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

Authors

  • Christina W Yao
  • Trentee Bush
  • Courtney Collins
  • Minerva Tuliao
  • Kaleb L. Briscoe
  • Ngoc Lan Thi Dang

DOI:

https://doi.org/10.32674/jcihe.v13i1.2203

Keywords:

Vietnam, transnational education, STEM, self-regulated learning, undergraduate students

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.

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Published

2021-03-23

How to Cite

Yao, C. W., Bush, T., Collins, C., Tuliao, M., Briscoe, K. L., & Dang, N. L. T. (2021). Exploring STEM Undergraduate Self-Regulated Learning at a Vietnamese Transnational University . Journal of Comparative &Amp; International Higher Education, 13(1), 6–21. https://doi.org/10.32674/jcihe.v13i1.2203

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Section

Research Article