Proposing a cross-cultural peer support programme to enhance Chinese direct entry students’ academic performance and learning experience
DOI:
https://doi.org/10.21100/compass.v13i1.1057Keywords:
Peer assisted learning, Chinese DE studentsAbstract
International students’ learning experience is essential for student satisfaction and retention which can be improved by personalised learning. Peer-to-peer cross culture PAL could be an effective way in achieving personalised learning of international students.ÂReferences
Alfattal, E. (2016) ‘A New Conceptual Model for Understanding International Students’ College Needs.’ Journal of International Students, 6(4). Available at: https://files.eric.ed.gov/fulltext/EJ1125549.pdf (Accessed: 11 September 2019).
Becket, N. and Brookes, M. (2012) ‘The potential benefits and challenges of personalising UK higher education.’ Journal of Hospitality, Leisure, Sports & Tourism Education, 11, 21-28. Available at: https://www.sciencedirect.com/science/article/abs/pii/S1473837612000056 (Accessed: 15 September 2019).
Bolton, P. (2019) ‘Higher education students numbers.’ Briefing Paper. Available at: https://researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7857 (Accessed: 15 November 2019).
Bond, K. and Scudamore, R. (2010) Woking with International Students: a Guide for Staff in Engineering. York: Higher Education Academy. Available at: https://www.heacademy.ac.uk/system/files/working-with-international-students.pdf (Accessed: 12 September 2019).
Herrmann-Werner, A. and Gramer, R. (2017) ‘Peer assisted learning in undergraduate education: An overview.’ ZEFQ. Available at: https://www.ncbi.nlm.nih.gov/pubmed/28545616 (Accessed: 14 September 2019).
Keenan, C. (2014). ‘Mapping student-led peer learning in the UK.’ The Higher Education Academy. Available at:
https://www.advance-he.ac.uk/knowledge-hub/mapping-student-led-peer-learning-uk (Accessed: 11 September 2019).
Topping, K., (2001) ‘Peer Assisted Learning: A Practical Guide for Teachers’, Cambridge, MA: Brookline Books. ISBN 978-1571290854.
Weale, S. (2019) ‘Chinese students’ applications to UK universities up by 30%.’ The Guardian. Available at:
https://www.theguardian.com/education/2019/jul/11/chinese-students-applications-to-uk-universities-up-by-30 (Accessed: 9 September 2019).
Downloads
Published
Issue
Section
License
Compass: Journal of Learning & Teaching provides immediate open access to its content on the principle that making research freely available to the public supports a more equitable global exchange of knowledge.
Â
Works are released under the default licence of Creative Commons Attribution 4.0 International (CC BY) licence, which provides unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. If authors require a divergent licence, please contact [happy to have 'the Scholarly Communications Manager' (ks8035h@gre.ac.uk) listed here if that is easier.]
Â
Authors of articles published in Compass: Journal of Learning & Teaching remain the copyright holders to their published work and grant third parties the right to use, reproduce, and share the article according to terms of the Creative Commons license agreement applied to the work by Compass: Journal of Learning & Teaching.
Â
Self-archiving policy: authors are permitted, and encouraged, to deposit any version of their article - submitted, accepted, and published versions - in subject and institutional repositories at any time.Â
Â
If you have any queries about the choice of license, or which to discuss other options, please contact the Scholarly Communications Manager at scholarlycommunications@greenwich.ac.uk.