Meaningful learning : a case study of Chinese international students at the University of Victoria

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dc.contributor.authorLuo, Lixin.en_US
dc.contributor.supervisorSanford, Kathyen_US
dc.date.accessioned2008-04-10T06:02:25Z
dc.date.available2008-04-10T06:02:25Z
dc.date.copyright2005en_US
dc.date.issued2008-04-10T06:02:25Z
dc.degree.departmentDepartment of Curriculum and Instruction
dc.description.abstractThis case study explores Chinese international students' perceptions of meaningfill learning. Ten Chinese international students, who have post-secondary educational experience in both China and Canada, and five student services staff participated in this study. Data triangulation and method triangulation were used in this study. The study identifies four major themes found in student perceptions of meaningful learning: Practical Learning, Learning Under Pressure, Comfortable Learning, and Active Learning. This study indicates a positive relationship between out-of-school experiences and meaningful learning for international students. It reveals that students are aware of the important influence of the learning environment in their motivation and learning. This study challenges the stereotype of Chinese learners and highlights their preference for active learning over passive learning. The implication of this study emphasizes combined efforts of students and educators in co-constructing meaningful learning. The paper ends with the researcher's self-reflections on how this study affects her meaningful learning.en_US
dc.identifier.urihttp://hdl.handle.net/1828/684
dc.subject.lcshChinese students -- British Columbia -- Victoriaen_US
dc.subject.lcshStudents, Foreign -- British Columbia -- Victoriaen_US
dc.titleMeaningful learning : a case study of Chinese international students at the University of Victoriaen_US

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