Focus group discussions from learners' perspective revealed -
Important Expectations of Learners Concerning Learning Effectiveness

Research background –

  • Research objective was to explore the distinctiveness of the Chinese learners’ expectations on learning effectiveness in the higher education and workplace environment. The participants were 75 postgraduate students and 72 employees from multinational companies in Chengdu, Dalian, Hangzhou and Shanghai.

Summary of key results –

  • The inductive model of the Chinese Learner introduced in this study is based on behavioral expectation model from Pavitt & Haight, 1985. The model implied the expectation of the learner themselves what is needed to be effective.
  • There are several different categories in our Chinese effective learning structure between participants in higher education and workplace environment although the major dimensions are similar.
  • The learner pointed out the significant influences of the person, process and context in effective learning. They postulated what good learner and ideal teacher should have as well as what advantageous context should incorporate. Learning process should be driven actively by the teacher and qualify the learner to learn by themselves.
  • Employees referred to the overload of information and highlighted the practical relevance of the learning content, the variety of the media used, and the issues of the time.
  • Students emphasize external supervision from others (teacher or schoolmate) to encourage themselves learning and the desire to have a deep insight on what they learn.