Proposing a cross-cultural peer support programme to enhance Chinese direct entry students’ academic performance and learning experience
Abstract
Keywords
Full Text:
PDFReferences
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).
DOI: https://doi.org/10.21100/compass.v13i1.1057
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Compass: Journal of Learning and Teaching