Exploring the Learning Experience of Canadian Exchange Students in Chinese Universities
Notice bibliographique
Résumé
As a high priority of internationalization, international student mobility has transformed the higher education landscape over the last few decades. Although plenty of studies focus on international students’ experiences, less attention was paid to North American students’ learning experiences in other countries due to the low outbound mobility, especially Canadian students. Despite the increasing collaboration and partnerships between Chinese and Canadian universities, the number of Canadian students who chose to study in China remains small. Moreover, international student mobility brings many benefits to students, higher education institutions, communities, society, and the economy (Knight, 2012). Therefore, in order to provide Canadian students with targeted support services and improve outbound mobility, it is essential to understand their learning experience in China. Applying concepts of Kolb’s (1984, 2015) Experiential Learning Theory (ELT) and Mezirow’s Transformative Learning Theory (TLT), this study explores the learning experience of Canadian exchange students in Chinese universities, including students’ perceived challenges and benefits of their learning experience, as well as their reflection on the impacts of their academic and social learning experiences. A generic qualitative research design was employed based on the constructivist-interpretive paradigm. Data were collected through semi-structured interviews with 14 Canadian exchange students who studied in Chinese universities from 2016 to 2021. The 14 students were from 10 Canadian universities and studied at seven Chinese universities. Key findings indicate that all the participants perceived their learning experiences in China as beneficial. The main benefits include personal growth, improved language proficiency, critical thinking abilities, intercultural awareness and competencies, and enhanced academic and career development. Perceived challenges revolved around personal and external challenges. Personal challenges were culture shock due to the language barrier and cultural differences. External challenges were caused by insufficient administration, which involved bureaucratic barriers, confusion in course registration, and difficulties in receiving transcripts and accessing essential and relevant information. This study provides a view of the context of student mobility between China and Canada. By investigating Canadian exchange students’ learning experiences in Chinese universities, this study contributes to an understanding of the outbound student mobility of Canadian students, especially in developing countries. Further, this study provides theoretical and practical implications that may be of interest to educators and policy makers involved in planning and implementing international student mobility programs. Participants’ learning experience may shed light for students who are potentially interested in participating in exchange programs in China.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,020 | 0,007 |
| Communication savante | 0,005 | 0,002 |
| Science ouverte | 0,002 | 0,006 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».