International Students Perceptions of Learning Environment Related to Learning Outcomes- A Case Study at Huzhou University
Author(s)
Download Full PDF Pages: 09-23 | Views: 601 | Downloads: 166 | DOI: 10.5281/zenodo.5045287
Abstract
The basic aim of the research is to pursue the international students’ perception on learning environment related to learning outcome at Huzhou University to establish the elements of educational culture that contribute learning outcome of international students at Huzhou University. This research has been conducted by a mixed-method design to fertilize realistic illustrations. For quantitative analysis, this research design has been done randomly where 230 international graduate and postgraduate students from different department of Huzhou University thorough survey questionnaire and in-depth interviews have been used in this study to gather quantitative information. The 12 participants for the interview have been picked from different departments of Huzhou University. International students’ perception of learning environment has a positive impact related to learning outcome at Huzhou University and the findings of this study stimulate the researcher to emerge with new strategies that can heighten the performance of students. No such research has been found on international students’ perspective regarding learning environment and learning outcomes at Huzhou University and this is possibly the very first attempt from the Huzhou University perspectives.
Keywords
Students’ Perceptions, Learning Environment, Learning Outcomes.
References
i. Aldridge, M. D. (2017). Nursing students' perceptions of learning psychomotor skills: A literature review. Teaching and Learning in Nursing, 12(1), 21-27.
ii. Alhojailan, M. (2012). Thematic analysis: A critical review of its process and evaluation. West East Journal of Social Science, 1, 39-47.
iii. Anderson, C. S. (2016). The Search for School Climate: A Review of the Research. Review of Educational Research, 52(3), 368–420. https://doi.org/10.3102/00346543052003368.
iv. Armstrong, D. (2011, October). Students’ perceptions of online learning and instructional tools: A qualitative study of undergraduate students’ use of online tools. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1034-1039). Association for the Advancement of Computing in Education (AACE).
v. Asante Boadi, E., He, Z., Bosompem, J., Opata, C. N., & Boadi, E. K. (2020). Employees’ perception of corporate social responsibility (CSR) and its effects on internal outcomes. The Service Industries Journal, 40(9-10), 611-632.
vi. Belayachi, J., Razine, R., Boufars, A., Saadi, A., Madani, N., Chaouir, S., &Abouqal, R. (2015). Moroccan medical students’ perceptions of their educational environment. Journal of educational evaluation for Health Professions, 12.
vii. Braun, V. & Clarke, V. (2006).Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
viii. Chan, D. S. (2002). Associations between student learning outcomes from their clinical placement and their perceptions of the social climate of the clinical learning environment. International Journal of nursing studies, 39(5), 517-524.
ix. Clifford, M., Menon, R., Condon, C., &Humung (2012).Measuring school climate for gauging principal performance: A review of validity and reliability of publicity accessible measures. Retrieved fromhttp://www.air.org/files/school_climate2.pdf.
x. Cohen, J. (2006). Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being. Harvard Educational Review, 76, 201-237.
xi. Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98–104. https://doi.org/10.1037/0021-9010.78.1.98
xii. Creswell, J. W., Plano Clark, V. L., Guttman, M., Hanson, W. (2003). Advanced mixed methods research designs. In: A. Tashakkori& C. Teddlie (Eds.), Handbook on mixed methods in the behavioral and social sciences, pp. 209-240. Thousand Oaks, CA: Sage Publications.
xiii. Darling-Hammond, L, J. Ancess, et al. (2002). “Reinventing High School: Outcomes of the Coalition Campus Schools Project”. American Educational Research Journal 39(3): 639-673.
xiv. Dimitriadou, M., Papastavrou, E., Efstathiou, G., &Theodorou, M. (2015). Baccalaureate nursing students' perceptions of learning and supervision in the clinical environment. Nursing & health sciences, 17(2), 236-242.
xv. Dochy, F., Segers, M., Van Den Bossche, P., &Struyven, K. (2005). Students’ perceptions of a problem-based learning environment. Learning environments research, 8(1), 41-66.
