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10.3 Evaluation1) Kum Leng Chin, Jie Lu, Jun Xu, Jitian Xiao, Juan Yao (2009), Cross culturesteaching and learning: Some preliminary findings of an ALTC project.Presented at Teaching and Learning Forum 2009, Curtin University ofTechnology, 29-30 January 20092) Kum Leng Chin, Jie Lu, Jun Xu, Jitian Xiao, Juan Yao (2009), Cross-culturallearning and teaching in Australian universities. Presented at 34thInternational Conference on Improving University Teaching (IUT),Vancouver, Canada, 14 – 17 July, 20093) Jie Lu, Juan Yao, KL Chin, Jitian Xiao, Jun Xu (2007) Survey analysis oncross culture learning, UTS Teaching and Learning Forum Program, 14 Nov.2007.4) Kum Leng Chin, Lu. J, Juan Yao, Jun Xu, Jitian Xiao (2008), Strategies andapproaches to teaching and learning across cultures. Presented at ALTCworkshop: Investigating the efficacy of culturally specific academic literacyand academic honesty resources for Chinese students. Victoria University,Melbourne, 29 August 2008.5) Jie Lu, KL Chin, Juan Yao, Jun Xu, Jitian Xiao (2009), Cross-culturalteaching and learning methodology analysis for asian students in australianuniversities accepted by International Academic Conference on Innovation inTeaching and Management of High Education (ICITM 2009), 22-24 Dec.2009, Malaysia.6) Jie Lu, KL Chin, Juan Yao, Jun Xu, Jitian Xiao (2010), Cross-culturaleducation: learning methodology and behavior analysis for Asian students inIT field of Australian universities, accepted by Twelfth AustralasianComputing Education Conference (ACE2010), Brisbane, Australia; 18-22January 2010.7) Jitian Xiao, Jie Lu, KL Chin, Juan Yao, Jun Xu (2010), Challenges andstrategies in teaching first-year Asian international students in Australianuniversities, accepted by Twelfth Australasian Computing EducationConference (ACE2010), Brisbane, Australia; 18-22 January 2010.8) Jitian XIAO;Jie Lu;KL Chin;Jun Xu;Juan Yao (2010) Cross-cultural learningchallenges and teaching strategies for first-year Asian students in Australianuniversities, submitted to CSEDU 2010 (International Conference onComputer Supported Education) which will be held in Valencia, Spain nextyear, on 7 - 10 April, 2010.We undertook the formative evaluation in two ways. One was the evaluation donewithin the team; the other was conducted outside the team by experts. Within theteam, for example, during the design of the questionnaires, team members firstdesigned the questions, and then all others revised the questionnaires via emailbaseddiscussions and online document exchange. We also obtained feedback fromoutside the team to improve the outcome of the project in the following ways:• Evaluated by expertsAn expert in cross-cultural teaching and learning, Dr. Helen Lu from UTS, readthrough the report and wrote an evaluation report (attached).Experts from the Technology & Education Design & Development Research (TEDD)Lab and the ELSSA Centre at the University of Technology, Sydney (UTS) providedfeedback to this project.151
Visiting Professor Javier Montero from Complutense University of Madrid (Spain)conducted an evaluation on this project during his visit to UTS in Sep. 2009.Visiting Professor Xiaowei Yang from South China University of TechnologyGuangzhou, P.R. China conducted an evaluation of this project during his visit toUTS in Sep. and Oct. 2009.Dr. Tiefeng Zhang has reviewed this project report and written an evaluation reportduring his visit to UTS in Nov. 2009Dr. Ruijun Zhang has reviewed this project report and written an evaluation reportduring his visit to UTS in Nov. 2009.• Evaluated by studentsWe showed the guidelines to some international students for their feedback andcomments.• Evaluated by colleaguesWe showed the guidelines to some of our colleagues for their feedback andcomments.10.4 Success factor analysisAnalysis of the factors that were critical to the success of the project:1) All team members of the project have experience of international students in theirclasses and also of being international students themselves during their study atAustralian universities.2) The involvement of multiple institutes across five Australian universities and across ITand business fields has provided a more complete picture to the issues faced byinternational students studying in Australia.3) The project collected data from a large number of participants, with more than athousand valid survey responses and over 50 interviews. This large amount of dataprovided us with a very rich insight to the problems investigated.4) Different types of participants were involved in the project - international students,local students, lecturers and graduates. This has enabled us to capture all views on theissues.5) Two constrasting yet complementary data collection methods - survey and interview -were employed in this project to ensure both quantitative and qualitative data werecollected.6) By drawing conclusions from both quantitative and qualitative analyses of the data,we were able to ascertain the validity of our study.7) Student participants came from different study years and were majoring in differentareas. This helped to reduce bias in the data collected. At the same time, there was a152
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Strategies and Approaches toTeachin
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Table of Contents0 EXECUTIVE SUMMAR
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0 Executive SummaryAustralian terti
