Title: Transformative Learning and Short Term Study Abroad: A Comparative Study of International Students’ Learning Experiences in the UK and China
Stream: Learning Experiences, Student Learning & Learner Diversity
Presentation Type: Live-Stream Presentation
Authors:
Xianghan O'Dea, York St John University, United Kingdom
Chen Wang, Durham University, United Kingdom
Mike O'Dea, York St John University, United Kingdom
Abstract:
International students’ study abroad experience has been a popular research topic. However, little attention has been paid to students studying short term programmes in a country that differs significantly from their home country in the areas such as language, the education system, and the associated learning and teaching approaches. Due to the compressed nature of this type of programme, the academic challenges and difficulties students on short term programmes experience are likely to be more severe than other international students. This paper aims to help bridge the gap. It uses transformative learning theory as the analytical foundation to examine the learning experiences of a group of Chinese top up students studying year-long top up programmes in a UK institution, and a group of international students (European students) studying semester-long language programmes in a Chinese institution. The narratives of 27 students are analysed in relation to their cognitive and behavioural activities, and also their self and collaborative reflective activities. The findings indicate that these students didn’t study effectively abroad, as they only partially achieved transformative learning. The main influence was found to be that both host institutions didn’t modify their teaching approaches properly to support the development of transformative learning. This paper ends with recommendations for improving the existing pedagogical approaches and strategies for the two institutions, and potentially other higher education institutions in Europe and Asia, with the intention to facilitate international students’ transformative learning more effectively.
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