Learning in Cross-Cultural Online MBA Courses

2012 ◽  
pp. 315-336 ◽  
Author(s):  
Xiaojing Liu ◽  
Richard J. Magjuka
Keyword(s):  
International Students ◽  
Learning Experiences ◽  
Online Communication ◽  
Cross Cultural ◽  
Cultural Barriers ◽  
Cultural Learning ◽  
Time Zone ◽  
Cultural Challenges ◽  
Learning Programs ◽  
Case Based Learning

The rapid improvement in online communication technologies and the globalization of the economy have made offering transnational courses in online learning programs a popular trend. This chapter reports the findings of a case study that investigated the perceptions of international students regarding cultural challenges in their learning experiences during an online MBA program. The study revealed that international students faced cultural barriers, including time management, transition to different instruction styles, time zone differences, case-based learning, and academic integrity, which affected their engagement in online MBA courses. Recommendations are made at the end of the chapter on how to improve the quality of the international students’ learning experiences in cross-cultural learning environments.

Learning in Cross-Cultural Online MBA Courses

2011 ◽  
pp. 168-186 ◽  
Author(s):  
Xiaojing Liu ◽  
Richard J. Magjuka
Keyword(s):  
International Students ◽  
Learning Experiences ◽  
Online Communication ◽  
Cross Cultural ◽  
Cultural Barriers ◽  
Cultural Learning ◽  
Time Zone ◽  
Cultural Challenges ◽  
Learning Programs ◽  
Case Based Learning

The rapid improvement in online communication technologies and the globalization of the economy have made offering transnational courses in online learning programs a popular trend. This chapter reports the findings of a case study that investigated the perceptions of international students regarding cultural challenges in their learning experiences during an online MBA program. The study revealed that international students faced cultural barriers, including time management, transition to different instruction styles, time zone differences, case-based learning, and academic integrity, which affected their engagement in online MBA courses. Recommendations are made at the end of the chapter on how to improve the quality of the international students’ learning experiences in cross-cultural learning environments.

scholarly journals Cross-Cultural Contact: A Preliminary Study on the Cross-Cultural Communication between Taiwanese Undergraduates and International Students—A Case Study on the International College of Ming Chuan University

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Chia-ju, Lin
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Language Proficiency ◽  
Cultural Theory ◽  
Group Testing ◽  
Cross Cultural ◽  
Cultural Learning ◽  
International College ◽  
The Cross ◽  
Local Students

<p><em>Based on cross-cultural theory, </em><em>this study applies in-depth interviewing and focus group testing to examine the difficulties and challenges faced by Taiwanese undergraduates while communicating with international students in an English immersion instruction environment at the International College and analyze how the former should adapt themselves to the cross-cultural learning environment. This study indicates that language competence is the main factor affecting local students’ adaptation to the cross-cultural environment at the International College.</em><em> Low language proficiency, pertaining to either schoolwork or interpersonal communication, is the main cause of anxiety and nervousness among local students during the earlier stage of adaptation. According to the adaptation curve, the honeymoon stage experienced by local students following enrollment is extremely short and is usually accompanied by anxiety and uneasiness. Their adaptation stage comprises two aspects, schoolwork and life.</em><em> Regarding the schoolwork aspect, local students face a relatively long crisis stage because only after making certain improvement in English proficiency can they gradually adapt themselves to the cross-cultural learning environment. However, in terms of the life aspect, it takes a comparatively shorter time for local students to adapt themselves to cross-cultural conflicts, and they can rapidly enter the </em><em>recovery and biculturalism adaptation stages.</em><em></em></p>

Challenged by Respect

2018 ◽  
pp. 20-42
Author(s):  
Andrew Watts
Keyword(s):  
Native American ◽  
Service Learning ◽  
Cross Cultural ◽  
Learning Theories ◽  
Cultural Learning ◽  
Pedagogical Issues ◽  
Learning Program ◽  
Community Partners ◽  
Learning Programs ◽  
Cultural Service

This chapter explores how service-learning programs offered by U.S. colleges and universities might partner with Native American communities on reservations. It reviews relevant scholarship on approaches to cross-cultural learning, such as the Authentic and Culturally Engaging (ACE). It provides background for the participating partners in a current service-learning program. It examines issues affecting cross-cultural service-learning on reservations in light of ongoing historical, social and cultural trauma. It addresses pedagogical issues unique to Humanities (Religion) service-learning programs. It provides a description of various strategies used in the program that implement service-learning and learning theories. Throughout the chapter Native American voices and scholars serving as community partners for this specific program offer critical perspectives on pedagogy and partnerships.