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1 Project OutcomesThe outcomes of t
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The identification information sect
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questions aim to discover their ass
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3.2 Literature reviewCross-cultural
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4 Survey Data AnalysisThis section
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Total Count 380 632 1012Percentage
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2 Count 12 30 42Percentage 3.1% 4.7
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Table 13 shows that nearly all loca
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methods are good, while less than h
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Preferredfewerlectures andmore labs
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Table 26 (Question III.4.D) Preferr
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Maindifferencesbetweenteachingmetho
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Table 33 shows that about half of l
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Table 38 (Question IV.4) Sufficient
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understanding lectures?Table 42 (Qu
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confident Count 301 179 480Percenta
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Table 49 (Question VI.4) Caring abo
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Table 52 shows that more local stud
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Table 56 shows that both local and
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a chi-square test to determine whet
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Significance Level (α= 0.05)Hypoth
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presentations are unrelated (Indepe
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Hypotheses V.2H0: Student category
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encountered at university in 2/3/4
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III.7What are you most concerned ab
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II.6.EII.6.FII.6.GTextbooks you pre
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VII. OtherVII.1.1VII.1.2What are th
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III.6 Do you like lecturers to ask
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distribution of these comments acro
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Figure 4.5 University of Sydney und
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Australia is the environment (11.06
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example, one student said that home
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5 Interview Data AnalysisThis secti
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class?Eight students thought studen
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(1) Did you have any difficulty sel
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5.2 Staff interview data analysisA
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(2) Do you think that the methods y
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is the biggest problem”. One lect
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comments was, “No, I send them to
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lecturer, and one of them like the
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am a shy person I am not comfortabl
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When they have difficulties in read
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(7) Have you been involved in many
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Only two of the graduates had diffi
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Furthermore, I was not familiar wit
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ased communication style such as e-
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Page 103 and 104: CrosstabPreferred workingin groups
Page 105 and 106: CrosstabMain differencesbetween tea
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Page 109 and 110: CrosstabDo you have anyEnglish lang
Page 113 and 114: CrosstabAre you confidentabout your
Page 117 and 118: CrosstabWhat are the mainstudy diff
Page 119 and 120: Pearson Chi-SquareLikelihood RatioN
Page 121 and 122: ead lecture notes.2. Regarding the
Page 123 and 124: II.9 0.022 0.097 0.174 0.02 0.135II
Page 125 and 126: From Table 65, we can see that ther
Page 127 and 128: countries peoples. Personally, I fi
Page 129 and 130: perceived by them as something insi
Page 131 and 132: 7. Arrange peer groups for those st
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Page 135 and 136: 13. Ask assistance from internation
Page 137 and 138: 11) • Weekly groupcase studies an
Page 139 and 140: 8 Guideline for International Stude
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Page 143 and 144: There are ways of maintaining focus
Page 145 and 146: Expect to be nervous initially and
Page 147 and 148: Avoid cheating and plagiarismAustra
Page 149 and 150: 9 Disciplinary and interdisciplinar
Page 151: 10 Results communication, publicati
Page 155 and 156: 11 ReferencesAsmar C. (1999), Schol
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