The pedagogy of studying abroad: a case study of Chinese students in the Netherlands

Abstract

This study aims to explore Chinese students' experiences in the Dutch higher education system with a focus on classroom pedagogy. Based on interviews with 28 Chinese students from eight higher education institutions, it analyses Chinese students' understanding and reflections of teaching and learning practices, and the challenges they encounter. The findings indicate that shifting from China's exam-oriented system and highly teacher-centred education to a more interactive and student-centred pedagogy in the Netherlands has been challenging for the students. The study identified the following aspects as being the most pertinent: comprehension in English, cultural differences, classroom participation, group learning, examination and assessment, critical thinking and creativity, and roles of lecturers. The findings underscore the need for lecturers to provide more support and guidance to Chinese students, and more consideration of the diversity in international classrooms in terms of previous pedagogical experiences, and cultural and linguistic differences.

‘There was no freedom to leave’: Global South international students in Portugal during the COVID-19 Pandemic

“…We also recognize that scholarship on international students has developed considerably in recent decades, moving from a position of relatively invisibility within research agendas to the mainstream in disciplines such as sociology and geography ( King, 2002 ), albeit less so in relation to student mobility outside the Global North (Lipura and Collins, 2020). This imbalance may explain why work is now emerging on students from a wide range of global regions (Phan, 2018; Prazeres, 2019), admittedly oriented around students from Asia rather than Africa or South America ( Iannelli and Huang, 2014 ; Jiang and Kosar Altinyelken, 2020 ; Lan, 2020 ).…”

Understanding Social Integration of Chinese Students in the Netherlands: The Role of Friendships

“…In this study, Chinese students also faced linguistic challenges as well -in both English and Dutch. Their lack of fluency in English impacted the students' academic adjustment, as prior research has shown (Jiang & Altinyelken, 2020), and at the same time, it impeded fulfilment of students' desire to socialize and make friends. Furthermore, unfamiliarity with the Dutch language further hindered their communication or contacts with Dutch students.…”

“…Moreover, less attention has been given to Chinese students studying in non-English-speaking European countries. One of the few existing studies about Chinese students in the Netherlands also focused only on their experiences with classroom pedagogy (Jiang & Altinyelken, 2020).…”

The benefits of a mindfulness program for university students: A qualitative exploration on intrapersonal and interpersonal relationships

“…The program particularly targeted international students, a vulnerable group who are more prone to experiencing psycho‐social adversities (L. Brown, 2009; Sherry et al., 2010). Diverse studies on internationalization of higher education have identified that international students experience a range of challenges and stresses, such as adaptation to new academic environment, difficulties in language comprehension, culture shock, stereotyping and discrimination, alienation, homesickness, lack of friendships with local students, social isolation, and financial insecurity (Jiang & Altinyelken, 2020; Hendrickson et al., 2011). These challenges might induce considerable stress on international students, undermine their mental and physical health, and result in depression, frustration, irritability, and anxiety (Mori, 2000).…”