Students' Perceptions and Experiences of Teaching and Learning in Transnational Higher Education in China: Implications of the Intercultural Dialogue Framework

Autor/inn/en	Liu, Dan; Wimpenny, Katherine; DeWinter, Alun; Harrison, Peter
Titel	Students' Perceptions and Experiences of Teaching and Learning in Transnational Higher Education in China: Implications of the Intercultural Dialogue Framework
Quelle	In: Teaching in Higher Education, 28 (2023) 7, S.1465-1483 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Dan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1900817
Schlagwörter	Foreign Countries; Student Attitudes; Student Experience; Cultural Differences; Student Centered Learning; Foreign Workers; Teacher Characteristics; Study Abroad; Teaching Methods; Teaching Styles; College Students; China; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Studienerfahrung; Kultureller Unterschied; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Studies abroad; Auslandsstudium; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Collegestudent; Großbritannien
Abstract	Despite the rapid development of TNHE over the past decade, research studies on students' perceptions and experiences of teaching and learning at TNHE programmes in China are very limited. Using both surveys (328) and follow-up interviews (40) from students at two Anglo-Sino programmes, this study explores students' perceptions and experiences of teaching and learning in TNHE in China. Drawing on the five components of the intercultural dialogue framework, this paper reveals that Chinese students' experience of teaching was fragmented not least through a mixture of cultural approaches to pedagogy including a teacher-centred approach by the local Chinese teachers and a student-centred approach by the foreign teachers, with the latter generally preferred by the students. The findings yield several important implications for contextualized curriculum and careful consideration of the TNHE learning environment in China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01