Brazilian and Nigerian International Students’ Conceptions of Learning in Higher Education

Abstract

The growth of international students compels examination of introspective aspects of learning experiences such as conceptions of learning. Additionally, learning conceptions profoundly impact learning outcomes (Tsai, 2009). To address the lack of research on learning conceptions of students from Africa and South America, this study examines Brazilian and Nigerian students' conceptions of learning while studying in the U.S. Reflective diaries and interviews reveal an awareness of learning as not limited to the classroom, along with clear themes regarding ideas about learning and actual learning experiences. Findings provide valuable information to institutions regarding academic support and assistance for international students.