Crossing the 'Bridges' and Navigating the 'Learning Gaps': Chinese Students Learning across Two Systems in a Transnational Higher Education Programme

Autor/inn/en	Dai, Kun; Matthews, Kelly E.; Renshaw, Peter
Titel	Crossing the 'Bridges' and Navigating the 'Learning Gaps': Chinese Students Learning across Two Systems in a Transnational Higher Education Programme
Quelle	In: Higher Education Research and Development, 39 (2020) 6, S.1140-1154 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dai, Kun) ORCID (Matthews, Kelly E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1713731
Schlagwörter	Foreign Countries; International Cooperation; Institutional Cooperation; Higher Education; Cultural Awareness; Cultural Differences; Undergraduate Students; Study Abroad; English (Second Language); Language Tests; Student Attitudes; Textbooks; Internet; Teaching Methods; Student Centered Learning; Conventional Instruction; China; Australia + Suchen Sie Ihr Suchwort? Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Institute; Co-operation; Cooperation; Institut; Kooperation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Studies abroad; Auslandsstudium; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Schülerverhalten; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Australien
Abstract	Chinese universities are actively pursuing cross-border collaborations in the form of transnational higher education programmes. Our study captures the experiences of Chinese students to illuminate how they navigate their learning journeys in a China-Australia articulation programme. To communicate the complexity of learning in modern transnational higher education programmes, we employed activity theory as the theoretical framework to explore cross-cultural contradictions shaping students' experiences of learning. Assessment, programme rules, teaching strategies, and class and campus settings created contradictions that students had to negotiate as in-between learning spaces. We argue that cross-system contradictions play important roles in transnational higher education programmes. Therefore, instead of seeking to eliminate these contradictions or smooth cross-educational differences, these contradictions should be leveraged as learning opportunities to enrich transnational higher education programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01