Introduction

Learning behaviours are influenced by a number of factors, including the approach to learning and the approach to curriculum design and delivery¹. In addition, learners may adopt several distinct approaches to learning during their study which are described as "surface", "deep" and "strategic". The aim of this study is to explore and describe the approaches to learning, learning behaviours and barriers to learning encountered by a cohort of overseas students.

Method

All 14 students enrolled on the International MSc in Clinical Pharmacy programme and 33 of the first year overseas MPharm students at the School of Pharmacy, University of London were asked to complete the Approaches and Study Skills Inventory for Students (ASSIST) questionnaire². The questionnaire aims to investigate the ways which teaching influence students' learning. The responses were coded and entered into SPSS Version 10.0. Qualitative semi-structured individual interviews were conducted with all of the postgraduate MSc students.

Results

The response on the questionnaire was 34 (72% response). A total of 14 individual interviews with postgraduate MSc students were completed. The sample comprised 35% males and 65% females; with ethnic origin from Africa (44%); Asia (41%); Europe (9%) and the Middle East (6%). Scale scores on "deep", "strategic" and "surface" approaches to study were calculated and showed coefficient α values of 0.68, 0.84 and 0.81 respectively. There was a significantly lower score for the surface approach score compared with the other two constructs (p<0.001). Comparative scores using the ethnicity variable showed a significant difference within the strategic approach domain (F=3.291, p=0.05), between the ethnicity groups 'Asian' and 'African'. Importantly, there were no detectable differences between the undergraduate and postgraduate sub-groups in the three domains. Further qualitative data analysis will be presented.

Discussion

Students studying abroad tend to bring their cultural and study habits with them which may influence the way they adapt to a new system of education. It is also evident that learners have more than language barriers to overcome. If these barriers are not fully understood or appreciated, students run the risk of poor outcome. Beside individual factors, as shown in our study, learning approaches are also adapted by the teaching, the assessment and the course organisation. Therefore it can be suggested that departments have impact on and responsibility for the efficiency of learning achieved by their students.

References

1. Biggs, J. (1993) "What do inventories of students' learning processes really measure? A theoretical review and clarification", British Journal of Educational Psychology 63, 3-19

2. Tait, H., Entwistle, N.J. and McCune, V. (1998) "ASSIST: a reconceptualization of the approaches to studying inventory", In: Rust, C., eds, Improving Student Learning (The Oxford Centre for Staff and Learning Development, Oxford Brookes University), pp 262-270