TY - JOUR

T1 - Cross-cultural comparative analysis of student motivation and autonomy in learning

T2 - perspectives from Hong Kong and the United Kingdom

AU - Lo, Noble Po-Kan

PY - 2024/7/30

Y1 - 2024/7/30

N2 - Introduction: This research project examines student perspectives on independent learning in the United Kingdom and Hong Kong. Independent learning describes learning undertaken by students outside of standard institutional learning environments. Prior research has suggested that motivations to undertake independent learning and the strategies involved may differ across cultural contexts, institutions, and individual learners. Methods: This research employs primary qualitative research consisting of interviews with 16 students in Business Studies (eight British and eight Chinese). The study takes a social constructionist approach to better establish the ways in which culture may serve as a mediator for motivation to learn independently and the strategies pursued to this end. Results: The study’s findings note key differences in the motivations to complete independent learning across either cohort, as well as distinct conceptualizations of what strategies and practices facilitate effective independent learning. Discussion: This research highlights significant cultural differences in the motivations, strategies, and skills related to independent learning between students in the United Kingdom and Hong Kong. It also notes the potential for socioeconomic factors, institutional structures, and assessment methods, alongside culture, to contribute to these differences.

AB - Introduction: This research project examines student perspectives on independent learning in the United Kingdom and Hong Kong. Independent learning describes learning undertaken by students outside of standard institutional learning environments. Prior research has suggested that motivations to undertake independent learning and the strategies involved may differ across cultural contexts, institutions, and individual learners. Methods: This research employs primary qualitative research consisting of interviews with 16 students in Business Studies (eight British and eight Chinese). The study takes a social constructionist approach to better establish the ways in which culture may serve as a mediator for motivation to learn independently and the strategies pursued to this end. Results: The study’s findings note key differences in the motivations to complete independent learning across either cohort, as well as distinct conceptualizations of what strategies and practices facilitate effective independent learning. Discussion: This research highlights significant cultural differences in the motivations, strategies, and skills related to independent learning between students in the United Kingdom and Hong Kong. It also notes the potential for socioeconomic factors, institutional structures, and assessment methods, alongside culture, to contribute to these differences.

KW - United Kingdom

KW - Hong Kong

KW - independent learning

KW - university education

KW - learner motivation

U2 - 10.3389/feduc.2024.1393968

DO - 10.3389/feduc.2024.1393968

M3 - Journal article

VL - 9

JO - Frontiers in Education

JF - Frontiers in Education

SN - 2504-284X

M1 - 1393968

ER -