scholarly journals Transformative Learning Experiences of International Graduate Students from Africa

2014 ◽  
Vol 4 (2) ◽  
pp. 109-125
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Graduate Students ◽  
Transformative Learning ◽  
Learning Experiences ◽  
International Graduate Students ◽  
Transformative Experiences ◽  
Classroom Activities ◽  
International Graduate ◽  
Program Of Study ◽  
Field Notes

This article examines factors that influence transformative learning experiences of international graduate students from Africa. In general, 84.8% of the participants experienced transformative learning while 15.2% reported no transformative experiences. For those who experienced transformative learning, 26.1% of the transformative experiences were associated with education, 28.3% by non-education, and 30.4% were by both education and non-education. Follow-up interviews were conducted from 12 participants who were randomly selected to ensure representations across gender, age group, country of origin, and program of study. They identified classroom activities, faculty support, and learning a new language as the educational transformative learning, and factors related to new life experiences, as non-educational. Field notes and reflection journals were utilized to triangulate data to support these methods. Data analysis and results of the study indicate that participants experienced transformative learning through both educational and non-educational related activities.

“It's Doable”: International Graduate Students’ Perceptions of Online Learning in the U.S. During the Pandemic

2021 ◽  
pp. 102831532110614
Author(s):  
Yesul Han ◽  
Yunjeong Chang ◽  
Erin Kearney
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
International Education ◽  
Online Teaching ◽  
Learning Experiences ◽  
The United States ◽  
International Graduate Students ◽  
Factors Affecting ◽  
International Graduate ◽  
Sudden Transition

This study aims to understand the learning experiences and challenges of international students enrolled in Master's and PhD programs in various institutions who were forced to transition to online learning during the pandemic. In particular, the study explores the experiences and perceptions of seven non-native English-speaking international graduate students who came from six different countries and studied at different schools of education through phenomenological interviews. Analysis yields insight into these students’ online learning experiences and identifies factors which contributed to the mixed quality of these learning experiences. Overall, students tried to adapt to the “new normal,” while enduring learning and emotional challenges due to the harsh conditions of the pandemic in the United States and their home countries. Instructors’ readiness for online teaching as well as the extra support provided to help students cope with the sudden transition in the learning environment were particularly important factors affecting the students’ learning experiences. Our findings lead us to several recommendations for practice within graduate-level online learning environments and suggestions for further research, as well as broader considerations of what broader implications the case suggests for international education in light of digitalization.

scholarly journals Issues of International Students’ Academic Adaptation in the ESL Writing Class: A Mixed-Methods Study

2016 ◽  
Vol 6 (4) ◽  
pp. 887-904
Author(s):  
Eunjeong Park
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Social Impact ◽  
The United States ◽  
International Graduate Students ◽  
Esl Writing ◽  
Lexical Bundles ◽  
International Graduate ◽  
Academic Adaptation ◽  
Field Notes

Despite the contribution to economic and social impact on the institutions in the United States, international students’ academic adaptation has been always challenging. The study investigated international graduate students’ academic adaptation scales via a survey questionnaire and explored how international students are academically adapted in the U.S. college setting through qualitative research with class observations, field notes, and semistructured interviews. In addition, the use of lexical bundles was examined as one of the academic literacy adaptation indicators. The quantitative and qualitative results revealed international graduate students’ academic adaptation in different angles. The implications of the findings are discussed.

A Study of Chinese International Students Enrolled in the Master of Education Program at a Canadian University

2017 ◽  
Vol 6 (2) ◽  
pp. 210-235 ◽  
Author(s):  
George Zhou ◽  
Tian Liu ◽  
Glenn Rideout
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Learning Experiences ◽  
International Graduate Students ◽  
Cultural Challenges ◽  
Curriculum And Pedagogy ◽  
International Graduate ◽  
The University ◽  
Master Of Education

Abstract Even though more and more studies have been reported in the literature about international undergraduate students’ learning experiences in North America, little research has been done to study international graduate students on North American campuses. The university where this study took place has recently established a cohort-based Master of Education (M. Ed.) program for international students. This study was designed to investigate the adaptation of the international graduate students (all Chinese) who were enrolled in the M.Ed. program with a focus on their learning experiences, the challenges they encountered, and the suggestion they had for improvement of the program. Data analysis reveals that while Chinese international graduate students shared some common challenges with international undergraduate students such as language and cultural challenges, they had unique perspectives and expectations on curriculum and pedagogy. Suggestions for curriculum development for Chinese international graduate students are highlighted.

scholarly journals International Graduate Students’ Challenges and Learning Experiences in Online Classes

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Tala Michelle Karkar-Esperat
Keyword(s):  
Graduate Students ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experiences ◽  
Virtual Classroom ◽  
International Graduate Students ◽  
Online Classes ◽  
Key Factors ◽  
Structured Interviews ◽  
International Graduate

The purpose of this case study was to identify the learning experiences and examine the challenges facing three international graduate students enrolled in online, asynchronous classes in an American public university. Applying the lens of constructivism, data were collected from a questionnaire, semi-structured interviews, and a focus group. Findings from the study indicate that the students faced challenges with English language proficiency, isolation, instructor’s lack of experience, and a lack of motivation to study in online classes. Notwithstanding, students described flexibility and convenience as key factors of the learning experiences in a virtual classroom. Implications for administrators and course designers in understanding student perspectives of online classes and best practices for conducting asynchronous classes are provided.

scholarly journals Student to Scholar: Learning Experiences of International Students

2016 ◽  
Vol 6 (1) ◽  
pp. 216-240
Author(s):  
Yolanda Michelle Palmer
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Communities Of Practice ◽  
Situated Learning ◽  
Learning Experiences ◽  
International Graduate Students ◽  
International Graduate ◽  
Semistructured Interviews ◽  
International Graduate Student ◽  
Learning Data

The author discusses the learning experiences and processes of selected international graduate students within a Canadian university as they progressed from student to scholar. Inspired by social learning theorists Lave and Wenger’s (1991) notion of apprentice to masters in situated learning and communities of practice, the student to scholar framework sheds new light on the phenomenon of being an international graduate student. The arguments within the paper counter traditional views of learning as occurring solely through classroom engagements and offers that international graduate students learn and achieve “scholar” status through situated practice, professor mentoring and triple learning. Data were captured through observations and in-depth phenomenological and semistructured interviews.

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