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Purpose: The purpose of this study is to investigate factor that contributes student while achieving learning experience. We focus on attributes of professional learning, language proficiency, International learning culture, university learning process and basic program conducted for international student in University of Wollongong Australia. In this present qualitative study, we use research and survey method for collecting quantitative data. The main objective of learning journey is to communicate learning goals with guidance form an appropriate support person, with identify the range of support and facilities and monitor with updates learning plan as per the education system. In conclusion, this study will review the element of learning journey to obtain measurable goal to be success in the university.
Impact and implication
The study highlight the attributes that cause the international student to get successful in University of Wollongong. There are both positive and negative factors that contributed to academic success and failure. Attending professors class, assigning group project work, seeking tutoring and making friends are positive factors to score high goal. The educational institutions is for ways to improve the education experience of international student. The findings of this study are important of quality education and promotion of lifelong learning opportunities.
Education system is varies from country wise, experiences of school-age children are to the fore in research about how international student- parent make sense of their children’s adjustment process during the first year and how they attempt to support them as they settle into school (Pinter 2013). A emerging body of research emphasis the invisibility of domestic student- parents. (Brooks 2013: Marndet and wainwright 2010). An outstanding feature of the NUS (National Union of Student UK 2009) report is the sense it convey of student- parent as passionate learners motivated by the desire to improve their own and their children’s futures. Many of the NUS finding are echoed in study, in which they explore the learning needs and experience of student with dependent children.
In early years circles the term learning journey refers to collection of different documents collected by early years practitioners that provide a pictures of a student’s development under the areas of learning identifies in the education system. Currently, learning journey is a framework that is used to evaluate performance and experience that achieve to success in their life. Basically, student learning journey is to think about personal values and skills however, turn difficult situation into valuable opportunities for personal growth. A learning journey explains what students will do and learn over the course of a series of lessons and often details how their learning will proceed. Student involves in daily living and working arrangement of a variety of people in their new environment. That improves communication and language skill and make more effective work in group. Learning journey incudes experience of culture as well as knowledge and appreciation of host cultures. A learning activates encourage student with broaden perspectives on global issues and concerns and helps to understand that workable solution often need to be culturally sensitive to succeed in life. The main element involves in leaning journey is to critical thinking and problem solving, creativity and innovation, collaboration and communication with challenging assumption. Some of the key element of learning activities are as below:
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