In my country we didn't ...' : international student reflections on changes in learning in a foundation course at an Australian university

In 2006 a transdisciplinary team of Central Queensland University academic staff came together to design and develop a foundation university course. The aim of the course was to improve the transition of all new undergraduate students into the critical model of university teaching and learning. Particularly emphasis was given to the needs of international students who make up approximately half of the CQU student cohort. The core objectives of the course were: • to enhance student awareness of their own learning styles and preferences as developed in culturally diverse historical social settings; • to clarify where these learning styles were consistent with or divergent from Australian university principles and processes; and • to develop student knowledge and skills in such fundamental areas essential to effective lifelong learning as information literacy, research, critical thinking, argument, writing, group work and presentations. In order to promote and evaluate the individual learner's cognitive development as well as their collaborative capacities, assessment tasks included an individual learning portfolio and a group oral presentation. Fortnightly reflections were an important element of the learning portfolio. Engaging students in their studies is a primary focus of educational theorists (Ainley 2004; Australian Council for Educational Research 2007; Krause 2006). Self-reflection is seen as a vital component to effective engagement (Krause 2006) and assists in coping with change (Clarke 2005). Students were provided with suggested topics for reflection, such as the relationship between their course and other current courses or prior courses at other institutions, but were also encouraged to identify their own topics for reflection as long as they centred on learning and incorporated their own experiences. These reflections revealed a common tendency to focus on contrasts in differently encultured learning styles, as captured in the reflective motif "In my country we didn't...". This paper reviews common themes within student reflections on changes in their learning concepts and processes and considers the evidence that they provide of development of lifelong learning skills and knowledge.