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A Comparative Analysis: Examining th...

Mayo, Angelique Renee.

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A Comparative Analysis: Examining the Learning Styles of American and Chinese Business Students for Academic Achievement in Transnational Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Comparative Analysis: Examining the Learning Styles of American and Chinese Business Students for Academic Achievement in Transnational Education./
Author:	Mayo, Angelique Renee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	139 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
Subject:	Multicultural Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10267491
ISBN:	9781369699623

A Comparative Analysis: Examining the Learning Styles of American and Chinese Business Students for Academic Achievement in Transnational Education.
Mayo, Angelique Renee.

A Comparative Analysis: Examining the Learning Styles of American and Chinese Business Students for Academic Achievement in Transnational Education. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 139 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--Indiana Institute of Technology, 2017.

Faculty members at American universities face an increasing diverse student population in their classes (Naik & Girish, 2012), and those involved in higher education have engaged in educational research investigating the methods by which people learn from different cultures and backgrounds (Baron & Arcodia, 2002; Ladd & Ruby, 1999). Learning theories center on the way people learn. There are several learning theories that can impact students' outcomes. This study examined Soloman-Felder (1999) Index of Learning Theory by comparing American and Chinese business students' learning styles at a small private Midwestern University, based on GPA as academic achievement for transnational educational programs. Learning styles have expanded in research to include the first step for teachers by providing students with a more effective learning environment (Lee, & Kim, 2014). This study is a quantitative cross-national comparative study that examines learning styles and learning style preferences within transnational educational programs. The findings suggested that with teachers' awareness of students' learning style preferences, this can benefit in the understanding and knowledge of the teachers own learning style preferences (Lee, & Kim, 2014).

ISBN: 9781369699623Subjects--Topical Terms:

2122919
Multicultural Education.

A Comparative Analysis: Examining the Learning Styles of American and Chinese Business Students for Academic Achievement in Transnational Education.
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500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Jeffrey L. Walls.
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520 $a Faculty members at American universities face an increasing diverse student population in their classes (Naik & Girish, 2012), and those involved in higher education have engaged in educational research investigating the methods by which people learn from different cultures and backgrounds (Baron & Arcodia, 2002; Ladd & Ruby, 1999). Learning theories center on the way people learn. There are several learning theories that can impact students' outcomes. This study examined Soloman-Felder (1999) Index of Learning Theory by comparing American and Chinese business students' learning styles at a small private Midwestern University, based on GPA as academic achievement for transnational educational programs. Learning styles have expanded in research to include the first step for teachers by providing students with a more effective learning environment (Lee, & Kim, 2014). This study is a quantitative cross-national comparative study that examines learning styles and learning style preferences within transnational educational programs. The findings suggested that with teachers' awareness of students' learning style preferences, this can benefit in the understanding and knowledge of the teachers own learning style preferences (Lee, & Kim, 2014).
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