A Comparative Study on the Learning Experiences and Learning Style Preferences of Thai and British Postgraduate Students at a United Kingdom University
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Abstract
As a consequence of globalisation, higher education in the United Kingdom has witnessed an increased demand in international education at the postgraduate level among foreign and domestic students. This research compares learning experiences and learning style preferences among Thai and British postgraduate students in the United Kingdom. Respondents included three British and three Thai Master's students who began their studies in September 2011. Data were collected through semi-structure interviews conducted in English and Thai as appropriate. The findings demonstrate that learning experiences and learning style preferences differ between British and Thai students; and the cultural background of the interviewees influenced their learning styles, preferences and
experiences at the university. Independent learning was disclosed as the most significant skill characterised by British participants, and this attribute was acquired from their educational background. In contrast, the study found that Thai participants were lacking in this area, and this was attributed to Thai culture, which values teachers as the centre of the class (i.e., a teacher-oriented classroom). Therein, Thai participants were not akin to individual learning practices and focused their attention mainly on the information presented in the classroom. As a result, preparing individual assignments were new and challenging experiences for Thai students. Implications of the study indicate the need for improved UK postgraduate provisions in order to better understand the learning styles and needs of students from the two nations included in this study. The research suggests that learning environments and students' learning styles can adapt according to the needs and preferences of universities and students alike.
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