xvi. Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, 5, 80 - 92.
xvii. Filardo, M. (2008), “Good Buildings better schools”. Economic Policy Institute Briefing Paper, No.216.
xviii. Fontana, A. & Frey, J. (2000). The interview: From structured questions to negotiated text. Norman K.Denzin& Y. Lincoln (Eds.).Handbook of qualitative research (2nd Ed.) (pp.645-672).Thousand Oaks: Sage.
xix. Garnjost, P., & Brown, S. M. (2018). Undergraduate business students’ perceptions of learning outcomes in problem based and faculty centered courses. The International Journal of Management Education, 16(1), 121-130.
xx. George, D., &Mallery, P. (2003). Using SPSS for Windows Step by Step: A Simple Guide and Reference (4th Ed.). London: Pearson Education.
xxi. Graue, E., Hatch, K, et al. (2007). “The Wisdom of Class-size Reduction”. American Educational Research Journal 44(3): 670-700.
xxii. Henderson, A., Cooke, M., Creedy, D. K., & Walker, R. (2012). Nursing students' perceptions of learning in practice environments: A review. Nurse education today, 32(3), 299-302.
xxiii. Higgins, S., Hall, E., Wall,K., Woolner, P.,&McCaughey, C. (2005). The Impact of School Environments; A literature Review. The Centre for Learning and Teaching, School of Education, Communication and Language, Science, University of New Castle. Retrieved on 10/11/2016 from: http://www.ncl.ac.uk/cflat/news/DCReport.pdf.
xxiv. Huzhou University. (2020). Huzhou University International College. Retrieved from, http://gjxy.zjhu.edu.cn/english/.
xxv. Hyry-Beihammer, E. K., and T. Hascher. 2015. “Multi-Grade Teaching Practices in Austrian and Finnish Primary Schools.” InternationalJournalofEducationalResearch 74: 104 113. https://doi.org/10.1016/j.ijer.2015.07.002 [Crossref], [Web of Science], [Google Scholar].
xxvi. Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: Using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (1st Ed.). Retrieved from http://www.aect.org/edtech/ed1/
xxvii. Kelly, L. (2002).What is learning…and do museums need to do something about it? Paper presented at why learning? Seminar, Australian/University of Technology Sydney, 22nd November.
xxviii. Kennedy, Aileen (2005) Models of continuing professional development: a framework for analysis. Journal of In-Service Education, 31 (2). pp. 235-250. ISSN 1367-4587
xxix. Khan, M. R., & Sharma, K. (2020). Purchase Preferences and Buying Influences on Religious Occasions. FIIB Business Review, 9(3), 216-227.
xxx. Khan, M. R., Roy, S. K., & Hossain, S. M. (2019). FACTORS AFFECTING GARMENTS EMPLOYEES’PERCEPTION ON JOB PERFORMANCE: EVIDENCE FROM BANGLADESH. International Journal of Management and Sustainability, 8(1), 32-47.
xxxi. Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL quarterly, 52(1), 62-84.
xxxii. Lee, S. J., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2011). Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. The Internet and Higher Education, 14(3), 158-163.
xxxiii. Lizzio, A., Wilson, K., & Simons, R. (2002). University students' perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher education, 27(1), 27-52.
xxxiv. Lizzio, A., Wilson, K., &Hadaway, V. (2007). University students’ perceptions of a fair learning environment: a social justice perspective. Assessment & Evaluation in Higher Education, 32(2), 195-213.
xxxv. Marshall, M. L. (2004). Examining School Climate: Defining Factors and Educational Influences [white paper, electronic version]. Retrieved (month, date, year) from Georgia State University Center for School Safety, School Climate and Classroom Management website: http://education.gsu.edu/schoolsafety/
xxxvi. Martin, S.H. (2002) ‘The classroom environment and its effects on the practice of teachers’, Journal of Environmental Psychology 22(1-2), 139-156.https://doi.org/10.1006/jevp.2001.0239
xxxvii. McGregor, J. (2004). “Spatiality and the place of material in schools”, Pedagogy, Culture and Society, 11(3):353-377.
