NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ787390
Record Type: Journal
Publication Date: 2008
Pages: 19
Abstractor: Author
Reference Count: 65
ISBN: N/A
ISSN: ISSN-1469-7874
Are Students Using the "Wrong" Style of Learning?: A Multicultural Scrutiny for Helping Teachers to Appreciate Differences
Valiente, Carolina
Active Learning in Higher Education, v9 n1 p73-91 2008
The literature on learning styles suggests that although the behaviour of some students may appear different from what is defined as a "high-quality learning process," their conduct does not demonstrate an "inferior" approach to learning. Furthermore, existing and emerging academic literature that associates learning theories with the studies of cultural concerns suggests alternative interpretations that may help to develop a richer multicultural learning and teaching approach within Western higher education institutions (HE). This article brings together elements of the theory on learning styles and some elements of multicultural management theory to introduce interpretations that may apply to the emerging UK multicultural universities. It considers the importance of memorization as a tool for learning, and reveals how motivation, communication and collaborative patterns could work differently in different cultures. The comparison between best known Western learning theory and Confucian principles is expected to increase academics' awareness of international students' background. The discussion helps to understand some of the students' pragmatic reactions to the challenges prompted by their studies in foreign countries.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom