Assessment of Chinese Students' Experience With Foreign Faculty: A Case Study From a Chinese University

Ho, Raymond

doi:10.1080/08975930.2010.504461

Cited by 19 publications

(12 citation statements)

References 18 publications

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“…Teaching principles in Australian universities and curriculum internationalisation Lecturers' teaching styles interactively affect student learning (Ho, 2010;Xiao, 2006a), and the state or institutional directions form the basis of such styles. Good teaching principles in Australian universities, developed by the Australian Vice-Chancellor's Committee, are based on Ramsden's principles of quality teaching founded on the learner-centred ideas of constructivism: interest and explanation, concern and respect, appropriate assessment and feedback, clear goals and intellectual challenge, independence, control and active engagement and learning from students (Casay et al, 1997).…”

Section: Teaching Principles and Curriculum In Australian Universities And Asian Learners' Experiences And Expectations In Teaching Englimentioning

confidence: 99%

Four Korean teacher learners’ academic experiences in an Australian TESOL programme and disclosure of their multiple identities

Han

2016

ETPC

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Purpose The purpose of this paper is to explore four Korean teacher learners’ academic experiences in an Australian Teaching English to Speakers of Other Languages (TESOL) master’s programme. By investigating the ways they encounter the overseas teacher education programme and how to interact with different meanings, this study reveals Korean teacher learners’ multiple selves and several meaning systems embedded in them. The understandings from the case provide some implications for curriculum internationalisation in higher education as well as TESOL. Design/methodology/approach Interviews, a focus group discussion and metaphors were used as data, and from these narratives, the participants’ experience was categorised into the programme’s aspects of the methods, contents and applicability, materials and usefulness, assessment criteria and feedback and communication and support. Each interview was undertaken in a library for around one and a half hours. At the end of the interviews, participants were required to produce a metaphor of desirable teacher/lecturer roles. For triangulation, a focus group discussion was conducted for approximately two hours, in which three participants could represent social worlds, evaluate them and establish themselves as members of particular groups. All the questions were semi-structured and about teaching and learning experiences in Korea and Australia and ideas of lecturers’ roles, practices and desirable pedagogy. Findings From the analysis of the participants’ experiences in these, it was revealed that their identity was tangled with that of the (English) teacher, consumer, (international) student and non-native speaker. The meaning systems of these identities were based on the mixture of the Korean traditional and Western or modern educational values: positive attitude towards communicative language teaching and its contexutalisation, pursuit of practical knowledge and pragmatic ideas, favour for discussions and getting confirmation from authorities and being positioned in the weak and using different communication rules, etc. Research limitations/implications From the insights from this case, the lecturers and programme coordinators in intercultural TESOL courses will gain some ideas for a curriculum responsive to international needs. While it cannot be denied that the small scale of the study has limitations for generalisation, this research will be one of the required literatures which examines East Asians or Koreans in Western academic institutions, given that this qualitative study complements the findings of the quantitative studies by specifically disclosing the ways Korean teacher learners’ identity and the meaning systems of desirable pedagogies. Practical implications For the curriculum internationalisation in TESOL and several higher education (HE) courses, the lecturers’ and the institutions’ awareness of cultural differences and reducing stereotyping, language support and being explicit about new rules in the new game and communication for support and respectful and professional encounters are essential, alongside the learners’ voluntary endeavour for academic adaptation in their overseas learning. Social implications The effort to understand each other in education is a good start for intercultural communication, that is, curriculum internationalisation in TESOL as well as higher education. Originality/value Different from other studies in similar areas, this study discloses the multiple selves/identities and meaning systems of the teacher learners in TESOL, by maximising the benefits of a qualitative study. The understandings from this approach help the researcher draw out practical implications for curriculum internationalisation in TESOL and HE.

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Section: Teaching Principles and Curriculum In Australian Universities And Asian Learners' Experiences And Expectations In Teaching Englimentioning

confidence: 99%

Four Korean teacher learners’ academic experiences in an Australian TESOL programme and disclosure of their multiple identities

Han

2016

ETPC

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“…Here, we want to emphasise that no one approach is more superior than the other. Ho (2010) explored how Chinese students experienced teaching by local Chinese faculty as compared to foreign faculty (using a Western approach) in a Chinese university. While Chinese students generally perceived Western faculty as more "qualified", they preferred the local Chinese faculty's teaching style, which tends to be more teacher-centred (Ho, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Ho (2010) explored how Chinese students experienced teaching by local Chinese faculty as compared to foreign faculty (using a Western approach) in a Chinese university. While Chinese students generally perceived Western faculty as more "qualified", they preferred the local Chinese faculty's teaching style, which tends to be more teacher-centred (Ho, 2010). It appears that understanding the various teaching and learning preferences adopted in different cultures is the key to bridge the gap in facilitating learning in a globalised classroom environment.…”

