Students’ perceptions and experiences of teaching and learning in transnational higher education in China: implications of the intercultural dialogue framework

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Abstract


Despite the rapid development of TNHE over the past decade, research studies on students’ perceptions and experiences of teaching and learning at TNHE programmes in China are very limited. Using both surveys (328) and follow-up interviews (40) from students at two Anglo-Sino programmes, this study explores students’ perceptions and experiences of teaching and learning in TNHE in China. Drawing on the five components of the intercultural dialogue framework, this paper reveals that Chinese students’ experience of teaching was fragmented not least through a mixture of cultural approaches to pedagogy including a teacher-centred approach by the local Chinese teachers and a student-centred approach by the foreign teachers, with the latter generally preferred by the students. The findings yield several important implications for contextualized curriculum and careful consideration of the TNHE learning environment in China.
Original languageEnglish
Pages (from-to)(In-Press)
JournalTeaching in Higher Education
Volume(In-Press)
Early online date17 Mar 2021
DOIs
Publication statusE-pub ahead of print - 17 Mar 2021

Keywords

  • China
  • transnational higher education
  • teaching and learning,
  • effective learning
  • effective teaching
  • Intercultural dialogue framework
  • teaching and learning

ASJC Scopus subject areas

  • Education

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