1 / 10

Lisha Liu Institute of Education, University of London

International students' perceptions of engagement in learning UK full-time taught master's programmes A Challenge of Time Utilisation. Lisha Liu Institute of Education, University of London. Research methods.

ellery
Download Presentation

Lisha Liu Institute of Education, University of London

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. International students' perceptions of engagement in learning UK full-time taught master's programmes A Challenge of Time Utilisation Lisha Liu Institute of Education, University of London

  2. Research methods • 51full-time international taught master’s students (7 for pilot study; 44 for main study;18 countries;12 subject areas) from 3 English universities voluntarily participated in this study. • Qualitative research design • Unstructured interviews • Inductive thematic analysis (constant comparison, data saturation)

  3. Time pressure • Most participants were aware of heavy time pressure from their intensive programme structure. However, their concerns about English competency further increased such time pressure. • Even though participants were under time pressure, they still tried to make full use of their time to improve their learning efficiency and quality. To some extent, time pressure stimulated their autonomy and independence in learning.

  4. Time adjustment

  5. Time adjustment • Overtime is the most mentioned approach of time adjustment by participants. It normally happened in after-class learning. This aims to complete academic reading, guarantee assignment quality and keep up with their peers. • Last-minuting is the second approach of participants’ time adjustment. 18 participants acknowledged that they preferred to postpone their written assignments until the deadlines were looming. Although this brought them pressure, it stimulated them to complete their learning tasks more efficiently. • Cramming is the third approach of time adjustment. According to the participants, it was either considered as an effective personal learning habit or driven by assignment deadlines.

  6. Prearranging is the fourth approach of time adjustment which is contrasted with cramming. It includes prioritising learning and reducing ineffective time. Only 1/4 of the participants adopted this strategy. • Multi-tasking is the fifth approach of time adjustment. It could enhance international students’ learning efficiency and reflect their activeness and autonomy in bounded time management. • Completing in advance is the last approach of international students’ time adjustment. Not so many participants mentioned it. Unlike the previous approaches, it aims to vacate students’ time for other activities except learning. This could assist reduce students’ learning pressure.

  7. The importance of ‘time’ is highly valued and evenmagnified by full-time international taught master’s students. It seems that this has been fused in their learning engagement.

  8. Implications (within programmes) • Curriculum: increase the proportion of international and context-free elements. • Teaching: think as a ‘student’ - provide more ‘academic care’ from international students’ perspective.

More Related