentially influence learning outcomes and satisfaction of students should be integrated into a tertiary education system.
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