Learning challenges and preferred pedagogies of international students

Abstract

Purpose The purpose of this paper is to understand the challenges international students face during their higher education in the USA. This research study was conducted at a private university in the Eastern region of the USA from October 2012 through May 2013 (Fall and Spring semesters) with undergraduate and graduate international students. International students for this study are defined as those students who are on an international student visa status (F1). Design/methodology/approach This research adopts an online survey method to understand the challenges international students encounter in a single university. A total of 111 students responded providing a response rate of 33 percent. The results were analyzed using frequencies and percentages. Findings The findings of this study suggest that the primary learning challenges of international students are inadequate writing skills, non-participation, and comprehension abilities. The predominant learning needs are writing academic papers, enhancing class participation, and having local mentors. The students recommend that professors offer detailed feedback, encourage nurturing environments, and provide informal feedback for assignments. The preferred pedagogies are class lectures, class discussions, and individual assignments. Practical implications This study provides implications for both faculty and administrative staff in managing international students better. Originality/value This paper provides a holistic picture of the challenges international students face during their higher education in the USA. Most of the research on this population focuses only on one of the elements addressed in this research. The results of this empirical study will help guide both local faculty and global academic institutions in understanding this student population better.

Bahamians as International Adult Learners Determined for Academic Success

“…In addition, it also may reflect the cultural difference in the Caribbean, which is grounded more on collectivism than individualism compared to the American culture, which is perceived as the opposite. Hence this provides an explanation as to why the absence of family members, especially during a challenging time, is considered to be a challenge, which supports previous studies (Poyrazli & Kavanaugh, 2006;Rao, 2017).…”

“…While language and culture have been identified as a challenge in previous literature (Khoshlessan & Das, 2017;Rao, 2017;Straker, 2016;Zhang, 2016), it is most often from the perspective of English as a second language while pursuing higher education in the USA. However, within this specific study, language focuses more on accent and different approaches to English (British compared to American) and the challenges it creates in an American institution of higher education who speaks and writes American English.…”

Variability by Individual Student Characteristics of Student Satisfaction with Promising International Student Teaching Practices

“…No statistical significance was found in the area of gender. Even though previous research found that gender was an important factor that determined student's learning styles and strategies [10,11,12,13], our research found that gender did not affect international students' preferences for certain teaching practices, as their responses were very similar.…”

“…Results show that women prefer group-work learning styles and men have a preference for working alone [12]. Although male and female students may have differing preferred learning styles [10], cultural background is also a factor that influences those preferences [13].…”

“…According to Rodrigues [9], students prefer learning styles that they used in their native culture. A study completed at an American university with a sample of international students from all over the world determined that the cultural background and the country of origin of participants are important factors that determine student-learning preferences [13].…”