The survey collected over 20,000 samples from 23 undergraduate institutes in China. Based on these data, three quarters of Chinese students have never discussed scores or assignments with their lecturers (whereas in same-level U.S. institutions, this applies to about 7% of students)； half of the Chinese students have never talked about their career plans and thoughts with their teachers (the rate in same-level U.S. institutions is about 21%)； 35.6% of the students have never got timely feedback on their academic performance from teachers (in same-level U.S. institutions, this rate is about 7%)。

The report puts forward that the traditional concept of a teacher's authority exerts much influence on the interaction between teachers and students。

The survey also shows that when asked about "whether they put forward questions or participate in discussions in class", more than one fifth of Chinese students answered with "never" (in same-level U.S. institutions, this goes for only 3% of students)， only one tenth of Chinese students chose to answer with "often" or "very often" (in same-level U.S. institutions, this rate is about 63%)。

据《中国青年报》报道，清华大学(微博)教育研究院发布报告称，同美国研究型大学相比，我国高校在学业挑战度、主动合作学习水平和师生互动等方面，均存在较大差距。

该课题从全国23所本科院校收集两万多份调查样本，数据显示，有四分之三的中国学生从未和任课老师讨论分数和作业(美国同类院校约7%)；有一半的学生从未与老师讨论自己的职业计划和想法(美国同类院校约21%)；有35.6%的学生的学习表现从未得到老师及时的反馈(美国同类院校约7%)。

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