part of the Education Reform Networks
Perceptions versus Preferences: Adult International Students' Teaching-Learning Experiences in an American University
International students' perceptions of and preferences for the teaching-learning process in a U.S. university was assessed. Nine participants representing three regions of the world (Asia, Africa, and Latin America) were interviewed individually and asked to reflect on their teaching-learning experiences in Ph.D. courses. They were also asked to describe their preferred conditions of learning. The model of andragogy of Knowles (1980) was used to develop both the interview protocol for the study and a theoretical framework to understand the perceived experiences and preferred learning conditions. Three major domains were identified by students: (1) the role of participation; (2) the learner's prior experiences; and (3) the teacher's role. Students perceived their experiences to be both positive and negative. Positive and preferred experiences were characterized by the themes of engagement and connectedness, while negative experiences were characterized by disengagement and disconnectedness. The positive and preferred experiences of these international students were congruent with the andragogical model, but the negative experiences were not. The study provides insights into the needs of international students and ways to improve the quality of education for the multicultural population. (Contains 15 references.) (SLD)
Contributor: Pinheiro, Sandro O.
Date Published: 00-00
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