xxxviii. McLaughlin, M and Talbert, J. (2006). Building School-based Teacher Learner Communities Professional Strategies to improve Student Achievement, Teacher College Press, Thousand Oaks.
xxxix. Nahar, N., Talukder, M. H. K., Khan, M. T. H., Mohammad, S., &Nargis, T. (2010). Students' perception of educational environment of medical colleges in Bangladesh. Bangabandhu Sheikh Mujib Medical University Journal, 3(2), 97-102.
xl. Nunnally, J.C. (1978) Psychometric theory. 2nd Edition, McGraw-Hill, New York.
xli. Okeke, B. S. (2004). Teaching in Nigeria. The bureaucracy of professionalism. 2nd edition. Port Harcourt: Mercury International Publishing Nigeria.
xlii. Patton. M. Q. (2002). Qualitative research and evaluation methods (3rd Ed.). Thousand Oaks, CA: Sage Publications.
xliii. Pérez-Pérez, M., Serrano-Bedia, A. M., &García-Piqueres, G. (2020). An analysis of factors affecting student’s perceptions of learning outcomes with Moodle. Journal of Further and Higher Education, 44(8), 1114-1129.
xliv. Pilot, D. F., &Hungler, B. P. (1999). Nursing research: principles and methods. Phildelphia: JB Lippincott Company.
xlv. Ranse, K., &Grealish, L. (2007). Nursing students’ perceptions of learning in the clinical setting of the Dedicated Education Unit. Journal of Advanced nursing, 58(2), 171-179.
xlvi. Rawson, K., Dunlosky, J., &Sciartelli, S. (2013). The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention. Educational Psychology Review, 25(4), 523-548. Retrieved December 29, 2020, from http://www.jstor.org/stable/43546826.
xlvii. Rudd, P., Reed, et al. (2008). The effects of the school environment on young people’s attitudes towards education and learning: Summary Report. National Foundation for Educational Research: 33.
xlviii. Sanoff, H. (1994) School Designs, New York: Wiley.
xlix. Sanoff, H. (1996) ‘Designing a responsive school’, The School Administrator, 53: 18 22.
l. Smith, G. (2014). Leading the Professionals. London: Kogan Page.
li. Sugrue, B. (2000). Cognitive Approaches to Web-Based Instruction. In Lajoie, S. P. (Ed.). Computers as Cognitive Tools, Volume Two: No More Walls, (pp 133-163). Mahwah, New Jersey: Lawrence Erlbaum Associates.
lii. Taheri, M. (2009). STUDENTS'PERCEPTIONS OF LEARNING ENVIRONMENT IN GUILAN UNIVERSITY OF MEDICAL SCIENCES.
liii. Teclehaimanot, B., & Hickman, T. (2011). Student-teacher interaction on Facebook: What students find appropriate. TechTrends, 55(3), 19.
liv. Thomas, J., Harden, A. Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Med Res Methodol 8, 45 (2008). https://doi.org/10.1186/1471-2288-8-45
lv. Vasbieva, D. G., Sokolova, N. L., Masalimova, A. R., Shinkaruk, V. M., & Kiva-Khamzina, Y. L. (2018). Exploring the EFL teacher’s role in a smart learning environment–a review study. XLinguae, 11(2), 265.
lvi. Walden, R. (2009) Schools for the Future. Design Proposals from Architectural Psychology. Hogrefe& Huber Publishers.
lvii. Weinstein, C. S., Romano, M. E., &Mignano, A. J. (2011).Elementary Classroom Management. Lessons from Research and Practice, New York: McGraw-Hill.
lviii. Weinstein, C.S. (2007) Middle and Secondary Classroom Management. Lessons from Research and Practice (3rdEd.). McGraw-Hill.
lix. Woolner, P., McCarter, S., Wall, K., & Higgins, S. (2012). Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice? Improving Schools, 15(1), 45–60. https://doi.org/10.1177/1365480211434796
Cite this Article: