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Enhancing Chinese students’ learning in an Australian 2+2 undergraduate engineering program


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Doe, P, Lyden, S ORCID: 0000-0002-5364-6011, Jaikaran-Doe, S and Wang, X ORCID: 0000-0003-4293-7523 2018 , 'Enhancing Chinese students’ learning in an Australian 2+2 undergraduate engineering program' , International Journal of Higher Education, vol. 7, no. 5 , pp. 86-96 , doi: 10.5430/ijhe.v7n5p86.

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Undergraduate engineering units (subjects) are delivered by Australian academics at two universities in China over a three-week period. Students may choose to transfer to the Australian university to complete the final two years of the Bachelor of Engineering with Honours degree (2+2 program). The aim of this study is to determine what strategies are most effective for the Australian university academics to adopt for effective delivery of engineering units at Chinese universities. A mixed methods approach was applied to in-class feedback and student surveys. Three major themes: Language, Learning and Social were identified. These themes were further explored in a quantitative survey of Chinese students newly-arrived in Australia in 2016. Successful strategies for delivering engineering units included referring questions to discussion groups; students explaining difficult concepts to other students; writing key words on the board and flash cards. The principal concern for students before they transferred to Australia was the teaching and learning style of the Australian university academics. However, English language proficiency was the major concern for students transferred to Australia. The strategy for improving Chinese students’ engagement and learning outcomes should focus on additional support both in China and Australia.

Item Type: Article
Authors/Creators:Doe, P and Lyden, S and Jaikaran-Doe, S and Wang, X
Keywords: Chinese students, engagement, engineering undergraduates, learning, language, Australian university
Journal or Publication Title: International Journal of Higher Education
Publisher: Sciedu Press
ISSN: 1927-6044
DOI / ID Number: 10.5430/ijhe.v7n5p86
Copyright Information:

Copyright 2018 the authors. Licensed under Creative Commons licence

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