The Types of Learning Approaches Used by Engineering Students in Three Scenarios: An Adaptation of the R-SPQ-2F to China.

Deep learning is a type of high-level learning that has received widespread attention in research on higher education; however, learning scenarios as an important variable have been ignored to some extent in past studies. This study aimed to explore the learning state of engineering students in three learning scenarios: theoretical learning, experimental learning, and engineering practice. Samples of engineering university students in China were recruited online and offline; the students filled in the engineering Education-Study Process Questionnaire, which was revised from the R-SPQ-2F. The results of clustering analysis showed four types of learning approaches in the three scenarios: typical deep learning, typical shallow learning, deep-shallow learning, and free learning. Engineering learners in different learning scenarios tended to adopt different learning approaches and showed gender differences. Due to factors such as differences in culture and choice of learning opportunities, the deep and shallow learners demonstrated excellent learning performance, which is in sharp contrast with the "learning failure" exhibited by such students abroad.

Factors influencing the satisfaction level of college students in China: Literature analysis based on grounded theory.

Student satisfaction is an important index for evaluating the quality of higher education and the competitiveness of colleges in China, and most of the current studies on the factors influencing the satisfaction level of colleges students adopt quantitative research methods. A qualitative analysis of 48 literatures on college students' satisfaction was conducted using NVivo12 in this study. We found that the influencing factors of college students' satisfaction in China are composed of seven dimensions: school reputation, school environment, personal improvement, organizational management, logistical support, teaching quality, and charges and subsidies. Among them, teaching quality, school environment, organizational management, and logistical support are the core categories. Furthermore, school reputation, school environment, organizational management, logistical support, teaching quality, and charges and subsidies are external factors, while personal improvement is an internal factor. To improve the satisfaction level of college students, the two dimensions of external and internal factors must be taken into account, with external factors being given more attention. This study not only expands the scope of scenarios to which the grounded theory has been applied, but also provides a reference for other scholars to conduct more in-depth empirical studies on college students' satisfaction in Chinese colleges.