Exploring STEM Undergraduate Self-Regulated Learning at a Vietnamese Transnational University

Autor/inn/en	Yao, Christina W.; Bush, Trentee; Collins, Courtney; Tuliao, Minerva; Briscoe, Kaleb L.; Dang, Ngoc Lan Thi
Titel	Exploring STEM Undergraduate Self-Regulated Learning at a Vietnamese Transnational University
Quelle	In: Journal of Comparative and International Higher Education, 13 (2021) 1, S.6-21 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	STEM Education; Undergraduate Students; Metacognition; Learning Experience; Feedback (Response); Foreign Countries; International Education; International Cooperation; Technology Uses in Education; Second Language Learning; Second Language Instruction; English (Second Language); Barriers; Learning Strategies; Student Attitudes; Search Engines; Computer Software; Translation; Teacher Student Relationship; Internet; College Faculty; Vietnam + Suchen Sie Ihr Suchwort? STEM; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernerfahrung; Ausland; Internationale Erziehung; Internationale Kooperation; Internationale Zusammenarbeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Suchmaschine; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät
Abstract	STEM education in Vietnam is prioritized, yet effective learning may be difficult for students attending transnational universities. The purpose of this study is to examine the self-regulated learning experiences of STEM undergraduate students attending a collaborative transnational university in Vietnam. Challenges included English language instruction and STEM-specific terminology. Despite barriers to their learning, students describe strategies for navigating their learning process. Strategies included extensive rereading of the material, using Google to look up new terms/ideas or to translate words, asking instructors for translation, and reviewing online resources. Implications for practice include instructors providing more detailed feedback and guidance and leveraging technology use for learning. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01