Section: Introductionmentioning

confidence: 99%

Students’ learning preferences and experience in a globalised world: Opportunity to optimise internationalisation in physiotherapy education

Schoeb¹,

Chong²

2019

OPJ

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Background: Hong Kong is at the cross-road between Eastern and Western cultures. Increasing globalisation allows students to gather experiences from various educational contexts. While internationalisation has been promoted in higher education worldwide, the focus was often put on students from Chinese cultures integrating into Westernised education systems. Not much is known about how students from Chinese background with exposures to Western cultures, reintegrate into a Hong Kong university, characterised by a highly competitive system that potentially affects students’ well-being. Aim: To identify learning preferences by Hong Kong physiotherapy students who have been exposed to educational contexts in the USA, Australia or Canada, and to explore their subjective experiences regarding different educational approaches during their studies. Methods: Ten students participated in this phenomenological study. Semi-structured interviews were conducted in English, transcribed ‘ad verbatim’ and analysed using qualitative content analysis. Findings: Three themes emerged from the data: (1) Interaction between students and teachers, (2) past experiences that help with future dreams, and (3) obstacles and opportunities in learning. Conclusion: Physiotherapy students with globalised experience rely on their past educational exposure to give meaning to their future. They believe that a student-centred approach is crucial for learning. Their experiences shed light on consideration factors for optimally internationalising the physiotherapy curriculum.

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“…Chinese instructors are perceived as authority figures who have the power to decide how they want to facilitate students' learning experiences. This teacher-centered and exam-based pedagogy is a common practice in higher education in China, and it sharply contrasts with the student-centered educational approach in the United States (Ho, 2010). Chinese students are not used to American methods of teaching and learning, and they tend to remain silent in class to avoid embarrassment caused by making mistakes in front of their classmates (Jacob, 2001;Zhang & Xu, 2007).…”

Section: Challenges Encountered By Chinese Students In the Us Univementioning

confidence: 99%

“…Student enrollment in Chinese universities increased fivefold between 1998 and 2005. The annual growth rate was 20% in 2007 and is expected to be 50% by 2050, while the total enrollment in higher education in China is projected to be 40 million in 2020 (Ho, 2010). Since 2007, when former Premier Wen Jiabao pledged a 42% increase in national education spending (Pan, 2007), the challenge for higher education institutions in China continues to be a shortage of funding to handle the growing student population.…”

Section: Introductionmentioning

confidence: 99%

The Roots of the Challenge: Undergraduate Chinese Students Adjusting to American College Life

Tung

2016

IJHE

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Recent economic development in China not only has improved the overall living standards of Chinese people, but it has also created a new middle class. Another impact of the economic development is the increasing demand for educated workers. Subsequently, the demand for quality higher education has also increased. With more than 50% of the world's top 100 universities located in the United States, the United States is regarded as the number one destination for international students for higher education. Due to the cultural differences between China and the United States, scholars have found that Chinese students encounter the most challenges adjusting to American college life. Lack of Western cultural exposure, different cultural values, the effect of the One-Child Policy, the emphasis on effort, endurance, and hard work in education, the continual impact of the Cultural Revolution's aftermath on people's relationships, the unfulfilled expectations of American college life experiences, and the influence of the Chinese education structure on students' characters and skills-building all have an impact on Chinese students' worldview and their interaction with their new environment. By reviewing the literature on the topic, this article seeks to understand the roots of the challenge to gain insight into the reasons why Chinese students do what they do after they come to the United States for higher education.

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Assessment of Chinese Students' Experience With Foreign Faculty: A Case Study From a Chinese University

Cited by 19 publications

References 18 publications

Four Korean teacher learners’ academic experiences in an Australian TESOL programme and disclosure of their multiple identities

Four Korean teacher learners’ academic experiences in an Australian TESOL programme and disclosure of their multiple identities

Students’ learning preferences and experience in a globalised world: Opportunity to optimise internationalisation in physiotherapy education

The Roots of the Challenge: Undergraduate Chinese Students Adjusting to American College Life

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