engleski

Exploring cultural influences on learning behaviour

Sažetak: Cilj ovog istraživanja bio je ispitati i opisati pristupe učenju s kojima se susreću strani studenti upisani na poslijediplomski MSc program iz kliničke farmacije i studenti prve godine dodiplomskog studija na Farmaceutskom fakultetu Sveučilišta u Londonu. Metodologija primjenjena u ovom istraživanju uključuje uporabu kvantitativne metode (standardizirani ASSIST upitnik za određivanje pristupa učenju) i kvalitativne metode (usmeni intervjui provedeni sa studentima upisanim na MSc program), te komparativnu statistiku navedenih metoda. U radu su opisane osobne i demografske karakteristike studenata, kategorije njihovih pristupa učenju, prepreke s kojima se susreću strani studenti prigodom studiranja u inozemstvu, prethodna nastavna okruženja studenata te sličnosti/razlike s postojećim sustavom u Velikoj Britaniji. U istraživanju je sudjelovalo 14 studenata upisanih na MSc program i 33 strana studenta upisana u prvu godinu studija farmacije u akademskoj godini 2002./03. Vrijednosti Cronbachovih alfa koeficijenata za svaku bodovnu skalu iznose: 0.68 za « ; ; duboki» ; ; , 0.84 za za ''strateški'' i 0.81 za ''površinski'' pristup učenju. Nije opažena korelacija između rezultata za ''površinski'' i ''duboki'' pristup (rho=-0.166, p=0.472) u učenju, ali je opažena izrazita negativna korelacija između ''strateškog'' i ''dubokog'' pristupa (rho=+0.366, p=0.018), te pozitivna korelacija između ''strateškog'' i ''dubokog'' pristupa (rho=+0.303, p=0.011). Kulturološki trendovi pokazuju da studenti iz Afrike postižu značajno više rezultate u usporedbi s onima iz Azije (U=81.0, p=0.029). U ovom istraživanju, pokazalo se da na studentske pristupe učenju utječu brojni čimbenici, koje voditelji i direktori programa trebaju uzeti u obzir prigodom racionalnog oblikovanja nastavnog programa za strane studente. Abstract: The aim of this study is to explore and describe the approaches to learning, learning behaviours and barriers to learning encountered by a cohort overseas students registered in a taught postgraduate master’ s degree in clinical pharmacy and first year undergraduate MPharm students at the School of Pharmacy University of London. The methodology employed in this study involved using both, qualitative (Approaches and Study Skills Inventory for Students) and quantitative methods (semi-structured individual interviews conducted with MSc students) and comparative statistics of stated methods. The study describes individual and demographic characteristics of the students, their approaches to study, barriers encountered by overseas students while facing a challenge of studying abroad, students' previous learning environment s and similarities/differences with the current system i United Kingdom. The study successfully recruited 14 MSc students and 33 first year overseas MPharm students 2002/03. Cronbach alpha coefficients were 0.68 for ''deep'', 0.84 for ''strategic'' and 0.81 for ''surface'' approaches to study. The results showed no correlation between ''surface'' scores and ''deep'' (rho=-0.166, p=0.472), and a strong negative correlation between ''strategic'' and ''surface'' (rho=+0.366, p=0.018) and positive correlation with ''strategic'' and ''deep'' (rho=+0.303, p=0.011). Regarding cultural trends African students score significantly higher than E/SE Asia students on strategic scores (U=81.0, p=0.029). The learning approaches of the student sin this study were influenced by many factors and course leaders should take them into consideration when proposing rational curriculum design for overseas students.

Approaches to study; learning behaviour; learning environment; ASSIST questionnaire (Approaches and Study Skills Inventory for Students); clinical pharmacy study program

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