Embracing Student Diversity

2018 ◽  
pp. 1-23
Author(s):  
Susan Kim Dedrick MacGregor ◽  
Hala Walid Esmail
Keyword(s):  
International Students ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Holistic Education ◽  
Cross Cultural ◽  
Student Diversity ◽  
Cultural Learning ◽  
New Learning Environments ◽  
Information And Communication ◽  
Diverse Student Population

With an increased focus on internationalization and the worldwide rising enrollment of international students, faculty are recognizing the advantages of transforming their curricula to meet the needs of a diverse student population. International students often experience academic and social dissonance in new learning environments. Information and communication technologies (ICT) offer alternative ways of interacting with students by increasing their engagement while facilitating cross-cultural learning experiences. In this chapter, the authors discuss how ICT can be utilized to support the experience of international students as they navigate the academic landscape and to provide all students with a more holistic education. Research-based best practices are discussed to illustrate the ways technologies can be utilized to facilitate active learning and enhance cross-cultural interactions, thereby allowing students to develop cross-cultural competencies. Examples of applications or tools that support these practices are presented.

Globalization of Racism

2016 ◽  
pp. 132-155 ◽  
Author(s):  
Zachary S. Ritter
Keyword(s):  
International Students ◽  
Los Angeles ◽  
Campus Climate ◽  
Cross Cultural ◽  
Racial Stereotypes ◽  
Cultural Learning ◽  
College Level ◽  
Intellectual Diversity ◽  
The University ◽  
The U.S

International higher education literature often extols a great deal of intellectual diversity, cross-cultural learning opportunities, and revenue that international students from China, Japan, and Korea bring to the U.S. every year. However, little attention is paid to the racial stereotypes international students bring to the U.S., how this affects campus climate, and what can be done to encourage cross-cultural understanding. Forty-seven interviews with Chinese, Japanese, and Korean graduate and undergraduate international students were conducted at the University of California, Los Angeles, regarding these students' racial stereotypes and how contact with diverse others challenged or reinforced these stereotypes over time. Results indicated that a majority of students had racial hierarchies, which affected with whom they roomed, befriended, and dated. This research shows that there is a need for policy and programmatic changes at the college level that promote international and domestic student interaction.

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 Comparison of Explicit and Implicit Methods of Cross-Cultural Learning in an International Classroom

2021 ◽  
Vol 13 (19) ◽  
pp. 10641
Author(s):  
Mirosław Jarosiński ◽  
Miklós Kozma ◽  
Jurgita Sekliuckiene
Keyword(s):  
International Students ◽  
Cultural Awareness ◽  
Research Question ◽  
Cross Cultural ◽  
Implicit Method ◽  
Cultural Learning ◽  
Explicit Method ◽  
Implicit Methods ◽  
Specific Exercise ◽  
European Universities

The paper addresses a gap in the literature concerning the difference between enhanced and not enhanced cross-cultural learning in an international classroom. The objective of the described research was to clarify if the environment of international classrooms could enhance cross-cultural competences significantly enough or if additional focus on cross-cultural learning as an explicit objective of learning activities would add substantially to the experience. The research question was defined as “how can a specific exercise focused on cross-cultural learning enhance the cross-cultural skills of university students in an international classroom?”. Surveys were conducted among international students in three leading Central-European Universities in Lithuania, Poland and Hungary to measure the increase of their cross-cultural competences. The Lithuanian and Polish classes were composed of international students and concentrated on International Management/Business topics (explicit method). The Hungarian survey was done in a general business class that just happened to be international in its composition (implicit method). Overall, our findings prove that the implicit method resulted in comparable, somewhat even stronger effectiveness than the explicit method. The study method included the analyses of students’ individual increases in each study dimension and construction of a compound measure to note the overall results. Our findings confirm the power of the international classroom as a stimulating environment for latent cross-cultural learning even without specific exercises focused on cross-cultural learning itself. However, the specific exercise did induce additional learning, especially related to cross-cultural awareness and communication with representatives of other cultures, even though the extent of that learning may be interpreted as underwhelming. The main conclusion from the study is that the diversity of the students engaged in a project provided an environment that supported cross-cultural learning, even without specific culture-focused reflections or exercises.

scholarly journals Sense of Belonging, Intercultural and Academic Experiences among International Students at a University in Northern Ireland

2021 ◽  
Vol 11 (4) ◽  
Author(s):  
Elida Cena ◽  
Stephanie Burns ◽  
Paul Wilson
Keyword(s):  
International Students ◽  
Northern Ireland ◽  
Social Relations ◽  
International Student ◽  
Learning Experience ◽  
Qualitative Interviews ◽  
Cultural Barriers ◽  
Academic Challenges ◽  
Cultural Challenges ◽  
The Uk

Higher education institutions have a strong interest in attracting international students, however, there is little research on international students' experience while studying in the UK and how this relates to their adjustment and belonging. This research was conducted with 16 international students at a HE institution in Northern Ireland, using qualitative interviews to examine academic and socio-cultural challenges they experience while studying and living in a country different from their own. Findings suggest that the academic challenges posed by a different educational system, issues affecting social relations within the campus, and living in a homogenous society can have an impact on the international student experience. Adjustment challenges were primarily attributable to language and cultural barriers. These findings highlight that it is vital for institutions to better understand students’ needs and tailor their services to enhance international students’ learning experience. 

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