English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This paper reports the design, delivery, and evaluation of a mentoring programme which aimed to promote critical thinking and problem-solving skills in Chinese university students. Several new elements in this mentoring programme distinguish it from many previous such programmes within the context of higher education. These new elements include anchoring on a course which allowed junior year students to mentor senior year students, an equal emphasis on learning by both mentors and mentees, and the specific objectives promoting transferrable generic skills rather than discipline-specific knowledge. Evidence from quantitative and qualitative data analyses suggests that a mentoring programme of this kind can be implemented successfully with Chinese learners, provided that it is well structured. Our experience sheds new light on how this type of programme can be designed and implemented non-traditionally in higher education and will have a broader appeal to educators in higher education teaching learners with passive learning styles.

A course-based and formal structured mentoring programme with Chinese university students