LEARNING STRATEGIES IN STUDENTS AT A TRANSNATIONAL UNIVERSITY IN SOUTH EAST ASIA

Over the past years, there has been a clear change in the opinion of professionals concerning learning strategies, moving from a focus on just the outcome to the learning process itself and this has influenced how learning strategies are classified. The major categories of learning strategies include: cognitive information acquisition and processing strategies, motivational strategies, self-regulation and monitoring, affect regulation strategies, and behavioural strategies (Weinstein and Jung, 2010). For a student to succeed, it is important that they become more strategic and self-regulated learners. The primary purpose of this study is to try and identify students' knowledge and use of learning strategies in order to identify 1) what strategies they are/are not using, 2) students' strengths and weaknesses in different areas of learning, 3) provide information to specialist support educators so they can provide specific workshops to address gaps in students' knowledge 4) to provide information to developmental educators at RMIT (LSU), student advisers, career counselors and health and well-being counselors who work with at-risk students.